RU69294U1 - DEVICE FOR TEACHING OPERATIONS FOR FORMING CONCEPTS - Google Patents

Abstract

The device relates to teaching tools the operations of the formation of concepts (analysis, synthesis, comparison, generalization, abstraction, concretization and restriction) of both sighted and blind. The device consists of a panel with a constant part of embossed linear logic diagrams and is divided by vertical embossed lines into elementary sections. In the upper part of the panel, the numerical name of the elementary sections from right to left is given in plane printing and Braille, and in the lower part of each of them there is a window for the formation of figure objects. For the formation of shape-signs, the panel has "n" windows in front of embossed linear logic diagrams. The device also contains sets of rectangular plates with images of various figures, made of multi-colored and with tactile visibility, for installation in windows. The thickness of some plates exceeds the thickness of the panel, in the protruding part of which there are recesses from the sides, the area of the other plates is equal to ¼ the size of the area of the windows and the area of the third plates corresponds to the size of the area of the windows, but the plate contains an additional window inside it. The proposed device allows you to purposefully teach the operations of the formation of concepts (analysis, synthesis, comparison, generalization, abstraction, specification and limitation).

Description

The device relates to teaching tools the operations of the formation of concepts (analysis, synthesis, comparison, generalization, abstraction, concretization and restriction) of both sighted and blind.

Visual aids for the blind are known containing relief diagrams made industrially on a sheet of material with Braille symbols for individual figures, shading, etc. (1, 2, 3, 4, 5).

Such diagrams do not have sufficient visualization of the learning process.

A device for learning to solve the logical problems of the blind is known, containing a ruler of the constant part of the diagrams with lines and spaces indicating, respectively, the presence and absence of signs, a parallel to it line of dividing diagrams into elementary sections, and a slider perpendicular to the rulers with n symbols for the variable part diagram, contains a panel divided by parallel horizontal grooves and vertical partitions into 2 ⁿ sections, serving as guides for vertical moving the ruler of the constant part of the diagrams, and the tool for representing the variable part of the diagrams, made in the form of a set of rectangular plates, one of the edges of each of which is designed to be installed in the grooves of the panel, and the opposite one has a symbol of a logical unit or symbols of existence, non-existence (absence ), possession of the attribute (6).

The device is intended for the construction of tangible truth diagrams and linear-matrix diagrams of existence, but is not suitable for preliminary training of students to build such diagrams.

A device is known for training in solving syllogistic problems, taken as a prototype, containing a ruler that carries a constant part of syllogism diagrams, consisting of 2 ⁿ elementary sections, where n is the number of logical variables, a panel that contains three additional diagram lines with symbols: one - sending the first, the second - the second parcel and the third - conclusions syllogism 2 ⁿ windows formed in the areas of the elementary sections each of three lines diagrams, symbols and chips from the existence and non-existence, etc. dnaznachennye for installation in the window when the variable of the charts. (7)

This device is designed to solve only one class of problems - syllogistic and is not designed to teach the operations of concept formation (analysis, synthesis, comparison, generalization, abstracting, concretization and restriction) and to prepare the student for the construction of figure-linear diagrams.

The objective of the technical solution is to expand the arsenal of entertaining tools for children, both sighted and blind, and for purposefully teaching them the operations of forming concepts (analysis, synthesis, comparison, generalization, abstracting, concretization and limitation).

The solution to the problem is to create a device for pre-training students to build linear-matrix diagrams of existence, by constructing figure-linear diagrams that are entertaining for children.

In contrast to the device for teaching syllogistic tasks, which contains a panel with a relief diagram consisting of 2 ⁿ elementary sections, 2 ⁿ windows, in the proposed device for teaching concepts formation operations, the panel contains a constant part of embossed linear logic diagrams divided by vertical

by relief lines to elementary sections, in the upper part of which the numerical name of elementary sections is located from right to left, Braille is flat-printed, and in the lower part of each of the elementary sections there is a window for the formation of figure objects. To form featured figures, the panel has on the left, in front of embossed linear logic diagrams, “n” windows of the same size as windows in elementary sections. The device also contains three sets of plates. The first set of rectangular plates for installation in windows for the formation of figure objects and for installation in windows for the formation of figure signs has an area size equal to ¼ the size of the area of the windows, and the thickness of these plates exceeds the thickness of the panel and recesses are made on their sides. Half of the plates from the first set are made with the image of various multi-colored and tactile clarity figures, and the second half of the plates from the first set are made smooth. Rectangular plates from the second set have dimensions corresponding to the size of the area of the windows and the thickness of the panel, while in the center of these plates additional windows are made in the form of various figures for installation of additional plates from the third set made in the form of parts of these figures.

Signs that meet the criteria of novelty:

- the presence on the panel of the constant part of embossed linear logic diagrams, divided by vertical embossed lines into elementary sections;

- the presence in the upper part of the elementary sections of numerical names located from right to left, made flat and Braille;

- the presence in the lower part of each of the elementary sections of the window for the formation of figure objects;

- the presence on the left panel in front of embossed linear logic diagrams “n” of windows for the formation of shapes-signs of the same size as the windows in elementary sections;

- the number of windows for the formation of shape-signs corresponds to the number of lines in the linear part of the logical diagrams;

- the presence of the first set of rectangular plates for installation in windows for the formation of figure objects and in windows for the formation of figure signs;

- the implementation of rectangular plates from the first set with an area size equal to ¼ the size of the area of the windows and a thickness exceeding the thickness of the panel, with recesses made on their sides. On the surface of one half of the plates, images of various multi-colored and tactile clarity figures are made, and the surface of the other half is made smooth;

- the implementation of rectangular plates from the second set with dimensions corresponding to the size of the area of the windows and the thickness of the panel, while in the center of these plates additional windows are made in the form of various figures;

- the presence of a third set of plates in the form of parts of figures for installation in additional windows on the plates of the second set.

Thus, the installation of plates in the windows is equivalent to drawing figure-linear diagrams.

The proposed device is presented in the figures.

Figure 1 is a schematic illustration of a device.

Figure 2 - image of rectangular plates from the first set.

Figure 3 - image of a rectangular plate from the second set with installed plates from the third set in the form of parts of figures.

Figure 4 - schematic representation of the operation of the device for example 1.

Figure 5 is a schematic representation of the operation of the device for example 2. The device contains a panel 1, which includes a constant part of embossed linear logic diagrams (the upper line 2A of the diagram is solid, and the lower line 2 is broken into two parts). On the left in front of lines 2 there are n windows 3 for the formation of figure-signs (in figure 1 - n = 2, and in figure 5 - n = 3). The constant part of the panel 1 is divided by vertical parallel relief lines 4 and consists of 2 ⁿ vertical elementary sections 5. On the panel 1, under the bottom line 2, there are 2 ⁿ windows 6 in one row to form figure objects, one window in each vertical elementary section 5 (in figure 1 - 2 ⁿ = 4, and in figure 5 - 2 ⁿ = 8). In the upper part of the elementary portions 5 from right to left is an image of a numeric name, made Braille and flatbed (in this case:. ^.. 3: 2, ^1:.. 0). If line 2 in the vertical elementary section 5 of the diagram is considered as unity, and the space (the absence of line 2 in the vertical elementary section 5 is zero, then the linear part of the logical diagram from right to left acts as a series of binary numbers corresponding to decimal numbers: 0, 1, 10, 11. This will make it possible to additionally use the device for teaching mathematics.The structure of the device includes: the first set of rectangular plates 7 and the second set of rectangular plates 8, intended for installation in windows 3 and 6. Moreover, a rectangular The plates 7 from the first set are made with an area size equal to ¼ the area size of the windows 3 and 6 and with a thickness exceeding the thickness of the panel 1, with recesses made on the sides of them. On the surface of one half of the plates 7 from the first set, images of various multi-colored and tactile visibility of figures, and the surface of the second half of the plates 7 is smooth. Rectangular plates 8 from the second set are made with dimensions corresponding to the size

the area of the windows 3 and 6 and the thickness of the panel 1, while in the center of these plates 8 additional windows are made in the form of various figures for mounting plates 9 of the third set made in the form of parts of these figures.

Thus, on panel 1, with the combination of the pictorial designations of feature signs 3 denoted by the symbols A and B and combinations of lines 2 and spaces on the constant part of the linear logical diagrams, the names of elementary sections are formed: section ^.. 3 - "AB" (11), section: 2 - “A non-B” (10), section ^. 1 - non-AB "(01), section.: 0 -" non-A non-B "(00).

The full Figure in window 3 or 6 is made up of rectangular plates 7 of the first set with an image and (or) of plates 7 of the first set without an image. A rectangular plate 8 from the second set with an additional window in the form of various figures can be inserted into each of the windows 3 and 6. Each plate 7 from the first set has the figure depicted on it and the additional windows on the plates 8 from the second set have the shape of the figure, which allows you to determine in which window the Figures and in what position they should be installed. The color visualization of images of figures on plates 7 for the blind should be compensated by tactile visualization, i.e. relief, smoothness, roughness of the surface of the figures.

When solving logical problems by constructing figure-linear diagrams, the number of plates 8 with a certain form of an additional window, as well as the sum of windows 3 and 6 should be 2 ⁿ + ⁿ . Each plate 7 in the first set with a certain figure in it should be in the amount of 2 ⁿ / 2 + 1 to 2 ⁿ + n, optimally 2 ⁿ ; plates 7 with a smooth surface should be in the set in such an amount as to close all windows Figures. Plates 9 of each type, for installation in the same window an additional window of the plate 8, should be from 2 ⁿ / 2 + 1 to 2 ⁿ + n.

Part of the plates 7 can be installed so that additional features on them will not be generalizable.

The device operates as follows.

Accordingly to the task, details are selected for drawing up the necessary figures. If the set includes plates 8, then they are installed in each of the windows 3 and 6. Then, figures are made according to the following rules:

I. In the window of the figure-sign, in front of the line corresponding to it, there should be only everything that is available in each window of figure-objects under this line.

II. In the window of the figure-object, under the given line, there should be everything that is in the window of the figure-sign in front of this line, but there may also be something else that does not contradict this rule.

III. In the window of the figure-object, which is not under the line, at least something from what is in the window of the figure-sign in front of this line should be missing.

According to rule I, if in each of the windows of the figure-objects there is a plate of some kind in the same position relative to the borders of the window, then in the window of the figure-sign, a plate of the same kind should be affixed in front of this line, in the same position. As a result of this, the operations of analysis (selection of a separate feature), comparison (of figures that have and do not have this attribute), abstracting (from the differences of the generalized figures) and generalizing the figures of objects standing under the line, the figure-sign standing in front of the line are carried out.

According to rule 2, if a plate of a certain kind in a certain position is placed in front of the line corresponding to it in the window of the figure-sign, then in each window of figure-objects, a plate of the same type in the same position should be affixed under this line. As a result of this,

the synthesis of features in figure objects, the concretization of the difference between figure objects that are standing under the line from figure objects that are not under this line and the limitation of the number of figures that have some combination of signs.

As a result, the diagram depicted in FIG. 1 can be obtained.

Thus, giving the device a tabular appearance, as well as replacing symbolic signs of signs with images of these signs (figure-signs) and the execution of the diagrams and auxiliary symbols of logical symbols with convex and tangible increases the visibility of the device, both for the sighted and the blind, and allows you to solve problems to carry out all operations of the formation of concepts.

Consider the examples of one of the options for the sequences of actions of the learner and the correct actions of the learner when performing the diagrams in figure 4 and figure 5.

Example 1 (see figure 4):

To learn rule I, the student sets plates 7 with circles in the upper left corner of the windows of figure objects located in elementary sections ^.. 3,: 2, and ensures that only after that the student must put the figure-sign A in the upper left corner of the window same plate 7 with a circle.

For learning rule II, the student puts in the bottom right corner of the window the figure-image In the plate 7 with a crescent moon and ensures that after this the student must put the figure-objects located in elementary sections in the lower right corners of the windows ^.. 3 and ^. 1, the same plates 7 rotated in the same manner.

Example 2 (see figure 5):

To learn rule I, the tutor sets plates with circles in the upper left corner of the windows of figure objects located in elementary

plots ^:: 7,: ^. 6 ^{.. 5.} : 4, and achieves that only after this the student must put the same plate with a circle in the upper left corner of the window of the figure-sign A.

To learn rule II, the student puts in the upper right corner of the window the figure-image In a plate with a triangle standing on one of its sides, and ensures that after this the student must put the figure-objects located in elementary sections in the upper right corners of the windows ^{: :} 7,: ^. 6, ^.. 3,: 2, the same plates rotated in the same way.

To learn rule I, the teacher sets the plates with a horizontal strip in the lower left corner of the windows of figure objects located in elementary sections ^:: 7 ^{,. .} 5 ^{.. 3.} 1, plates with stripes, and in the lower right corner of the same figures-objects sets plates with a rhombus, and ensures that the student must put the same pair of plates in the same position in the window of the figure-sign C.

To learn rule III, the teacher puts 6 and 4 plates with stripes in the lower left corner of the windows of figure objects and, reminding the student of rule III, asks if the installation of these plates is contrary to this rule, seeking an answer that does not contradict, and whether it is possible in the right the lower corners of the same windows of figure-objects also put plates with a rhombus, seeking the answer that it is impossible. To learn rule III, the teacher puts a plate with a rhombus in the lower right corner of the window of the object figure located in the elementary section ^: 0, and puts a plate with a strip in the lower left corner of the same window and ensures that the student, in accordance with rule III , removed one of these plates.

Thus, the proposed device allows targeted training in the operations of the formation of concepts (analysis, synthesis, comparison, generalization, abstracting, specification and limitation).

Bibliography

1. A device for learning to solve logical problems, the USSR AS No. 1749905, publ. 12/22/1992

2. A device for training in solving syllogistic problems, USSR AS No. 1575225, publ.

3. Zhaldak N.N. Figurative practical logic // M .: Moscow Philosophical Fund, 2002. - 408 p.

4. Zhaldak N.N. Logic Education: A manual for higher and secondary pedagogical educational institutions. - Belgorod: Weselitz, 1998-16 p.

5. Zhaldak N.N. Logic Education: A textbook for the departments of preschool education, primary school and correctional pedagogy of universities and colleges. - Belgorod: publishing house of the Belgorod Regional Scientific and Methodological Center for the content of education, 2002. - 44 p.

6. Zhaldak N.N. Mastering the logical means of language. Focused training on the formation of concepts. Teaching the rules of definition and classification // Organization of teaching practice in elementary grades: A manual for teachers. higher and average ped textbook. institutions / Ed. P.E. Reshetnikova. - M .: Humanity. ed. Center VLADOS, 2002. - S.298-319.

7. Zhaldak N.N. Forms of tasks for the development of logical thinking // Forms of tasks for the development of logical thinking. - Belgorod: Publishing house of LLC LitKaraVan, 2004. - S.1-182.

Claims (5)

1. A device for teaching operations of formation of concepts, including a panel with a linear diagram, consisting of 2 ⁿ elementary sections, 2 ⁿ windows, characterized in that the panel contains a constant part of embossed linear logic diagrams, divided by vertical relief lines into elementary sections and in the lower parts of each of which there is a window for the formation of figure-objects, and for the formation of figure-signs it has “n” windows in front of embossed linear logic diagrams, and also contains abord rectangular plates with images of different shapes to be installed in these windows, the plate thickness exceeds the thickness of the panel and a protruding part in the plates have recesses on the sides. 2. The device according to claim 1, characterized in that the size of the area of the plates from the set is equal to 1/4 of the size of the area of the windows. 3. The device according to claim 1, characterized in that the size of the area of the plates corresponds to the size of the area of the windows, but the plate contains an additional window inside it for installation in this additional window of additional plates. 4. The device according to claim 1, characterized in that in the upper part of the panel is given the numerical name of the elementary sections from right to left, flat and Braille. 5. The device according to claim 1, characterized in that the images of the figures on the plates are multi-colored and have tactile visibility.