TR201812275A2

TR201812275A2 - Pen that makes learning easier

Info

Publication number: TR201812275A2
Application number: TR2018/12275A
Authority: TR
Inventors: Üçer Ayhan
Original assignee: Ayhan Uecer
Priority date: 2018-08-28
Filing date: 2018-08-28
Publication date: 2018-09-21

Abstract

Buluş konusu kalem[A] öğrencilere setler halinde dağıtılıp, eğitim öğretim planına uygun sıra ile verilerek öğrencinin kalem[A] üzerine yazılan harflere aşinalığı sağlanmaktadır. Buluş konusu kalem[A] ile harf, kelime ve cümlelere görsel olarak aşinalık sağlandığında öğrencilerin harfleri daha kolay anlayarak daha etkin biçimde öğrenebilmesi sağlanmıştır.The item [A] of the invention is distributed to the students in sets and given in the order that is appropriate to the educational plan, the student is familiar with the letters written on the item [A]. With the pen [A] which is the subject of the invention, it is provided that students are able to understand the letters more easily when the letters, words and sentences are provided with visual familiarity.

Description

TARIFNAME Ögrenmeyi Kolaylastiran Kalem Teknik Alan Bulus, her yasta, okulöncesinden üniversiteye, askeri okullardan meslek kurslarina, seminer egitimlerinden bireysel egitime kadar, örgün - yaygin egitim verilen her alanda ögrenme ve anlamayi kolaylastirici kalem ile ilgilidir. DESCRIPTION The Pen that Makes Learning Easier Technical Area Invention is available at all ages, from pre-school to university, from military schools to vocational courses, from seminar training to individual training, any formal or non-formal education It is about the pen that facilitates learning and understanding in the field.

Teknigin Bilinen Durumu Mevcut teknikte kullanilan kalemler, kursunkalem, dolmakalem, kamis kalem, boya kalemi gibi pek çok türleri ve degisik biçimleri bulunan, yazmak, çizmek gibi islerde kullanilan araç olarak tanimlanmaktadir. Ögrencinin hem okul derslerinde hem de sinavlarda basariya ulasmasi, bir dizi etkinligi, saglikli bir biçimde uygulamasina baglidir. Bilinen teknikte bahsedilen etkinlik "dinleme" ve dinlenenlerin yazilmasi, yani etkinliginin ögrencinin derse dikkatini çekecegi ve unutmayi önleyecegi düsünülerek ögrencilerin kullandigi kalem not tutma araci olarak benimsetilmistir. Not tutma etkinliginin basarili olabilmesi dinleme etkinliginin basarisina baglidir. Dinleme etkinligi basarili degilse not tutma etkinliginin basarili olmasi söz konusu degildir. Özellikle ilkokul ögrencileri için harflerin, kelimelerin, sayilarin ve benzeri gibi temel bilgilerin sadece isitsel ve kinestetik olarak verilmesi ögrencilerin temel bilgileri daha zor anlamasi ve ögrenmesine neden olmaktadir. State of the Art Pens used in the current technique, pencil, fountain pen, reed pen, paint It is used in works such as writing, drawing, which has many types and different forms such as pen. defined as the tool used. Both in school lessons and success in exams, a series of activities, healthy implementation it is attached. The activity mentioned in the prior art is "listening" and writing what is heard, i.e. It is thought that the activity will attract the attention of the student to the lesson and prevent forgetting. The pen used by the students was adopted as a note-taking tool. note taking The success of the activity depends on the success of the listening activity. Listening If the activity is not successful, it is not possible for the note-taking activity to be successful. Especially for primary school students, basic skills such as letters, words, numbers and so on. giving the information only auditory and kinesthetically, the basic knowledge of the students is more makes it difficult to understand and learn.

Okuma yazmanin amaci; okumayi, okudugunu ve dinledigini anlamayi, duygu, düsünce ve izlenimlerini anlatabilmeyi, iletisim kurabilmeyi, kurallara uygun, islek yazi yazabilmeyi, Türk dilini kullanmak ve ögrenmekten zevk alabilmeyi çocuga ögretmektir. Çocuklara ögretilecek olan okuma yazma becerisinin niteligi de çok önemlidir. "Okuma yazma nasil ögretilirse ögretilsin" demek, dogru degildir. Çocuga kazandirilacak okuma yazma becerisi, "hizli, dogru, anlayarak ve kavrayarak" okuma ve okudugundan zevk alma, bir baska anlatimiyla "elestirel" bir okuma ve islek, düzgün bir yazma, okuma yazma ögretiminin temel hedefi olmak durumundadir. The purpose of reading and writing; reading, understanding what you read and listening, emotion, To be able to express their thoughts and impressions, to communicate, to be able to write in accordance with the rules, to be able to write, to use the Turkish language and to enjoy learning is to teach. The quality of the literacy skill that will be taught to children is also very important. is important. It is not correct to say "how to read and write, no matter how it is taught". To the child literacy skills to be gained, reading "fast, accurate, with understanding and comprehension" and enjoyment of what you read, in other words, a "critical" reading and enthusiasm, proper writing has to be the main goal of literacy education.

Mevcut teknikte okuma yazma ögretiminde belli basli olarak kullanilan yöntemler temel olarak karisik metot, hikâye metodu, karma harflerle ögrenme metodu, çözümleme metodu ve harf(biresim-sentez) metodu olarak siralanabilir. Mainly used methods in literacy teaching in the current technique basically mixed method, story method, mixed letter learning method, analysis method and letter (a picture-synthesis) method.

Bilinen teknige ait karisik metot uygulamasinda bir yandan cümle ve kelimeler ögrencilere ögretilirken, diger yandan da kelime, hece ve harflerin tanitilmasina geçilir. Böylece ögrenci cümleyi, kelimeyi, heceyi ve harfi birlikte ögrenmis olur. Bu metotla okuma daha kisa sürede gerçeklestiginden günümüzde de uygulayanlar olabilmektedir. Ögretmenin çözümleme metodunu uygularken, yani cümle ögretmeye devam ederken sesli harfleri tahtanin sag üst kösesine yazdigi ve arasira ya da günün ilk saatinde bunlari okudugu/okuttugu görülmektedir. Bir yandan cümle ögrenen ögrenci, diger yandan da bu sesli harfleri ögrenmis olmakta ve çözümlemenin ilk anlarindan itibaren yavas yavas okumaya baslamaktadir. Okumaya kisa sürede geçilmis olsa bile ögrencinin süratli, dogru ve anlamli okuma beceri ve aliskanligi kazandirmadigi yönünden sakincali görülmektedir. Günümüzde okuma- yazma bilmeyen yetiskinlere (18 yasindan yukari yetiskinlere) düzenlenen kurslarda uygulanan bir metottur. Cümle ögretildigi anda çözümleme yapilir. In the mixed method application of the known technique, on the one hand, sentences and words while teaching students, on the other hand, introducing words, syllables and letters. is passed. Thus, the student learns the sentence, word, syllable and letter together. This Since reading with the method takes place in a shorter time, those who practice it today can happen. When applying the teacher's analysis method, that is, to teach sentences. while continuing, he wrote the vowels in the upper right corner of the board and occasionally or it is seen that he read/studied them in the first hour of the day. sentence on the one hand On the other hand, the learner learns these vowels and From the very first moments of the analysis, he begins to read slowly. to read Even if it is passed in a short time, the student's fast, accurate and meaningful reading skills and It is seen as calm in terms of not making it a habit. Reading today in courses organized for illiterate adults (adults aged 18 and above) is an applied method. Analysis is done as soon as the sentence is taught.

Bilinen teknige ait hikâye metodu uygulamasinda ise Ögrencilerin seviyesine uygun olan bir hikâyenin cümlelerinin ögretilmesi, sonra hikâye üzerinde çalisarak kelime, hece ve harflerin kavratilmasi ile okumayi gerçeklestirme yolu olarak uygulanmis bir metottur. In the application of the story method belonging to the known technique, it is appropriate to the level of the students. teaching the sentences of a story, then working on the story a method applied as a way of realizing reading by comprehending syllables and letters. is the method.

Bilinen teknige ait bir diger uygulama olan karma harflerle ögrenim metodu uygulamasinda ise karma harflerle ilk okuma-yazma çalismasidir. Ilk okuma- yazmada normal olarak küçük temel harfler ve gerektigi zaman da (cümle ve özel isim baslarinda) büyük harfler kullanilirsa buna “karma harflerle ögrenim” olarak adlandirilmaktadir. Çözümleme yönteminde ise, çocuk gördügü esyayi bir bütün olarak kavrar ve bu bütüne karsi tepkide bulunur. Ögrencilere cümleleri bütün hâlde verirsek, çocuk bunu bütünü ile ve belli bir olgunluga erdikten sonra da, bunun parçalarini ayri ayri kavrar diye düsünülmüstür. Okuma-yazma ögretiminde uzun zamandan beri memleketimizde de çözümleme metodu uygulanmistir. Çözümleme metodu, okuma- yazmaya tam anlamli sözlerden baslayarak, kelime ve harflere gitmek yoludur Çözümleme yönteminin asamalari; hazirlik dönemi, cümle dönemi, sözcük dönemi, hece dönemi, ses ve harf dönemi ve okuma yazmaya geçis dönemi olarak siralanabilir. Çözümleme yönteminde hazirlik dönemi sonrasinda cümle döneminde çocuklarin bildigi ve kutlandigi sözcüklerden olusan, anlami kolay kavranabilecek, çocugun yakin çevresinden alinmis fis cümlelerinin, cümle ögretiminin teknigine uygun olarak verildigi dönemdir. The learning method with mixed letters, which is another application of the known technique In practice, it is the first reading and writing practice with mixed letters. First reading- in writing, it is normally small basic letters and when necessary (sentence and special if capital letters are used (at the beginning of the name), it is called “learning with mixed letters”. is named. In the analysis method, the child grasps the thing he sees as a whole and reacts to the whole. If we give students the sentences as a whole, the child will in its entirety and after reaching a certain maturity, it grasps the parts of it separately it was thought. for a long time in literacy teaching. The analysis method has also been applied in our country. Analysis method, reading- writing is the way to go to words and letters, starting with full-meaning words Stages of the analysis method; preparatory period, sentence period, word period, syllable period, sound and letter period and transition period to literacy. can be ordered. In the analysis method, after the preparatory period, in the sentence period consisting of words that children know and celebrate, the meaning of which can be easily understood, The use of plug sentences taken from the child's close environment and the technique of sentence teaching. appropriate period.

Cümleler basitten zora dogru verilir. Sirasiyla iki, üç, dört, bes sözcükten olusan ve çocugun yakin çevresinden alinan cümleler verilir. Cümle verilmeden önce, cümlede geçen olay ya da eylem canlandirilir, olanaklar ölçüsünde gerçek yasamdan örnekler verilir. Cümle ögrenciye buldurulmaya çalisilir. Cümleler yazdirilmadan önce okutturulur. Sonra havada, sira üzerinde, kumda elle, parmakla, bas hareketleri ile yazdirilir. Cümle, ögrencilerin görebilecekleri yere asilir, harfler tek tek yazilis yönlerine göre önce ögretmen tarafindan deftere yazdirilir. Yazilardaki yanlislar ögretmen tarafindan hemen düzeltilir. Ögrenciler okuma yazmayi ögrenene kadar yazi çalismalarinda bir satir atlatarak yazdirilir. Cümlelerde, noktadan baslayarak sirasi geldikçe diger noktalama isaretlerine de yer verilerek noktalama isaretleri tanitilir. Bakarak, cümleler istenilen nitelikte yazildigi kanaatine varildiktan sonra, ezbere yazdirilmaya çalisilir. Cümleye bakmadan ögrenci fisi yazabiliyorsa yeni bir fise geçilebilir. Verilen cümlelerden anlamli metinler olusturulur. Fis cümlesinde verilen benzer sözcüklerin ögrenciler tarafindan fark edildigi an sözcük dönemine geçilir. Sentences are given from simple to difficult. Consisting of two, three, four, and five words, respectively, and Sentences taken from the child's close environment are given. Before the sentence is given, in the sentence the past event or action is animated, examples from real life as much as possible is given. The sentence is tried to be found by the student. Before sentences are printed is read. Then in the air, on the bench, on the sand with hand, finger, bass movements is printed. The sentence is hung where the students can see it, the letters are written one by one. According to the directions, it is first written in the notebook by the teacher. mistakes in writing corrected immediately by the teacher. By skipping a line in writing exercises until students learn to read and write. is printed. In the sentences, starting from the dot, other punctuation will occur in order. Punctuation marks are introduced by including the signs. By looking, the sentences desired After it is concluded that it was written in good quality, it is tried to be dictated by heart. to sentence If the student can write a slip without looking, a new slip can be passed. From the given sentences meaningful texts. Students of similar words given in the fis sentence As soon as it is noticed by you, the word period starts.

Bu dönemde, 0 ana kadar verilen cümleler tekrar edilir. Ilk verilen cümle alinir, tekrar okutulup yazdirilir. Sözcükler ayri ayri renklerle tahtaya yazilir. Sözcüklerin üzerine basarak okunur, ögrencilere okutulur. Cümledeki sözcükler ögretmen tarafindan kesilip okutturulur. Ayni fis, ögrencilere küçük fislerinin arasindan buldurulur, sözcüklerin dogru yerlerinden kalemle isaretlemeleri ve isaretlenen yerlerden kesmeleri istenir. Fis sözcükleri, ayri renkteki kalemle defterlere yazdirilir, kesilen sözcüklerden yeni cümleler olusturulur. Çözümleme yöntemi uzun zaman alan ve okumayi geciktiren bir yöntemdir. In this period, the sentences given until 0 are repeated. The first given sentence is taken, again is read and written. The words are written on the board in different colors. on words It is read by pressing and read to students. Words in the sentence by the teacher cut and read. The same chips are given to the students among their small chips. pencil markings of the words from the correct places and they are asked to cut. Plug words are written on notebooks with a different color pen, the cut New sentences are formed from words. The analysis method is a method that takes a long time and delays reading.

Cümleden sözcüge, sözcükten heceye, heceden de harfe geçis ögretmene birakildigi için uygulamada önemli farkliliklar ve karmasa yasanmaktadir. The transition from sentence to word, from word to syllable, from syllable to letter is to the teacher. Since it is left out, important differences and confusion are experienced in practice.

Bahsedilen yöntemin uygulanmasinda ögrencinin dikkatini çekmek zordur ve ayni zamanda verilen cümlede, çocuk pek çok uyaricinin etkisinde kaldigindan çözümleme sürecinde hecelerin ve seslerin sezdirilmesi biraz zor olmaktadir. In the application of the mentioned method, it is difficult to attract the attention of the student and In the sentence given at the same time, the child is under the influence of many stimulants. It is a little difficult to detect syllables and sounds in the analysis process.

Bilinen teknige ait bir diger yöntem olan harf(biresim-sentez) metodu ise Okuma- yazma ögretimine sesli harflerin kavratilmasi ile baslanir. Daha sonra sesli harflerin önüne ve arkalarina sessiz harf getirilerek seslendirmeye çalisilir. (ak, ek, ik, ük, ka, ke, ki, kü... gibi) Bu sekilde çogaltilan hecelerden kelimeler, kelimelerden de degisik cümleler olusturulur. Olusturulan her cümle yapilan etkinliklerle geriye dogru bir bakima çözümlemeye tabi tutularak kelime, hece ve harfe ayristirilir. The letter (a picture-synthesis) method, which is another method belonging to the known technique, is Reading- The teaching of writing begins with the comprehension of vowels. Then the vowels It is tried to be voiced by bringing a consonant in front and behind it. (ak, ek, ik, uk, ka, ke, ki, kü...) sentences are formed. Each sentence formed is written backwards with the activities done. The word is separated into syllables and letters by being subjected to maintenance analysis.

Bu metot da önce alfabetik siraya göre sesler (harfler) tanitilir. Harfler ikili, üçlü ve dörtlü hecelerde kullanilir. Daha sonra da bu hecelerden kelimeler, cümleler ve metinler üretilir” üzere belli basli alti program uygulanmis ve ilk okuma-yazma ögretiminde biresime (senteze) dayali yöntemlerden ses temelli cümle yöntemi ve çözümleme (analize) dayali yöntemlerden cümle çözümleme yöntemi de kullanilan yöntemler arasinda yer almistir. In this method, first sounds (letters) are introduced in alphabetical order. The letters are double, triple and used in quaternary syllables. Then from these syllables words, sentences and texts are produced Six major programs were applied, such as sound-based sentence method and analysis (analysis) from (synthesis) based methods Sentence analysis method, one of the based methods, is also among the methods used. has received.

Sonuç olarak okuma yazma ögretmek amaciyla uygulanan yöntemlerde ögrencini dikkatini çekebilecek, eglenceli bir yaklasimla ögrenciye okuma yazmayi sevdirebilecek bir uygulamanin bulunmamasi okuma yazma ögretisinin daha zor ve daha uzun zamanda yapilmasina neden olmaktadir. Ögrencilerin okuma yazma ögrenimini kolaylastiracak, ögrencilere okumayi ve yazmayi sevdirecek yöntemin eksikligi ilgili teknik alanda bir gelistirme yapmayi zorunlu kilmistir. As a result, in the methods applied to teach reading and writing, teaches students to read and write with a fun approach that can attract their attention. The absence of an application that can make people love reading and writing makes it more difficult and causes it to take longer. Students' reading and writing a method that will facilitate learning and make students love reading and writing. The lack of it has made it necessary to make a development in the relevant technical field.

Bulusun Kisa Açiklamasi Bulus, özellikle ilkokul ögrencilerinin kullanimi için gelistirilmis, görsel ögrenme becerisinin gelisimini saglayan ögrenmeyi kolaylastirici kalem ile ilgilidir. Brief Description of the Invention The invention is a visual learning tool developed specifically for use by primary school students. It is about the facilitating pencil that enables the development of the skill.

Teknigin bilinen durumundan yola çikilarak bulusun amaci, belirli bir plan ile ögrenciye ögretilecek ses ve harflerin plana uygun biçimde kalemlerin üzerine yazilmasini saglayarak ögrencinin isitsel ve kinestetik olarak ögreniminin yani sira görsel olarak ögrenmesine yardimci olmaktir. Based on the known state of the technique, the purpose of the invention is to work with a specific plan. The sounds and letters to be taught to the student are placed on the pencils in accordance with the plan. In addition to the auditory and kinesthetic learning of the student, to help them learn visually.

Bulusun amaci, egitim ve ögretim yöntemlerine ögrenim kolayligi saglamak amaciyla ögrencinin sürekli kullandigi bir yazi araci olan kalemi daha islevsel bir sekilde kullanimini saglamaktir. The aim of the invention is to provide educational and teaching methods with ease of learning. Using the pen, which is a writing tool that the student constantly uses, more functionally. to ensure its use.

Bulusun amaci, müfredata göre planlanan ögrenciye ögretilecek harf, kelime ve cümleleri kalem üzerine yazarak ögrencinin harf, kelime ve cümlelerle görsel asina olmasini saglamaktir. The aim of the invention is the letters, words and words to be taught to the student planned according to the curriculum. By writing the sentences on the pen, the student becomes visually familiar with letters, words and sentences. is to make it happen.

Bulusun yapisal ve karakteristik özellikleri ve tüm avantajlari asagida verilen sekiller ve bu sekillere atiflar yapilmak suretiyle yazilan detayli açiklama sayesinde daha net olarak anlasilacaktir, bu nedenle degerlendirmenin de bu sekilleri ve detayli açiklamalari göz önüne alinarak yapilmasi gerekmektedir. The structural and characteristic features of the invention and all its advantages are given below. and it is clearer thanks to the detailed explanation written by making references to these figures. will be understood as such, therefore, these forms of evaluation and detailed should be made taking into account the explanations.

Sekillerin Kisa Açiklamasi Mevcut bulusun yapilanmasi ve ek elemanlarla birlikte avantajlarinin en iyi sekilde anlasilabilmesi için asagida açiklamasi yapilan sekiller ile birlikte degerlendirilmesi Sekil-1: Bulus konusu ögrenmeyi kolaylastirici kalemin genel görünümüdür Sekil-2: Bulus konusu kalemin izometrik görünümüdür Sekil-3: Bulus konusu kalemin enine kesit görünümüdür. Brief Description of Figures The embodiment of the present invention and the best use of its advantages with additional elements To be understood, it should be evaluated together with the figures explained below. Figure-1: The general view of the inventive learning facilitator item Figure-2: The subject of the invention is the isometric view of the pen Figure-3: The subject of the invention is the cross-sectional view of the pen.

Referans Numaralari A. Kalem 1. Sira Numarasi Alani 2. Yazi Alani Bulusun Detayli Açiklamasi Bu detayli açiklamada, ilkokul ögrencilerinin kullanimi için gelistirilmis, görsel ögrenme becerisinin gelisimini saglayan ögrenmeyi kolaylastirici kalem[A] sadece konunun daha iyi anlasilmasina yönelik örnek olarak ve hiçbir sinirlayici etki olusturmayacak sekilde anlatilmaktadir. Reference Numbers A. Pen 1. Row Number Field 2. Writing Area Detailed Description of the Invention In this detailed explanation, visual aids developed for use by primary school students are presented. The learning facilitator pen that provides the development of learning skills[A] is only as an example for a better understanding of the subject and no limiting effect It is described in a way that does not constitute.

Bahsedilen ögrenmeyi kolaylastirici kalem[A] ögrencilerin alistigi ögrenim tekniklerinde yasanan olumsuzluklara alternatif çözümler saglamak amaciyla gelistirilmistir. Bulus konusu ögrenmeyi kolaylastirici kalemin[A] genel görünümü verilmistir, buna göre bulus konusu kalem[A] en temel halinde; sira numarasinin yazildigi bir alan[1] ve bir yazi alani[2] içermektedir. Kaleme[A] ait sira numarasi alani[i] ögrenciye ögretilecek harflerin sirasina uygun olarak 1-30 arasinda sayilarin yazildigi alandir. Kaleme[A] ait diger bir unsur olan yazi alani[2] kalem[A] üzerine ögrenciye ögretilecek harf, kelime ve cümlelerin yazildigi alandir. Bulus konusu kalem[A] ögrencilere setler halinde dagitilip, egitim ögretim planina uygun sira ile verilerek ögrencinin kalem[A] üzerine yazilan harflere asinaligi saglanmaktadir. Bulus konusu kalem[A] ile harf, kelime ve cümlelere görsel olarak asinalik saglandiginda ögrencilerin harfleri daha kolay anlayarak daha etkin biçimde ögrenebilmesi saglanmistir. The aforementioned facilitator item[A] is the learning that students are used to In order to provide alternative solutions to the negativities experienced in developed. General view of the invention subject learning facilitator item [A] According to this, item [A], which is the subject of the invention, is in its most basic form; of the serial number It contains a text field[1] and a writing field[2]. Sequence number of item[A] The field[i] consists of numbers between 1-30 in accordance with the order of the letters to be taught to the student. the field where it is written. Writing area[2], which is another element of pen[A], is placed on pen[A]. It is the area where the letters, words and sentences to be taught to the student are written. subject of the invention pencil[A] is distributed to the students in sets and placed in the order in accordance with the education instructional plan. It is given to the student to familiarize the student with the letters written on the pencil[A]. Meet Visual familiarization with letters, words and sentences with the subject pen[A] that students can learn the letters more effectively by understanding the letters more easily has been provided.

Bulus konusu ögrenmeyi kolaylastiran kalemin egitim ögretim sistemine uygulanma biçimi en temelde; . 1-30 arasinda setler ile kalem üzerine egitim ögretim müfredatina uygun harf, kelime ve cümlelerin yazilmasi, o Kalemlerin ögrencilere egitim ögretim müfredatina uygun sira ile verilerek harf, kelime ve cümlelerin görsel asinaliginin saglanmasi Olarak iki asamada gerçeklestirilmektedir. The application of the item that facilitates learning the subject of the invention to the education system the format is basically; . Letters suitable for the curriculum of education on pencil with sets between 1-30, writing words and sentences, o The pens are given to the students in the order in accordance with the education curriculum, and letters, ensuring visual familiarity of words and sentences It is carried out in two stages.

Sekil-Site bulus konusu ögrenmeyi kolaylastiran kalemin enine kesit görünümü verilmistir. Enine kesit görünümünde gösterildigi gibi bulus konusu kalemin enine kesit sekli köseleri oval bir üçgendir. Bahsedilen amaçlara uygun olarak kare, yuvarlak, besgen, altigen ve benzeri gibi çok kenarli geometrik sekillerde üretilen kalemler bulus konusu ögrenmeyi kolaylastiran kalemin egitim ögretim sistemine uygulanma biçimi konusunda fark yaratmamaktadir. Bu sebeple bahsedilen yapilanmalarin özellikle basvurumuzun varliginda yenilik ve teknigin bilinen durumunun asilmasi kriterinden yoksun olacagi da asikârdir. Figure-Site Cross-section view of the pen that facilitates learning the subject of the invention given. The cross-section of the inventive pen as shown in the cross-sectional view The section shape is an oval triangle with corners. In accordance with the aforementioned purposes, the square, produced in polygonal geometric shapes such as round, pentagon, hexagon and the like. pencils It makes no difference in the way it is implemented. For this reason mentioned structuring, especially in the presence of our application, innovation and technology are known It is also obvious that it will lack the criterion of exceeding its status.

Bulus konusu ögrenmeyi kolaylastiran kalem temelde ilkokul ögrencilerinin okuma yazma becerisini gelistirmeyi amaçlamistir. Bahsedilen amaca uygun olarak çarpim tablosu, Ingilizce kelimeler, atasözü ve deyimler gibi ögrenimi zor olan bilgilerin görsel asinaligini saglayarak ögrenciye verilen bilgilerin pratik biçimde ögrenmesi saglanabilir. 1-30 arasindaki kalem setlerindeki kalem sayisi kalem üzerine yazilan bilgilere göre degisiklik gösterebilir. The pen that facilitates learning the subject of the invention is basically the primary school students' reading. It aims to improve writing skills. Multiplication for the aforementioned purpose table of information that is difficult to learn, such as English words, proverbs and idioms. practical learning of the information given to the student by providing visual familiarity can be provided. The number of pencils in the pencil sets between 1-30 is written on the pencil. may differ according to the information.

Bulus konusu ögrenmeyi kolaylastirici kalem ahsap malzeme kullanilarak kursun kalem olarak üretilmektedir. Bulus konusu kalem, müfredata göre planlanan ögrenciye ögretilecek harf, kelime ve cümlelere ögrencinin görsel asina olmasini saglamak amaciyla gelistirilmistir. Bahsedilen amaca uygun olarak kursun kaleme alternatif olan termoplastik esnek kalemler, mekanik kalemler, mürekkepli kalemler kullanilarak ögrenciye ögretilecek harf, kelime ve cümlelere ögrencinin görsel asinaligi saglanabilir. Ayrica kalem üzerine harf, kelime ve cümleleri yazmak için kullanilan lazer ile yakma, mürekkep püskürtme-sürme gibi yöntemlerin, bulus konusu ögrenmeyi kolaylastirici kalemin üretiminde kullanilmasi mümkündür. Kalem üzerinde yapilacak kaplama islemleri ya da kalem üzerine, ögrenciye ögretilecek harf, kelime ve cümlelere ögrencinin görsel asina olmasini saglamak amaciyla konumlandirilacak / yapistirilacak herhangi bir yapilanmanin basvurumuzun varliginda yenilik ve teknigin bilinen durumunun asilmasi kriterinden yoksun olacagi da asikârdir. Invention subject learning facilitator pencil lead using wood material It is produced as a pen. The subject of the invention is the item planned according to the curriculum. To make the student visually familiar with the letters, words and sentences to be taught to the student. It has been developed to provide In accordance with the aforementioned purpose, the course was written. alternative thermoplastic flexible pens, mechanical pens, ink pens The student's visualization of the letters, words and sentences to be taught to the student using familiarity can be ensured. Also for writing letters, words and sentences on the pen. methods such as burning with laser, ink jet-spraying, etc. It is possible to use it in the production of the facilitating item to learn the subject. Pen The coating processes to be done on the pencil or on the pencil will be taught to the student. letters, words and sentences in order to make the student visually familiar. of any configuration to be positioned / pasted In its existence, it will lack the criteria of innovation and exceeding the known state of the technique. is also clear.

Bu basvurunun koruma kapsami, istemler kisminda belirlenmis olup yukarida kesinlikle örnekleme amaciyla anlatilanlarla sinirli tutulamaz. Teknikte uzman bir kisinin bulusta ortaya konan yeniligi, benzer yapilanmalari kullanarak da ortaya koyabilecegi ve/veya bu yapilanmayi ilgili teknikte kullanilan benzer amaçli diger alanlara da uygulayabilecegi açiktir. Dolayisiyla böyle yapilanmalarin özellikle basvurumuzun varliginda yenilik ve teknigin bilinen durumunun asilmasi kriterinden yoksun olacagi da asikârdir. The scope of protection of this application has been determined in the claims section and above It certainly cannot be limited to what is described for illustrative purposes. A technical expert One can also reveal the innovation revealed in the invention by using similar structures. and/or use this configuration with other similar purposes used in the related technique. It is clear that it can be applied to fields as well. Therefore, such structures are especially In the presence of our application, the criterion of innovation and exceeding the known state of the technique It is obvious that it will be lacking.

ISTEMLER 1. Bulus ilkokul ögrencilerinin kullanimi için gelistirilmis, görsel ögrenme becerisinin gelisimini saglayan ögrenmeyi kolaylastirici kalem[A] olup özelligi; o Kalem[A] setlerine uygun olarak kalemin kullanim sirasinin yazilabilecegi sira numarasi alani[i] o Kalem[A] üzerine harf, kelime, sayi, deyim, hadis ve ya atasözü gibi yazilarin yazilabilecegi yazi alani[2] içermesi ile karakterize edilmesidir. 2. istem-Te uygun ögrenmeyi kolaylastirici kalemin[A] egitim ögretim sistemine 0 1-30 arasinda setler ile kalem üzerine egitim ögretim müfredatina uygun harf, kelime ve cümlelerin yazilmasi, o Kalemlerin ögrencilere egitim ögretim müfredatina uygun sira ile verilerek harf, kelime ve cümlelerin görsel asinaliginin saglanmasi Islem adimlarini içermesi ile karakterize edilmesidir. Ögrenmeyi Kolaylastiran Kalem Bulus konusu kalem[A] ögrencilere setler halinde dagitilip, egitim ögretim planina uygun sira ile verilerek ögrencinin kalem[A] üzerine yazilan harflere asinaligi saglanmaktadir. Bulus konusu kalem[A] ile harf, kelime ve cümlelere görsel olarak asinalik saglandiginda ögrencilerin harfleri daha kolay anlayarak daha etkin biçimde ögrenebilmesi saglanmistir. REQUESTS 1. The invention was developed for the use of primary school students. It is the facilitating item [A] that enables the development of learning; o The order in which the order of use of the pen can be written in accordance with the pen[A] sets number field[i] o Write down letters, words, numbers, idioms, hadiths or proverbs on the pen[A]. writing area[2] characterized by its content. 2. In accordance with the request, the learning facilitator item [A] should be added to the education system. 0 Letters suitable for the curriculum of education on pencil with sets between 1-30, writing words and sentences, o The pens are given to the students in the order in accordance with the education curriculum, and letters, ensuring visual familiarity of words and sentences It is characterized by including process steps. The Pen that Makes Learning Easier The item [A], which is the subject of the invention, is distributed to the students in sets and added to the education teaching plan. Familiarity of the student with the letters written on the pencil[A] by giving them in the appropriate order is provided. Visually visualize letters, words and sentences with the subject of the invention pen[A]. When familiarity is achieved, students can understand letters more easily and use them more effectively. is able to learn.

Claims

REQUESTS

1. The invention is a learning facilitator item [A], which was developed for the use of primary school students and provides the development of visual learning skills. It is characterized by the line number area[1] where the order of use of the pen can be written in accordance with the Pen[A] sets.

2. Writing letters, words and sentences in accordance with the education curriculum of the educational teaching system of the item that facilitates learning according to the request-1, with the sets between 1-30, o The items are given to the students in order in accordance with the education curriculum. and ensuring the visual familiarity of the sentences.