KR20230032671A - Board game for preventing school violence - Google Patents

Abstract

According to an embodiment of the present invention, provided is a board game for preventing school violence, which comprises: a plurality of role cards, each of which displays one of roles of a perpetrator, a victim, and a bystander of school violence; a plurality of capability cards which represent participant's abilities; a plurality of school violence scenario cards, each of which describes one of various situations of school violence; a plurality of snack bar cards on which individual benefits for the participants are written; a plurality of school news cards on which positive/negative factors for the participants are written; a game board which has a starting point, an endpoint, and a plurality of spaces connecting the starting point to the endpoint, wherein at least one of the capabilities, school violence scenarios, snack bar, or school news is indicated on the spaces; a marker which moves on the game board; a roulette or a dice which determines the movement of the marker on the game board; and coins which serve as scoring elements. The board game for preventing school violence can have an effect in preventing school violence in real life.

Description

School violence prevention board game {BOARD GAME FOR PREVENTING SCHOOL VIOLENCE}

The present invention relates to a school violence prevention board game, and more particularly, to a board game capable of preventing school violence in advance by virtually determining the role of school violence of participants and considering appropriate capabilities for a given school violence situation. .

In recent years, the types of school violence have become very diverse and the degree of incidents has become serious. The problem of school violence is causing social problems by leading to bullying, training of social misfits, and controversy over school violence by entertainers. If students themselves do not recognize the problem of school violence and their school life passes, it can cause continuous problems in interpersonal relationships and social adaptation even after they become adults.

To prevent school violence, public service advertisements, video education, and discipline methods are used, but the educational effect is insignificant because children are not interested in the existing education methods that are simply repeated. In recent years, board games, which are played with simple physical tools such as playing boards, cards, horses, tokens, dice, etc., are in the limelight as play tools that can be enjoyed easily and fun regardless of age, regardless of age. A method of teaching has also emerged.

Prior literature: Korean Patent Publication No. 10-2010-0062127

In the above prior literature, a technology for providing a career learning program using a board game and learning career education through indirect experience was presented. In this way, it is a time when an education method that combines a game is more necessary so that the education target can easily access and receive education.

However, it is more necessary for the students who are involved in school violence to recognize the problem of school violence and to think about the solution rather than simply solving the problem of school violence through education.

In order to solve the above problems, an object of the present invention is to provide a board game for preventing school violence.

In one embodiment of the present invention, a plurality of role cards in which the role of one of the perpetrator, victim, and bystander of school violence is displayed, a plurality of competency cards indicating the competency of the participant, and one of various situations of school violence A plurality of school violence situation cards in which the situation is written, a plurality of canteen cards in which the individual benefit factors of the participants are written, a plurality of school news cards in which the plus/minus factors of the participants are written, A plurality of consecutive cells are formed, and in the plurality of cells, a game board displaying at least one of capacity, school violence situation, canteen, and school news, moving pieces moving on the game board, and the movement on the game board A school violence prevention board game including a roulette wheel or dice for determining a horse's movement space and a coin serving as a score may be provided.

In the plurality of competency cards, the color of the card may be determined for each competency group.

In the plurality of role cards, the color of a purchasable competency card may be displayed according to each role.

According to the present invention, it is possible to obtain a board game effective in preventing school violence in real life through practice in which students find problems of school violence through board games and derive solutions for themselves.

1 is a block diagram of a school violence prevention board game according to an embodiment of the present invention.
2 is a game board used for a school violence prevention board game according to another embodiment of the present invention.
3 is a competency card used in a school violence prevention board game according to another embodiment of the present invention.
4 is a role card used in a school violence prevention board game according to another embodiment of the present invention.

Hereinafter, the present invention will be described in detail with reference to the accompanying drawings.

1 is a block diagram of a school violence prevention board game according to an embodiment of the present invention.

The school violence prevention board game 100 according to the present embodiment includes a game board 110, a role card 120, a competency card 130, a school violence situation card 140, a store card 150, and a school news card. (160), moving pieces and dice (170).

In order to start the school violence prevention board game according to the present embodiment, each participant may receive 20 coins.

In the game board 110, a starting point, an ending point, and a plurality of cells extending from the starting point to the ending point are formed on a board having a predetermined area, and at least one of capacity, school violence situation, canteen, and school news is formed in the plurality of cells. can be displayed In the board game according to the present embodiment, a square may be formed in a circle shape in which a starting point and an ending point are connected as one. In this embodiment, each game participant may determine a moving piece for the game, throw a dice, and move a cell on the game board by the number indicated on the dice. In the game board 110, according to the number of dice, the corresponding card can be purchased according to the instruction written in the column where the moving piece moved. Participants must pay coins when purchasing the card. Purchase coins for each card may be written on each card. Participants throw dice to move the moving piece, and can receive 2 coins each time they turn on the game board.

The role card 120 may include a plurality of cards on which a role of one of a perpetrator, a victim, and a bystander of school violence is displayed. After shuffling a plurality of role cards, game participants randomly select one role card and proceed with the game according to the selected role. In the role card, characteristics or important points for each role are described. In the present embodiment, capability cards that can be purchased for each role may be set differently.

The competency card 130 is a card representing the competency of the participant. In this embodiment, a total of 21 competencies were determined, and the purchasable competencies were different for each role, and the purchased competencies were used to solve negative school violence situations. In the competency card, competencies of mainly emotional content, such as self-esteem, sense of justice, and emotion control, may be described, and a brief description of the competencies may be described. The competency card according to this embodiment is a caring experience, a caring experience, emotional control, a positive view of the future, and trust in others. Competencies such as non-self-blame, sense of justice, concern for others, responsibility, forgiveness, conflict coping style, independence, self-efficacy, courage, sense of stability, altruism, morality, empathy, supportive relationships, community spirit, and self-esteem can The plurality of competency cards may be formed into cards of different colors for each group. Confusion when purchasing competency cards for each role can be reduced by using cards of different colors for each group and designating the color of competency cards that can be purchased for each role. Each participant can only have up to 3 competency cards, and if competency cards are added as the game progresses, they must be replaced with existing cards or new cards must be given up. Coins required for purchase may be set differently for each competency card.

The school violence situation card 140 may include a plurality of cards in which one of various situations of school violence is described. In this embodiment, the school violence situation card may include a card with a total of 8 school violence situations such as verbal violence, physical violence, bullying, extortion, cyber bullying, sexual violence/sexual harassment, stalking, and coercion. The school violence situation is divided into positive and negative situations, and the positive situation implies the resolution of the school violence situation, and the negative situation can be set as a situation that participants must solve with their capabilities. For example, a positive situation can be set at +1 coin without the need to use a competency card, a negative situation can be set at +5 coin when properly resolved using a competency card, or -5 coin when not resolved or no competency card is available. There is no separate solution for school violence situations, and participants can solve it in various ways. Determination of appropriate resolution may be determined by board game participants other than the party concerned.

For example, if a participant playing the role of a victim presents the competency of 'self-esteem' in a situation of school violence called 'bullying', it is not easy to overcome the school violence situation by recovering self-esteem alone in a state of low self-esteem. Therefore, by asking for help from family and school counselors, you can increase your self-esteem in the process of overcoming school violence together so that you can overcome it well when you are put in a school violence situation again. In this way, the solution to the school violence situation is not fixed, and the participants can explain it flexibly so that they can persuade other participants well.

The concession card 150 may include a plurality of cards on which individual participant's benefit factors are written. In the board game according to the present embodiment, the concession card 150 can be a fun element of the board game. In this embodiment, a total of 10 canteen cards may be included. The 'Situation Clearance' card can go beyond the situation regardless of the competency card you have. The 'Competency Card Reinforcement' card can strengthen your competency. For example, you can do +5 coins. The 'Gambler' card allows all students to draw school news one by one. The 'Almighty Competency' card allows you to use any capacity you want. The 'Dice Save' card can be moved as many times as desired by throwing a dice. A 'replica ability' card can be used to duplicate another student's canteen ability. The 'Double Point' card allows you to double your coins when you present an appropriate way to deal with a situation using your abilities. At this time, the team members can decide whether to deal with the situation appropriately. The 'School News Reinforcement' card can receive the designated student's school news ability doubled. For example, you can receive double coins when paying coins. The 'Invalidate school news' card can disable the school news ability of the designated student. A 'snatch ability' card can take the pointed student's shop ability. The 'Competency Card Reinforcement' card can strengthen your competency. In this embodiment, when the participant's moving piece arrives at the 'canteen' section on the game board, the concession card is purchased with 3 coins, and can be used at any time during the person's turn. The concession card may be used for one-time use.

The school news card 160 may include a plurality of cards on which plus/minus elements of participants are described. The school news card is for the fun factor of the board game, and the school news card can be drawn when the moving piece of the participant arrives at the 'school news' column on the game board. Able to follow the instructions written on the selected school news card. In this embodiment, the school news card includes 'I took medicine and rested, and my body felt better', 'Today is a school festival day!. Participating in several booths, I spent a lot of money. Give one of your coins to everyone.', 'I found a student sitting in front of you cheating. The student you designate can only move spaces in the next order.' etc. may be described. A total of 31 school news cards can be used in the board game according to the present embodiment.

The board game according to the present embodiment may include moving pieces, dice, and coins 170 . The moving words may indicate positions within the game board of each participant. Dice may be used to move the moving pieces. You can move the number of squares on the game board by throwing the dice. You can use one or two. In the case of using two dice, you can roll the dice once more when both dice come up with the same number. Coins can serve as game points. In this embodiment, a coin may be manufactured in the form of a chip, and the score of the coin may be different according to the color of the chip. Alternatively, the coin can be made in the form of paper.

In the board game according to the present embodiment, each participant is given 20 coins to start the game, and 2 coins can be provided to the participants each time the game board turns. Coins can be obtained or paid to the bank as the game progresses. For example, if the capability proposed in the school violence situation column is recognized as a solution by other participants, 5 coins can be paid. If you didn't solve the problem well, you can pay 5 coins to the bank. In addition, if there are no coins to provide to others during the game, you can receive coins from the bank. Coins required for purchasing competency may be set differently depending on competency. In addition, if you have already reached the capability column purchased by another participant, you must pay the coin as a toll to the buyer. Since the coin is different depending on the competency, the toll tax may be set differently depending on the competency. When the game is sufficiently enjoyed, the game can be ended, and the winner can be determined by the sum of the coins held at the end of the game and the coins obtained by converting the competency cards into coins.

2 is a game board used for a school violence prevention board game according to another embodiment of the present invention.

Referring to FIG. 2, the game board 210 of the school violence prevention board game according to the present embodiment has a starting point, an ending point, and a plurality of cells connected from the starting point to the ending point on a board having a predetermined area, and the plurality of cells At least one of capacity, school violence situation, canteen, and school news may be displayed. In the board game according to the present embodiment, a square may be formed in a circle shape in which a starting point and an ending point are connected as one. In this embodiment, each game participant may determine a moving piece for the game, throw a dice, and move a cell on the game board by the number indicated on the dice. In the game board 110, according to the number of dice, the corresponding card can be purchased according to the instruction written in the column where the moving piece moved. Participants must pay coins when purchasing the card. Purchase coins for each card may be written on each card. Participants throw dice to move the moving piece, and can receive 2 coins each time they turn on the game board.

3 is a competency card used in a school violence prevention board game according to another embodiment of the present invention.

In the school violence prevention board game according to the present embodiment, 21 competency cards may be included. The 21 competency cards may be grouped according to the nature of the competency to be presented, and the grouped competency cards may use the same color card for each group. In this embodiment, 21 competencies are formed into 7 groups, and the color of the competency card is set differently for each group. For example, the competencies of supportive relationships, sense of community, and self-esteem were set as black cards. Courage, self-efficacy, and security competencies were set as light blue cards. Emotion control, caring experience, and caring experience competency were set as pink cards. Sense of justice, responsibility, and concern for others were set as green cards. Self-reliance, conflict coping style, and forgiveness capacity were set as purple cards. Morality, altruism, and empathy were set as light brown cards. A positive view of the future, a mind not to blame oneself, and trust in others are set as blue cards.

4 is a role card used in a school violence prevention board game according to another embodiment of the present invention.

In the board game according to the present embodiment, the role cards may include role cards of an assailant, a victim, and a bystander. The role is written on the front of the card, and a description of the role is written on the back of the card.

In addition, on the back of the role card, the color of a competency card that the corresponding role can purchase may be written. Therefore, the role player can purchase only the specified capacity when the moving piece reaches the capacity column on the game board.

Although the above has been described with reference to the preferred embodiments and examples of the present invention, those skilled in the art will variously modify the present invention within the scope not departing from the spirit and scope of the present invention described in the claims below. And it will be understood that it can be changed. For example, the color of the competency card or the arrangement of the game board may be variously changed.

110: game board 120: role card
130: competency card 140: school violence situation card
150: canteen card 160: school news card
170: dice, coins, moving pieces

Claims (3)

A plurality of role cards indicating the role of one of the perpetrator, victim, and bystander of school violence;
A plurality of competency cards representing the competency of the participant;
A plurality of school violence situation cards in which one of the various situations of school violence is described;
A plurality of concession cards on which the individual benefit factors of the participant are written;
A plurality of school news cards in which participants' plus/minus factors are described;
A game board having a starting point, an ending point, and a plurality of cells leading from the starting point to the ending point, and displaying at least one of capacity, school violence situation, canteen, and school news in the plurality of cells;
a moving horse moving on the game board;
Roulette or dice for determining the moving space of the moving piece on the game board; and
Coins that serve as points
School violence prevention board game that includes.
According to claim 1,
The plurality of competency cards is a school violence prevention board game, characterized in that the color of the card is determined for each competency group.
According to claim 2,
The plurality of role cards,
School violence prevention board game characterized in that the color of the purchasable competency card is displayed according to each role

Images