RU179804U1 - DEVICE FOR TEACHING A FOREIGN LANGUAGE - Google Patents

Abstract

The utility model relates to devices for teaching foreign languages (magnetic cards attached to a conductive support). The technical result of the claimed solution is to optimize the time spent on learning by reducing the time to verify the correct answer and the student’s ability to conduct independent training without a teacher. is achieved due to the fact that the claimed device for teaching foreign languages, made in the form of a set of control cards having magn the back is fixed for fixing on a conductive support, and the studied material is placed on the front side of the cards in the form of words of the studied foreign language, characterized in that the control cards are made up of basic and working ones, where each working card is made containing a connection area with other cards , on the connection areas made electrical contacts having a lead to the chip of the card, and the chip is formed with the possibility of activating positive and negative with signal, and each main card contains a battery from which branches are made through contacts in the area of connections and through magnetic fastening on the back side.

Description

The utility model relates to devices for teaching foreign languages (magnetic cards attached to a conductive support).

The prior art method of accelerated learning in various disciplines, mainly foreign languages, including the sensory and subsensory teaching method and autogenic training (SU 699537, class G09B 7/02, 19/06, 1979). The known method consists in the formation of special signals that are simultaneously displayed on different fields of the monitor screen, and requires the student to be equipped with a special electronic mask to perceive these signals, which complicates the implementation of the method.

The closest analogue is a method of accelerated learning of foreign languages, including sensory and subsensory teaching methods and autogenous training, characterized in that at first an autogenic training is conducted to mobilize the student’s mental and physical strengths, then the subsensory stage of training is carried out, which consists in visual perception by the student of the suggestive part of the video including the material being studied, for example, various pairs of words in a foreign language and their translation into the learner’s language, after which go to the sensory stage of training, which consists of a conscious audiovisual perception of the educational information contained in the second part of the video film, including its pronunciation by the student, and work with control cards containing the material being studied, by creating associative visual images of the material being studied, for example, words (RU 2124233 , G09B 19/06, published: 12/27/1998).

Similar to the prototype is that a similar teaching technique is used.

Namely, control cards are intended for mastering foreign words in the mode of conscious perception at the level of visual recognition. To make them cut mock-ups (words that correspond to this lesson). The teaching methodology in this mode is as follows: they mix cards, take any of them, look at a foreign word and try to remember its meaning.

If they were able to recall the translation of a word, then simultaneously with the mental pronunciation of this word in a foreign language, its visual image is presented as brightly as possible and immediately, without delay, they proceed to work with the next word.

If you do not remember the meaning of the word, then they look at the translation of the word, pronounce it mentally in a foreign language and construct a visual image, after which they proceed to work with the next word.

If this word denotes a noun, it is necessary to visualize this object as brightly as possible, its shape, color, weight, tactile (tactile) sensations from mental contact with it. And all this is instantaneous, like a bright flash in the consciousness of the learner. Fantasy is used to represent abstract nouns. For example, "space" can be represented in the form of an abyss, "courage" - in the form of a musketeer.

If this is an adjective, then it must be tied to some noun. For example, the adjective "green" is represented as a green forest, a green building, green grass.

Verbs are remembered by the mental representation of a specific action. We must strive to get the maximum sensations from mental images.

If you think not in words but in images, the effectiveness of memorization increases tenfold. With each new occupation, visual samples in the student’s mind will gradually become more and more vivid and clear, appear and disappear instantly, like frames in a color film. At the same time, against the background of the visual image, the student must each time present a printed foreign word, as if looking at a picture in which the artist wrote its name in foreign letters in large block letters. The name is placed in the center of the picture.

The technical problem of the prototype is that a student needs to either have a teacher present or check the correct answer after each alignment, which takes a lot of time to learn to understand the correctness or fallacy of grammatical alignment of cards in a semantic expression.

The objective of the claimed solution is to eliminate the disadvantages inherent in the prototype.

The technical result of the claimed solution is to optimize the time spent on training by reducing the time to check the correct answer and the ability of the student to conduct independent training without a teacher.

The specified technical result is achieved due to the fact that the claimed device for teaching foreign languages, made in the form of a set of control cards having a magnetic mount on the back for fixing on a conductive support, and on the front side of the cards placed the studied material in the form of words of the studied foreign language, characterized in that the control cards are made up of the main and working cards, where each working card is made containing a connection area with other cards, on areas with unity formed of electrical contacts having a retraction to the chip card, the chip is formed with the possibility of activating the positive and negative signal light, and each card comprises a main battery, which is performed by branching through contacts in the joints and through a magnetic mount from the rear side.

For the formation of light signals, colored LEDs of different colors can be used.

The connecting elements of the cards can be made in the form of protrusions.

Microcircuits of working cards are made of two types.

On the back side of the working card, a magnetic layer of the main contact is made to fix the card to a conductive support.

On the back side of the main card, a magnetic layer of the main contact is made for fixing the card to a conductive support, said magnetic layer being connected by a conductive connection to one of the polarities of the battery.

In the microcircuit of the working card, isolated contacts are made, which have their own isolated magnetic layer, and there is also an isolated node for the intersection of bipolar contacts.

Brief Description of the Drawings

In FIG. 1 shows an example of a main and working card on the front side.

In FIG. Figure 2 shows an example of the junction of the working cards of one backbone connection chip and the positive signals (green signals).

In FIG. 3 and FIG. Figure 5 shows examples of the junction of working cards of different connection microcircuits on the back side and signals of positive and negative results (with green and red signals).

In FIG. Figure 4 shows an example of the junction of working cards of another back-side connection chip and positive signals (green signals).

In FIG. 6 and FIG. Figure 8 shows an example of the junction of the main and working cards on the back and the signal of a positive result (with a green signal).

In FIG. 7 and FIG. Figure 9 shows an example of the junction of the main and working cards on the back and a negative signal (with a red signal).

In FIG. Figure 10 shows an example of the action of cards in operation on a conductive support (a - arrangement of cards in a row to the right of the main and positive alignment results, b - arrangement of cards one to the left and in a row to the right of the main and positive alignment results, c - arrangement of cards to the left and right of the main and positive result of alignment, d - the arrangement of cards in the wrong position with a partially negative result of alignment, d - the arrangement of cards in the wrong position with completely negative the result of the alignment).

In the drawings: 1 - the main card with power, 2 - the working card, 3 - the scoreboard of the main card, 4 - the signal of the positive result (green signal), 5 - the signal of the negative result (red signal), 6 - the connection area (connecting elements of the cards) 7 - a board of a working card, 8 - a magnetic layer of the main contact, 9 - a magnetic layer of isolated contacts, 10 - electrical contacts, 11 - an isolated node of intersection of bipolar contacts, 12 - power battery, 13 - conductive support.

The implementation of the invention

A device for teaching foreign languages can be used as follows. At the stage of the sensory stage of training, work is carried out with control cards containing the material being studied by creating the learner's associative visual images of the words of the foreign language being studied.

In this case, control cards are made up of the main 1 and workers 2, (see Fig. 1 - Fig. 9) place them on a conductive support 13 (see Fig. 10), for example, on a magnetic board or refrigerator. All cards perform containing the area of connection with each other 6 (connecting elements of cards). All cards have contacts 10, which are allocated to the microcircuits of the cards, and the microcircuits are formed with the possibility of activating a positive 4 and negative 5 visual signal (for example, light).

Power is supplied to the cards from the battery 12 in the main card 1 through contacts 10 in the area of connections 6 and through the main field of the conductive support 13.

When the user arranges the cards and observes the signals of the positive result 4 of building the words of a foreign language in the sense and / or grammatically, the user accepts these signals as indicators of the correct decision.

When a user arranges cards and observes at least one negative signal 5 of the result of arranging words of a foreign language in meaning and / or grammatically, the user considers this a wrong decision and changes one or those of the cards that signal him a negative signal until then, at all cards will not receive signals 4 of the positive result of building the words of a foreign language.

The front side of the cards can be made, for example, as shown in FIG. 1, which shows an example of the main and working cards on the front side.

On the scoreboard 7 of the work card 2, you can fix any word, for example, by gluing or pasting into a special pocket of the scoreboard (if any) a leaflet with the inscription. The main card 1 with power, the scoreboard 3 of the main card may contain some basic used symbol, for example, meaning the name, subject or object, since this card is used in any built-in expression.

At least two types of signal are generated on the front side of the work cards 2: a positive result signal (green signal) - 4, a negative result signal (red signal) - 5. The signals can be executed, for example, in the form of color LEDs of green and red colors. The connecting elements 6 of the cards can be made, for example, in the form of protrusions.

Microcircuits work cards perform different types, at least two types.

This can be realized, for example, by means of the fact that the magnetic layer 8 of the main contact, by which the card is attached to the conductive support 13, outputs one of the contacts (for example, minus) to the conductive support 13.

If you make insulated contacts that have their own insulated magnetic layer 9, and also form an insulated node 11 of the intersection of bipolar contacts, then in the examples shown in FIG. 2 - FIG. 9, you can see all the possible variations in the formation of positive 4 and 5 negative signals, characteristic when using two types of work card microcircuits.

In FIG. Figure 2 shows an example of the junction of the working cards of one backbone connection chip and the positive signals (green signals). An example of a junction of working cards of another back-side connection chip and positive signals (green signals) is shown in FIG. four.

In FIG. 3 and FIG. Figure 5 shows examples of the junction of working cards of different connection microcircuits on the back side and signals of positive and negative results (with green and red signals).

In FIG. 6 and FIG. Figure 8 shows an example of the junction of the main and working cards on the back and the signal of a positive result (with a green signal).

In FIG. 7 and FIG. Figure 9 shows an example of the junction of the main and working cards on the back and a negative signal (with a red signal).

Cards can be arranged as shown in FIG. 10 on the example of studying the English language, where an example of the action of cards with words in working on a conductive support is presented (a - arrangement of cards in a row to the right of the main and positive alignment result, b - arrangement of cards one to the left and in a row to the right of the main and positive alignment result , c - the arrangement of cards to the left and to the right of the main and positive result of alignment, d - arrangement of cards in the wrong position with a partially negative result of alignment, d - arrangement of cards mouth in the wrong position with a completely negative result of alignment).

, который в данном примере означает имя, подлежащие или объект, поскольку данная карточка применяется в любом выстраиваемом выражении.In FIG. 10 scoreboard 3 of the main card contains a symbol

, which in this example means the name, subject, or object, since this card is used in any constructed expression.

The categories of cards can be, for example, of the following types: nouns, verbs, adjectives, adverbs, prepositions, pronouns, auxiliary and modal verbs, letters, numbers, grammatical symbols, suffixes, endings, transcription signs.

Magnets with the most used words, as well as letters, numbers and symbols, including for parts of speech, save time and space on the board,

- swap words,

- draw up diagrams,

- move and replace words, letters and numbers,

- make answers to questions (1-a, 2-b, 3-c, 4-d, 1-true, 2-false etc).

The use of magnetic cards allows you to:

- silently give a hint;

- demonstrate grammar rules without the help of a teacher, for example, rules for rearranging words in a sentence or letters in words;

- adjust the volume of the pronunciation by changing the height of the position of the hand holding the card.

To facilitate the work with words in the grammatical constructions of working and basic cards, special colors or symbols can be created that designate certain parts of speech, sentence members, or grammatical degrees. These colors and symbols do not learn specifically, but are gradually remembered in the process of working out. These characters allow you to use an associative way of associating words of certain types with a certain character or color.

The claimed solution is intended to help teachers of a foreign language to convey to students the structure of the subject taught, using a well-developed system of signs and symbols. The system is based on replacing words of various parts of speech with corresponding uniform and unchanging symbols, replacing linguistic terms that are usually difficult for students.

The sentence members, indicated by emoticons and geometric figures, make the process of memorizing and practicing grammar easier and more productive. Supporting flowcharts are especially useful for students with a mathematical mindset, they make learning a foreign language more understandable for students based on the logic of exact sciences and computer science.

For example, the "cornerstone" of English grammar can be denoted by a hexagon. Then, seeing him in each scheme, the students understand his need. For example, during the study, it turned out that the claimed solution allows you to consolidate and learn how to use the word order in the English sentence.

) и дополнения (коробочки -

), что обуславливалось отсутствием в английском языке окончаний, имеющих место быть в русском. Применяли отрицательную частицу «not».In particular, the experiment used a clear position of the subject (smiley -

) and additions (boxes -

), which was caused by the absence in English of the endings taking place in Russian. The negative particle “not” was used.

Cards were arranged in order of adjectives characterizing a noun.

The task was: to teach the correct formulation of all kinds of questions in all grammatical times.

Stages of working with reference circuits:

1. A comprehensive explanation of grammatical material.

2. A concise presentation of the material according to the reference schemes using the legend.

The teacher presents and explains the supporting patterns.

3. The study of reference signals by students. Each student receives a sheet with reference signals for individual work.

4. Homework of students by reference signals.

5. Students playing reference signals in the next lesson.

6. Student responses for reference signals.

7. Creation of test tasks using reference signals.

8. Active use of single characters in extracurricular activities.

The advantages of the claimed solution was manifested in the following.

During the course, students could refer to any part of English grammar in the learning process.

Having mastered this system, teachers were able to independently make tasks from the schemes according to the principles of "insert a missed", "find a mistake", "cross out excess" and give these tasks to students at home, where they could use them independently without a teacher, evaluating the correctness of their work by signals on the cards.

The students were given their own set of cards, which they used to study at home, mainly by placing them on the refrigerator, which was used as a conductive support.

During the training, teachers were able to form students new material for homework (write perfect patterns, collaterals, conventions), as well as tests and control.

Schemes, tables, and poems were used as handouts in compulsory lessons in schools as illustrations and formulas.

Since the claimed solution can include certain specific symbols, these symbols can be used for games when learning in elementary education classes: drawn on a blackboard, screen, cards, mime, etc. etc. Symbols can also be used in visual aids, wall newspapers, school projects and pdf presentations.

Schemes and poems were also used at extracurricular activities, evenings and holidays of the English language. It was interesting content for electives in the English language, individual lessons, classes in correction classes.

It turned out that pictures minimize complex language terms, and they also make them clearer after studying designs.

The characters used to learn English could be used to explain any grammatical rule, a particular case, observation and demonstration of differences with the Russian language.

Examples of characters used to learn English are shown in table 1.

Claims (7)

1. A device for teaching foreign languages, made in the form of a set of control cards having magnetic fastening on the back side for fixing on a conductive support, and on the front side of the cards the studied material is placed in the form of words of the studied foreign language, characterized in that the control cards are made up of of the main and workers, where each working card is made containing a connection area with other cards, on the connection areas made electrical contacts having a lead to micro card scheme, moreover, the microcircuit is formed with the possibility of activating a positive and negative light signal, and each main card contains a battery from which branches are made through contacts in the connection area and through a magnetic mount on the back side. 2. The device according to claim 1, characterized in that colored LEDs of different colors are used to form light signals. 3. The device according to claim 1, characterized in that the connecting elements of the cards are made in the form of protrusions. 4. The device according to claim 1, characterized in that the microcircuits of the working cards are made of two types. 5. The device according to claim 1, characterized in that on the back side of the working card there is a magnetic layer of the main contact for fixing the card to a conductive support. 6. The device according to claim 1, characterized in that on the back side of the main card there is a magnetic layer of the main contact for securing the card to a conductive support, said magnetic layer being connected by a conductive connection to one of the polarities of the battery. 7. The device according to p. 1, characterized in that the microcircuit of the working card is made of isolated contacts that have their own isolated magnetic layer, and there is also an isolated node of intersection of bipolar contacts.

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