KR101656353B1

KR101656353B1 - A pop-up book for multi-sense learning

Info

Publication number: KR101656353B1
Application number: KR1020150043376A
Authority: KR
Inventors: 류일윤
Original assignee: 류일윤
Priority date: 2015-03-27
Filing date: 2015-03-27
Publication date: 2016-09-09

Abstract

The present invention relates to a pop-up book for learning five senses, and more specifically, to provide a book and a pop-up member so that a learner can directly combine a pop-up member with an inlay of a pop-up book, The present invention relates to a pop-up book for learning five senses, which can maximize the efficiency of ecological learning.
To this end, a pop-up member is provided which provides a plurality of pages on which images and characters are printed, an image corresponding to the image of the inlay is printed, and a pop-up member protruding outward from the page when the inlay is expanded, The pop-up member includes: a printing unit provided for image or character printing; fixing means formed on an end portion of the printing unit and on a page for fixing the printing unit to a page; An image layer printed with a CMYK ink having no letter C character, a voice ink printed coding halftone layer having a carbon component in an area corresponding to the image layer, and a perfume pigment corresponding to the perfume of the image on the image layer, A perfume layer to be treated, and a texturing layer on which the texturing material corresponding to the touch of the image is post-processed And a pop-up book for learning the five senses.

Description

A pop-up book for multi-sense learning [

The present invention relates to a pop-up book for learning five senses, and more particularly, to a pop-up book for a five-sensory learning in which a learner can decorate a pop-up book directly and ecological learning can be performed through various senses.

In general, preschoolers and infants are very intuitive, and take letters, numbers, symbols, images, etc. as pictures and imprint them on the brain as if they were photographs.

Therefore, by early development of language ability and learning ability at a young age, excellent learning effect can be achieved.

Accordingly, a lot of learning or toys have been developed in consideration of the learning ability and characteristics of such preschool children or infants.

Typically, picture books are used for teaching children such as preschoolers. In recent years, picture books sold in the market have been used to focus attention on children and to improve the intelligence index and emotional index of young children. There are many products that are excellent in education engineering using various characters.

However, most of these picture books mainly induce children to learn from the visual point of view, but the composition is so simple that children can easily feel tired.

To this end, a pop-up book has been developed in which, when a book is opened, a character or an object protrudes from the front side of the book, thereby enhancing the sense of reality, thereby increasing the interest of the users.

The pop-up book expresses a variety of characters and objects in a pop-up image, and changes the three-dimensional shape of the pop-up image during expansion and folding.

In other words, the learner can expand the pop-up image of the learning object by expanding or collapsing the book, thereby enhancing the learning effect by inducing the learner's concentration.

However, the above-described pop-up book also has the following problems.

First, since a pop-up book is prepared and provided from a publishing company, only a pre-produced pop-up book is used in the learner's standpoint. As a result, there was a problem of developing the thinking ability or learning or creativity such as the ability to perceive the space that children can expect by making pop-up books directly.

Second, among the various kinds of learning books, it is desirable that the natural observation book for ecological learning is different from the general fairy tale books, and it is desirable that the various senses that can be directly touched and felt are performed together. In the past, There was a problem that the children's learning ability was not maximized.

Korea Registration No. 20-0473239 Korea Registration No. 10-0883020

SUMMARY OF THE INVENTION The present invention has been made in order to solve the above-mentioned problems, and an object of the present invention is to provide a learner who can make a pop-up image by directly attaching it to a book, To provide a pop-up book for the user.

In order to achieve the above-mentioned object, the present invention provides an image processing apparatus including: an inlay providing a plurality of pages on which images and characters are printed; an image matching the inlaid image is printed; A pop-up member is separately provided, the pop-up member comprising: a printing unit provided for image or character printing; fixing means formed on an end portion of the printing unit and the page and fixing the printing unit to the page; An image layer printed with CMYK inks having various carbon and non-carbon elements for ecological learning, a voice ink printed coding halftone layer having a carbon component in a region corresponding to the image layer, A perfume layer in which a perfume pigment corresponding to the perfume is post-processed, and a texturing material corresponding to the feeling of the image on the perfume layer And a textured layer that is post-processed. The pop-up book for learning five senses is provided.

The pop-up book for learning the five senses according to the present invention has the following effects.

First, the learning image is provided in a pop-up manner so as to increase the interest and concentration of the learner, but the learner can directly attach the pop-up image to the book, thereby maximizing the interest of the learner in the ecological learning.

That is, the learner is provided with the pop-up book in a completed state, and the learning method in which the learner simply unfolds the pop-up book is improved to provide a plurality of inlays in which the background image is printed and a pop- The pop-up image can be directly combined with the book, thereby enhancing the interest of the learner.

Second, eco-learning through diverse senses as well as visual learning effects can be achieved, thereby enhancing the learning efficiency of learners.

In other words, the object to learn the pop-up book according to the present invention is infants or infants, and not only the visual learning about the ecological learning but also the learning about the olfactory, tactile, and auditory is further provided, It can be doubled.

1 is a perspective view showing a pop-up book for learning five senses according to a first embodiment of the present invention;
FIG. 2 is an exploded perspective view showing a pop-up member among the pop-up books for learning the five senses according to the first embodiment of the present invention;
3 is a front sectional view showing a main part of a pop-up book for learning five senses according to a first embodiment of the present invention
Fig. 4 is a front sectional view showing a main part of a pop-up book for learning five senses according to a second embodiment of the present invention
5 and 6 are perspective views showing a main part of a pop-up book for learning five senses according to a third embodiment of the present invention
7 is a perspective view showing a main portion of a pop-up book for learning five senses according to a fourth embodiment of the present invention
8 is a perspective view showing a pop-up member of a pop-up book for learning five senses according to a fifth embodiment of the present invention
9 is a sectional view showing the line II in Fig.

It is to be understood that the words or words used in the present specification and claims are not to be construed in a conventional or dictionary sense and that the inventor can properly define the concept of a term in order to describe its invention in the best possible way And should be construed in light of the meanings and concepts consistent with the technical idea of the present invention.

Hereinafter, a pop-up book for learning five senses according to a first embodiment of the present invention will be described with reference to FIGS. 1 to 3 attached hereto.

Before describing, the meaning of the five senses used in this specification is to substitute the meaning of various senses rather than the five senses.

That is, since the taste of the book can not be provided due to the characteristics of the book, the expression " five senses " is used in the present specification as it has technical features that provide visual, olfactory, auditory, and tactile senses.

The pop-up book for the five-sensory learning has a technical feature that enables the learner to improve the learning efficiency of the learner by directly combining the pop-up image with the book.

In addition, since the five-sensory learning can be performed on the pop-up image, the efficiency of the learner's eco learning can be doubled.

As shown in Fig. 1, the pop-up book for learning five senses includes an inlay 100 and a pop-up member 200. [

The inlay 100 is a configuration in which the contents of a pop-up book are printed, and is composed of a plurality of pages 110. [

At this time, the content to be printed on the inlay 100 is not limited, but it is preferable that the content of the natural ecology is printed in consideration of the characteristics of the pop-up book that allows the learning of the five senses.

For example, ecology for animals, insects, plants and the like can be provided as an object to be printed.

On the other hand, each page 110 constituting the inlay 100 forms a slide hole 111 passing through both sides.

The slide hole 111 is formed in the form of a long hole on the page 110, and the direction of the slide hole 111 need not be uniform.

That is, the structure of the slide ball 111 is for moving the pop-up member 200 together with the connection of the pop-up member 200. By providing the movement path of the pop-up member 200 corresponding to the content of each page, To maximize the fun of.

Next, the pop-up member 200 is configured to protrude upward when the inlay 100 is unfolded, and is provided as an image or a character corresponding to the content of each page 200. [

That is, the pop-up member 200 is provided as an animal, an insect, a plant, or the like in a three-dimensional shape.

It is preferable that the pop-up member 200 is provided for each page 110.

2, the pop-up member 200 includes a printing unit 210, an escape preventing piece 220, an image layer 230, a coding halftone layer 240, a perfume layer 250, , And a textured layer (260).

The printing unit 210 is a portion where an image or character corresponding to the pop-up member 200 is printed. The material of the printing unit 210 is not limited, but is preferably relatively hard paper.

The release preventing piece 220 serves to prevent the pop-up member 200 from being detached from the slide hole 111, and is protruded outward from the bottom surface of the printing portion 210.

The release preventing pieces 220 are provided as a pair and are provided as materials that can be spread on both sides.

It is preferable that the release preventing pieces 220 are also provided as hard paper.

At this time, it is preferable that a folding line or a folding line is displayed on the departure prevention piece 220 in order to spread on both sides.

The folding line 221 allows the release preventing member 220 to be easily folded and the position of the release preventing member 220 in the height direction is determined so that the protruding range of the pop-up member 200 can be determined .

It is preferable that the folding line 221 is formed by a dotted line which is thinner than the thickness of the release preventing pieces 220.

That is, as the folding line 221 is formed, the learner can easily open the departure prevention piece 220, and the pop-up member 200 can protrude from each page 110 to form a three-dimensional feeling.

Then, the image layer 230 is printed on the printing unit 210 as an image corresponding to the pop-up member 200.

Herein, in this specification, since the natural observation responsibility for learning about the ecology of the creature is taken as an example, it is preferable that the image printed on the image layer 230 is printed with images of the animal, insect, plant and the like.

At this time, the image layer 230 is preferably printed through C M Y K inks of four primary colors.

The CMYK refers to a cyan-magenta-yellow-black model, which is one of the color display models used in various printing systems including desktop publishing (DTP) It is called CMYK.

At this time, it is preferable that the CMYK ink has no carbon component.

This is to prevent interference with the coding halftone dot layer 240 printed with a voice ink containing a carbon component, which will be described later, in voice recognition with each other.

That is, the most important factor for providing the voice information is the carbon component contained in the ink. If the carbon component is contained in the CMYK ink for providing only the simple image, the voice inks that provide the actual voice information are confused with each other, It is because recognition is not done properly.

The coding halftone layer 240 is for auditory learning, and provides a voice for the bio-ecological information printed on the image layer 230, and is printed at a portion corresponding to the region of the image layer 230.

The coding halftone layer 240 is detected by an OID sensor to be described later, so that various kinds of information on the bio-ecology are output through a learning tool to be described later.

As shown in FIG. 2, the coding halftone layer 240 is composed of very small dots and shows a unique index. The size of the dot is extremely small, about 40 to 80 μm, , It is recognized only by the OID sensor, and is almost impossible to reproduce.

At this time, the coding halftone layer 240 is printed through the voice ink, and the voice ink contains the carbon component.

The perfume layer 250 then provides a perfume for the image creature and is post-processed on the coding green pigment layer 240.

That is, the perfume layer 250 is for providing a sense of smell to the creature, and when the offset blotting layer 240 is printed after printing, a perfume pigment is printed on a portion corresponding to the image to form a layer.

The textured layer 260 then provides a tactile sense for the image creature and is post-processed on the perfume layer 250.

That is, the texture layer 260 is for providing tactile learning to the creature, and is for post-processing the material that can feel the texture of the biological image.

At this time, a flocking method and a silk printing method may be provided in the method of forming the texture layer 260.

The flocking technique is a method in which an adhesive layer is formed on the perfume layer 250 and the cloth material is sprayed onto the adhesive layer through a spraying method so that a cloth material capable of feeling a texture sticks to the adhesive layer.

Pop-up image objects corresponding to the case of such a flocking technique can be applied to a hairy animal, a plant having a skin similar to a peach, and the like.

The silk printing method is for expressing a smooth texture, which is the same as a known printing method.

Pop-up image objects corresponding to this silk printing method can be applied to plants such as reptiles, apples, and insects.

That is, the post-processing may be selected and applied to the pop-up member 200 according to the biological image.

Meanwhile, as shown in FIG. 2, a separate learning tool 300 is provided in a pop-up book for learning five senses according to the present invention.

The learning tool 300 includes an OID sensor 310 capable of sensing a coding halftone dot 240 as a tool for listening to ecological information about a living organism through sensing a coding halftone layer 240. [

The restraint piece 400 is formed on one side of the page 110 corresponding to the escape prevention piece 220 that has passed through the slide hole 111.

3, the restraint piece 400 restrains the release preventing piece 220 that has passed through the slide hole 110 and prevents the pop-up member 200 from being detached through the slide hole 111 do.

The restraint piece 400 is formed by being cut downward from both sides of the slide hole 110 and forms an insertion groove 410 so that the release preventing piece 220 can be inserted.

In other words, the restraint piece 400 can restrain the bounce prevention piece 220 by preventing the bent release bounce piece 220 from expanding, and the escape prevention piece 220 can be slid along the insertion groove 410 , So that the pop-up member (200) can flow along the slide hole (111).

Hereinafter, the use of the pop-up book for learning the five senses having the above-described configuration will be described.

When the first pop-up book is provided, a book having the inlay 100 and a pop-up member 200 are separately provided.

Then, the learner collects the release preventing pieces 220 of the pop-up member 200 and inserts them into the slide holes 111 formed in the respective pages 110. Then,

At this time, the learning effect of the learner can also be expected in the process of finding the pop-up member 200 corresponding to the contents of each page 110. [

Thereafter, after the release preventing pieces 220 have passed the slide holes 111, the release preventing pieces 220 are opened to both sides of the slide holes 111 to separate the pop-up members 200 from the slide holes 111 prevent.

At this time, by bending the folding line 221, it is possible to easily spread the release preventing pieces 220 to both sides.

The pop-up book 200 is completed by connecting the pop-up member 200 to all the pages 110 through the series of processes described above.

As a result, the learner realized the first ecological learning of the learner, along with the sense of accomplishment that he made the pop-up book himself.

On the other hand, when the pop-up book is completed as described above, the user perceives the five senses by passing each page 110 from the beginning.

That is, when each page 110 is expanded, the pop-up member 200 that has been pushed between the pages 110 is protruded, so that the three-dimensional feeling of the ecological image is expressed and visual learning about the creature is performed.

Then, the learner performs ecological learning while flowing the pop-up member 200 along the slide ball 111. [

Meanwhile, in this process, the pop-up member 200 provides the tactile sensation to the biological image through the texture layer 260, so that the tactile learning can be performed so that the learner can feel the real feeling even though the biological image is not actually touched do.

In addition, as the perfume similar to the creature is emitted from the pop-up member 200, the learning of the olfactory sense can be performed.

When the user touches the pop-up member 200 using the learning tool 300, the OID sensor 310 senses the coding halftone layer 240, and ecological information about the creature is output as a voice so that the hearing learning of the learner is performed .

At this time, the audio information output through the learning tool 300 may be the cry of each creature as well as the ecological information.

As a result, ecological learning through various senses can be performed, thereby maximizing the learning efficiency through the pop-up book.

On the other hand, each page 110 constituting the pop-up book may be configured such that the slide hole 111 is not formed.

That is, by forming the restraint piece 400 disclosed in the first embodiment by cutting the upper side of the slide hole 111 rather than downward, it is not necessary to form the slide hole 111.

This is shown as a second embodiment of the present invention, and will be described with reference to FIG. 4 attached hereto.

Prior to description, the same reference numerals are assigned to the same components as those of the first embodiment, and a detailed description thereof will be omitted.

As shown in FIG. 4, a slide hole is not formed in the page 110, and the restraint piece 400 is formed to protrude toward the pop-up member 200.

At this time, the restraint piece 400 is formed longer than the pop-up member 200, thereby providing a flow distance of the pop-up member 200.

The restraint piece 400 is formed with an insertion groove 410. The release prevention piece 220 is bent and inserted into the insertion groove 410 so that the coupling of the pop-up member 200 is completed.

That is, with the above-described structure, the release preventing pieces 220 of the pop-up member 200 are disposed on the surface of the page 110, thereby eliminating the need for the slide holes 111.

At this time, since the pop-up member 200 can slide along the insertion groove 410, the pop-up member 200 can flow like the first embodiment.

As described above, the slide ball 111, the restraint piece 400, and the escape prevention piece 220 have been described as fixing means for fixing the pop-up member 200 to the page.

In addition, the pop-up member 200 can be fixed to the page using an adhesive tape.

This is shown as a third embodiment of the present invention, and will be described with reference to Figs. 5 and 6. Fig.

As shown in Fig. 5, both sides of the pop-up member 200 are fixed over both sides of the spread page.

To this end, an adhesive tape (not shown) is preferably provided on both sides of the pop-up member 200 or on the page 110.

It is preferable that a double-sided tape is provided on both sides of the pop-up member 200 or on the page 110 so that the learner directly adheres.

As shown in FIG. 6, the pop-up member 200 may be provided to be adhered to only one side of the page 110, rather than both sides of the page 110.

5, a double-sided tape is provided on one side of the page 110 or both sides of the pop-up member 200 so that the learner can attach the pop-up member 200 to only one side of the page 110. [

On the other hand, another embodiment of fixing the pop-up member 200 to the page 110 can be provided, which is shown in the fourth embodiment.

The pop-up member 200 of the pop-up book for learning the five senses according to the fourth embodiment will be described with reference to FIG. 7 attached herewith.

As shown in Fig. 7, the pop-up member 200 is provided separately in plural.

In the present specification, to facilitate understanding of the explanation, the pair is separated, but it may be separately provided.

At this time, a fitting portion 211 opened toward one side is formed in the printing portion 210 of the separated pop-up member 200.

The fitting groove 211 may be formed on all of the separated pop-up members 200, or may be formed on only one of them.

Also, as described in the third embodiment, a double-sided tape is provided on the back surface or the page 110 of the separated pop-up member 200.

With such a configuration, the learner can fix the pop-up members 200 on the page using the double-sided tape while fitting the separate pop-up members 200 together.

On the other hand, it is possible to maximize the visual effect on ecological learning by forming the heat-sensitive ink layer 231 or the ultraviolet ink layer 231 on the image layer 230 of the pop-up member 200 described above.

This is illustrated in the fifth embodiment of the present invention with reference to FIG. 8 attached hereto.

The temperature-change ink varies in color depending on the temperature, and the ultraviolet ink is a pigment of a known technique having a technical characteristic in which the color changes according to ultraviolet rays.

By additionally forming such a transforming ink layer 231 or the ultraviolet ink layer 231 on the image layer 230, visual learning for ecological learning can be maximized.

For example, when brown colored ink or ultraviolet ink is overprinted on the green frog image layer 230, the learner touches the pop-up member 200 by hand or irradiates the pop-up member 200 with an ultraviolet lamp Learning to change brown frogs to green can increase the efficiency of ecological learning.

At this time, it is preferable that the learning tool 300 is further provided with an ultraviolet lamp 320 as shown in FIG.

As described above, the pop-up book for learning the five senses according to the present invention has a technical feature that enables the learner to attach the pop-up member directly to the inlay, thereby increasing the interest in the eco learning.

In other words, the learning process of adding and attaching a pop-up member is naturally added, thereby maximizing the interest of learning in addition to the visual learning.

In addition, since various sensory learning can be provided through the absence of a pop-up, the efficiency of ecological learning can be maximized rather than simple visual learning.

While the present invention has been particularly shown and described with reference to exemplary embodiments thereof, it is evident that many alternatives, modifications and variations will be apparent to those skilled in the art.

100: Inlay 110: Page
111: Slide ball 200: Pop-up member
210: printing unit 220:
221: fold line 230: image layer
231: Transformation ink layer, UV ink layer 240: Coded halftone layer
250: perfume layer 260: textured layer
300: Learning Tool 310: OID Sensor
320: ultraviolet lamp 400:
410: insertion groove

Claims

An inlay that provides a plurality of pages on which images and characters are printed;
An image corresponding to the image of the inlaid is printed, and a pop-up member protruding outward from the page three-dimensionally when the inlay is opened is separately provided,
The pop-
A printing unit provided for printing an image or character,
Fixing means formed on an end portion of the printing portion and the page, for fixing the printing portion to the page;
An image layer that is printed on the printing unit and printed with CMYK ink having various carbon and non-carbon characters for ecology learning,
A voice ink printed coding halftone layer having a carbon component in a region corresponding to the image layer,
A perfume layer on said image layer wherein a perfume pigment corresponding to the perfume of the image is post-
And a textured layer on the perfume layer, the textured material corresponding to the tactile sensation of the image being post-processed.

The method according to claim 1,
Wherein,
A restraining piece formed on one surface of the page and protruding in a pair facing each other and defining an insertion groove in a direction opposite to each other,
And a release preventing piece which is formed as a pair at an end portion of the printing portion and extends to both sides and is fitted into the insertion groove of the restraining piece.

The method according to claim 1,
Wherein,
A release hole formed at an end of the printing unit and extending toward both sides of the slide hole after passing through the slide hole to prevent the printing unit from being separated from the slide hole,
And the length of the slide ball is longer than the length of the pop-up member.

The method of claim 3,
Wherein one of the opposite surfaces of the page is provided with a restraining piece for restraining the release preventing piece which is wedged on both sides from being unblocked on one side corresponding to the departure preventing piece and the restraining piece forms an insertion groove into which the departure preventing piece is inserted Pop-up books for learning.

The method according to claim 1,
Wherein,
Wherein the adhesive tape is an adhesive tape for adhering the printing portion to both sides of the spread page or one side of the page.

The method according to claim 1,
Wherein the printing unit of the pop-up member is provided separately in plural,
Wherein the at least one printing unit is provided with a fitting groove in at least one of the separated printing units,
Wherein,
And a double-sided tape provided on a back surface or a page of the separated pop-up member.

7. The method according to any one of claims 1 to 6,
Wherein the image layer is further formed with a temperature-change ink layer whose color changes according to temperature or an ultraviolet ink layer whose color changes with ultraviolet light.

7. The method according to any one of claims 1 to 6,
Wherein the post-processing for forming the texture layer is a flocking method or silk printing.

5. The method according to any one of claims 2 to 4,
And the folding line is formed to be thinner than the thickness of the anti-departure piece, so that the anti-departure piece can be easily folded.