1285853 九、發明說明： 【發明所屬之技術領域】 本發明係關於一種圖卡組，詳言之，係關於一種立體圖 案之圖卡組。 • 【先前技術】 • 參考圖1所示，其顯示在學生之課本或是作業上顯示之立 • 體圖樣之示意圖。在學生之課本或是作業11上，通常會顯 示許多個立體圖樣，如立體圖樣12，該立體圖樣12係由複 數個正立方體所組成，以教導學生立體之概念，並要學生 確實瞭解該立體圖樣12係由幾個正立方體所組成。 參考圖2，目前一般之教具20包括複數個正立方體積木 21。經由該等正立方體積木21之實際組合，以教導學生上 述圖1中之該立體圖樣12係由十四個正立方體所組成。 然而，在圖1之該立體圖樣12中有些正立方體是看不到 的。雖然經由該教具20之該等正立方體積木21之組合，可 | 以教導學生該立體圖樣12中所看不到的正立方體。對於立 體空間概念較佳之學生，可以迅速地理解；但對於立體空 間概念較差之學生而言，仍是難以瞭解由該教具20之該等 正立方體積木21所組合之實際立體積木組，可對應至平面 之該立體圖樣12。其最大之原因，在於由所組合之實際立 體積木組，難以直接對應至平面之該立體圖樣12。因此， 目前之教學方法及教具缺乏一實際立體物至平面立體圖案 之轉換說明，以進一步教導學生，使學生充分瞭解。 再者，由於該等正立方體積木21之體積相當小，老師難 102810.doc 1285853 乂在黑板上或講台上，實際排列講解說明，而難以達到教 學之目的。 此，査—色叠提供一種創新且具進步性的具立體圖案 圖卡組，以解決上述問題。 【發明内容】 本發明之目的在於提供一種具立體圖樣之圖卡組，其包 括：複數個圖+，每一個圖卡具有至少一單一立體圖樣， 等圖卡用以部分疊置，以組合顯示一設定之立體圖樣。1285853 IX. Description of the Invention: [Technical Field to Which the Invention Is Ascribed] The present invention relates to a drawing card set, and more particularly to a drawing card set for a stereoscopic drawing. • [Prior Art] • Refer to Figure 1 for a schematic representation of the vertical pattern displayed on the student's textbook or assignment. In the student's textbook or assignment 11, there are usually a number of three-dimensional patterns, such as a three-dimensional pattern 12, which is composed of a plurality of positive cubes to teach the concept of the three-dimensional, and that the student really understands the three-dimensional The pattern 12 is composed of several positive cubes. Referring to Figure 2, the present general teaching aid 20 includes a plurality of positive cubic volume woods 21. Through the actual combination of the cube-shaped cubes 21, the stereoscopic pattern 12 of Figure 1 above is taught to consist of fourteen cubes. However, some of the positive cubes in the stereo pattern 12 of Figure 1 are invisible. Although a combination of the cubes of the cubes 21 of the teaching aid 20 can be used to teach the student a positive cube that is not visible in the perspective pattern 12. For students with better concept of three-dimensional space, they can be quickly understood; but for students with poor concept of three-dimensional space, it is still difficult to understand the actual volumetric wood group combined by the positive cubic volume 21 of the teaching aid 20, which can correspond to The three-dimensional pattern 12 of the plane. The biggest reason for this is that it is difficult to directly correspond to the three-dimensional pattern 12 of the plane by the combined actual volume group. Therefore, the current teaching methods and teaching aids lack a description of the transformation from the actual three-dimensional to the planar three-dimensional pattern to further teach the students to fully understand the students. Moreover, since the volume of the positive cubic volume wood 21 is quite small, the teacher is difficult to explain on the blackboard or on the podium, and it is difficult to achieve the purpose of teaching. Thus, the search-color stack provides an innovative and progressive three-dimensional pattern card set to solve the above problems. SUMMARY OF THE INVENTION An object of the present invention is to provide a card set having a stereoscopic pattern, which includes: a plurality of figures +, each of which has at least one single stereo pattern, and the card is partially overlapped for display in combination A set stereoscopic pattern.
利用本發明具立體圖樣之圖卡組，可以組成書本或作業 上=不之任何立體圖樣，該立體圖樣係為複數個正立方體 隹i之組合立體圖樣。教師可以利用本發明具立體圖樣之 圖卡、、且作為教具，以顯示圖卡疊置前和圖卡疊置後之立體 圖樣差別’以教導學生立體空間之觀念。學生亦可自行疊 置排列組合該等圖卡，以完成書本或作業上顯示之任何立 體圖樣’有助於其建立該立體空間之觀念。 【實施方式】 凊參閱圖3、圖4及圖5,其顯示本發明圖卡組之示意圖。 本發月具立體圖樣之圖卡組包括複數個圖卡30、40、51， 母個圖卡具有至少一單一立體圖樣。首先參考圖3，第一 圖卡30所顯不之立體圖樣為一正立方體圖#，其係以一設 疋寬度之框線31區隔該正立方體圖樣為三個圖樣面32、 34， 日 W 在二個圖樣面32、33及34之其中一個圖樣面 ’、有 又疋之^示示圖樣。本實施例中，該圖樣面3 4之該設 疋之^不圖樣為陰影圖樣，以使該圖卡30能清楚地顯示其 102810.doc 1285853 係為一正立方體圖樣，且顯示正確之設置方向，並防止誤 視為凹面。該設定之標示圖樣亦可為不同之顏色塗滿該圖 樣面。另外，該設定寬度之框線3 1係為一加粗之粗黑框線， 可使該等圖卡30、40、51等便於部分疊置組合。 參考圖4,第二圖卡40係顯示四個正立方體組合之立體圖 樣。第二圖卡40係顯示四個正立方體以二行二列之陣列方 * 式排列。該第二圖卡40以一設定寬度之框線4 1區隔該立體 _ 圖樣為八個圖樣面42、43、44、45、46、47、48及49，並 且’在二個圖樣面48及49均以陰影圖樣特別標示。 參考圖5,第三圖卡51係顯示三個正立方體組合之立體圖 樣。第三圖卡5 1係顯示三個正立方體以三行一列之陣列方 式排列。該第三圖卡5 1以一設定寬度之框線511區隔該立體 圖樣為七個圖樣面512、513、514、515、516、51 7及518, 並且’在圖樣面518以陰影圖樣特別標示。 上述之第一圖卡30、第二圖卡40及第三圖卡51係為說明 ⑩ 本务明具立體圖樣之圖卡組之圖卡實施例，本發明具立體 圖樣之圖卡組不限於第一圖卡3〇、第二圖卡4〇及第三圖卡 51。本發明具立體圖樣之圖卡組之該等圖卡可為顯示以二 行一列之陣列方式排列之二個正立方體圖樣、以四行一列 之陣列方式排列之四個正立方體圖樣、以五行一列之陣列 方式排列之五個正立方體圖樣、以六行一列之陣列方式排 列之六個正立方體圖樣、以七行一列之陣列方式排列之七 個正立方體圖樣、以二行三列之陣列方式排列之六個正立 方體圖樣、以二行四列之陣列方式排列之八個正立方體圖 102810.doc 1285853 樣等。本發明具立體圖樣之圖卡組之該等圖卡包括但不限 於上述之該等陣列排列之正立方體圖樣。 參考圖6至圖9，其係顯示組合第一圖卡3〇、第二圖卡4〇 及第三圖卡51之步驟，以顯示如圖i所示之立體圖樣12。首 先參考圖6,二個第三圖卡51及52部分疊置，以組成二列三 行之陣列排列之正立方體圖樣。同樣地，該第二片第三圖 卡 52 具有七個圖樣面522、523、524、525、526、527 及 528， 並且’在圖樣面528以陰影圖樣特別標示。值得注意者為， 該第二片第三圖卡52部分疊置於該第一片第三圖卡51之上 後’將遮蓋該第一片第三圖卡51之三個圖樣面515、516、 5 1 7。教師可以移動該第二片第三圖卡52，以教導學生，圖 卡疊置前和疊置後之立體圖樣差別。學生亦可自行操作疊 置組合該第一片第三圖卡51及該第二片第三圖卡52，以進 一步地瞭解。 參考圖7,將一第三片第三圖卡53部分疊置於該第二片第 三圖卡52之上。同樣地，該第三片第三圖卡53具有七個圖 樣面 532、533、534、535、536、53 7 及 538，並且，在圖樣 面538以陰影圖樣特別標示。該第三片第三圖卡53部分疊置 於該第二片第三圖卡52之上後，將遮蓋該第二片第三圖卡 52之三個圖樣面525、526、527。因此，該第一片第三圖卡 51、該第二片第三圖卡52及該第三片第三圖卡53部分疊置 後，可以顯示圖1之立體圖案12之最底層立體圖樣。 參考圖8，將該第二圖卡4〇部分疊置於該第一片第三圖卡 51及該第二片第三圖卡52之上。該第二圖卡40部分疊置於 102810.doc 1285853 該第一片第三圖卡51及該第二片第三圖卡52之上後，將遮 蓋該第一片第三圖卡51之二個圖樣面512、513及該第二片 第三圖卡52之二個圖樣面522、523。此時，該圖8之立體圖 樣即顯示二層堆疊之觀念，同樣地，教師及學生可以動手 操作移動該第二圖卡40，以使學生瞭解圖卡疊置前和疊置 後之立體圖樣差別，以及堆疊之立體空間觀念。 參考圖9,將該第一圖卡30部分疊置於該第二圖卡4〇之 上。該第一圖卡30部分疊置於該第二圖卡40之上後，將遮 蓋該第二圖卡40之一個圖樣面43。因此，由該第一片第三 圖卡51、該第二片第三圖卡52、該第三片第三圖卡53、第 二圖卡40及該第一圖卡30部分疊置後所組成之立體圖樣7〇 即與圖1之立體圖案12完全相同。 利用本發明具立體圖樣之圖卡組，可以組成書本或作業 上顯示之任何立體圖樣，該立體圖樣係為複數個正立方體 堆疊之組合立體圖樣。教師可以利用本發明具立體圖樣之 圖卡組作為教具，以教導學生立體空間之觀念。本發明具 立體圖樣之圖卡組之排列及移動均很方便，教師可以移動 該等圖卡，以教導學生，圖卡疊置前和疊置後立體圖樣之 差別。學生亦可自行排列組合該等圖卡，以完成書本或作 業上顯示之任何立體圖樣，有助於其建立該立體空間之觀 念。 由於圖2顯示之該習知教具20之該等正立方體積木以所 組合之實際立體積木組，係為一實際立體組合物，某些學 生難以瞭解直接可對應至平面之該立體圖樣12。因此·;利 102810.doc 1285853 用本發明具立體圖樣之圖卡組，係在圖卡上顯示至少一單 一立體圖樣’在本實施例中’該單-立體圖樣係為-正立 方體圖樣。每一個圖卡g可号 • 卞即可顯不該立體圖樣12之某一部 刀’再加以豐置排列紐A枯發回K - 併幻、、且σ该專圖卡，可疊置組合顯示與該 立體圖樣12完全相同之立科岡接 . j <立體圖樣。故本發明具立體圖樣之 圖卡組可助於學生瞭解實際立體物至平面立體圖案之轉 " 換。 • 參考圖1〇，其顯示本發明具立體圖樣之圖卡組之該第一 圖卡之背面不意圖。該第一圖卡3〇之背面35沒有顯示立體 圖樣，在該背面35設置有至少一軟性磁鐵36。該軟性磁鐵 36可設置於該背面35之周圍或中間位置，以用於使該第一 圖卡30可吸附於黑板上，便於教師於黑板上實際疊置排列 «亥等圖卡，以教導學生。本發明圖卡組之該等圖卡其材質 可為紙、紙板、塑膠板或軟性磁鐵等材質，但不限於上述 之材質，其亦可為紙張再加以複貝而成。 藝 惟上述實施例僅為說明本發明之原理及其功效，而非用 以限制本發明。因此，習於此技術之人士可在不違背本發 明之精神對上述實施例進行修改及變化。本發明之權利範 圍應如後述之申請專利範圍所列。 【圖式簡單說明】 圖1為顯示書本之立體圖樣之示意圖； 圖2為習知之正立方體積木組教具之示意圖； 圖3為本發明具立體圖樣之圖卡組之第一圖卡示意圖； 圖4為本發明具立體圖樣之圖卡組之第二圖卡示意圖； 102810.doc -10- 1285853 圖5為本發明具立體圖樣之圖 圖6至圖9顯示組合本發明具 圖；及 卡組之第 立體圖樣 二圖卡示意圖； 之圖卡組之示 意 圖1 0為本發明具立體圖樣之圖 意圖。By using the graphic card set with the three-dimensional pattern of the present invention, it is possible to compose a book or an operation without any stereoscopic pattern, and the three-dimensional pattern is a combined three-dimensional pattern of a plurality of positive cubes 隹i. The teacher can use the three-dimensional pattern card of the present invention as a teaching aid to display the difference of the three-dimensional pattern before the overlay of the card and the overlay of the card to teach the concept of the three-dimensional space. Students may also stack and arrange the cards themselves to complete any stereotypes displayed on the books or assignments' to help them establish the concept of the three-dimensional space. [Embodiment] Referring to Figures 3, 4 and 5, there is shown a schematic diagram of a card set of the present invention. The card set of the present invention having a three-dimensional pattern includes a plurality of map cards 30, 40, 51, and the parent map card has at least one single stereo pattern. Referring first to FIG. 3, the stereoscopic pattern shown by the first card 30 is a positive cube diagram #, which is divided into three pattern planes 32, 34 by a frame line 31 having a width of 疋. W is shown in one of the two pattern faces 32, 33, and 34. In this embodiment, the design of the pattern surface 34 is a shadow pattern, so that the card 30 can clearly display its 102810.doc 1285853 as a positive cube pattern and display the correct setting direction. And prevent misidentification as a concave surface. The set pattern can also be painted with different colors for the pattern. In addition, the frame line 3 1 of the set width is a thick and thick black frame line, so that the card cards 30, 40, 51 and the like can be easily overlapped and partially combined. Referring to Figure 4, the second card 40 shows a perspective view of four positive cube combinations. The second card 40 shows that four regular cubes are arranged in an array of two rows and two columns. The second card 40 is separated by a frame line 41 of a set width into eight pattern faces 42, 43, 44, 45, 46, 47, 48, and 49, and 'in the two pattern faces 48. And 49 are specifically marked with a shadow pattern. Referring to Figure 5, a third map card 51 shows a perspective view of three positive cube combinations. The third figure card 5 1 shows that three positive cubes are arranged in an array of three rows and one column. The third card 5 1 partitions the three-dimensional pattern into seven pattern faces 512, 513, 514, 515, 516, 51 7 and 518 by a frame line 511 of a set width, and 'specially shadowed on the pattern face 518 Marked. The first card 30, the second card 40, and the third card 51 are the embodiment of the card of the card group of the present invention. The card group of the present invention is not limited to the card group. The first map card 3, the second map card 4, and the third map card 51. The cards of the three-dimensional array of the present invention may be two positive cube patterns arranged in an array of two rows and one column, four positive cube patterns arranged in an array of four rows and one column, and five rows and one column. Five positive cube patterns arranged in an array manner, six positive cube patterns arranged in an array of six rows and one column, seven positive cube patterns arranged in an array of seven rows and one column, arranged in an array of two rows and three columns The six positive cube patterns, eight positive cubes arranged in an array of two rows and four columns, 102810.doc 1285853. The cards of the card set having the three-dimensional pattern of the present invention include, but are not limited to, the positive cube pattern of the array arrangement described above. Referring to Figures 6 through 9, the steps of combining the first card 3, the second card 4, and the third card 51 are shown to display a stereo pattern 12 as shown in Figure i. Referring first to Figure 6, the two third cards 51 and 52 are partially stacked to form a positive cube pattern of arrays of two columns and three rows. Similarly, the second sheet of third card 52 has seven pattern faces 522, 523, 524, 525, 526, 527, and 528, and is 'specially indicated in the shaded pattern on the pattern face 528. It should be noted that after the second third card 52 is partially superposed on the first third card 51, the three pattern faces 515 and 516 of the first third card 51 will be covered. , 5 1 7. The teacher can move the second third card 52 to teach the student the difference in the three-dimensional pattern before and after the overlay. The student can also operate the stack to combine the first third card 51 and the second third card 52 for further understanding. Referring to Figure 7, a third sheet of third card 53 is partially overlaid on the second sheet of card 52. Similarly, the third sheet third card 53 has seven pattern faces 532, 533, 534, 535, 536, 53 7 and 538, and is specifically indicated in the pattern face 538 in a hatched pattern. After the third third card 53 is partially superposed on the second third card 52, the three pattern faces 525, 526, 527 of the second third card 52 will be covered. Therefore, after the first third card 51, the second third card 52, and the third third card 53 are partially overlapped, the bottommost three-dimensional pattern of the three-dimensional pattern 12 of FIG. 1 can be displayed. Referring to FIG. 8, the second card portion 4 is partially superposed on the first sheet third card 51 and the second sheet third card 52. The second card 40 is partially superimposed on the first piece of the third card 51 and the second piece of the card 52, and the second piece of the first card 51 is covered. The pattern faces 512, 513 and the two pattern faces 522, 523 of the second sheet of the third card 52. At this time, the three-dimensional pattern of FIG. 8 shows the concept of two-layer stacking. Similarly, the teacher and the student can manually move the second card 40 to enable the student to understand the three-dimensional pattern before and after the stacking of the card. Differences, and the concept of a three-dimensional space of stacking. Referring to Figure 9, the first map card 30 is partially overlaid on the second map card 4''. After the first card 30 is partially stacked on the second card 40, a pattern surface 43 of the second card 40 is covered. Therefore, after the first third card 51, the second third card 52, the third third card 53, the second card 40, and the first card 30 are partially overlapped The composed three-dimensional pattern 7 is exactly the same as the three-dimensional pattern 12 of FIG. With the card set having the three-dimensional pattern of the present invention, any three-dimensional pattern displayed on the book or the work can be formed, and the three-dimensional pattern is a combined three-dimensional pattern of a plurality of positive cube stacks. Teachers can use the three-dimensional graphics card set of the present invention as a teaching aid to teach students the concept of three-dimensional space. The arrangement and movement of the card set with the three-dimensional pattern of the present invention are convenient, and the teacher can move the cards to teach the students the difference between the front and the rear stereoscopic patterns. Students can also arrange these cards on their own to complete any three-dimensional drawings displayed in the book or work, helping them to establish the concept of this three-dimensional space. Since the positive cubic volume of the conventional teaching aid 20 shown in Fig. 2 is an actual three-dimensional composition in combination with the actual standing volume group, it is difficult for some students to understand the three-dimensional pattern 12 directly corresponding to the plane. Therefore, the image card set having the three-dimensional pattern of the present invention is displayed on the card with at least one single-dimensional pattern. In the present embodiment, the single-stereo pattern is a Orthodox pattern. Each figure card can be marked with a number of • 卞 显 显 显 显 显 ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' The Kokooka connection. j < three-dimensional pattern is displayed exactly the same as the three-dimensional pattern 12. Therefore, the drawing card set with the three-dimensional pattern of the invention can help the student to understand the actual three-dimensional to the planar three-dimensional pattern. • Referring to Fig. 1A, it is shown that the back side of the first figure card of the three-dimensional pattern card set of the present invention is not intended. The back surface 35 of the first card has no stereoscopic pattern, and at least one flexible magnet 36 is disposed on the back surface 35. The soft magnet 36 can be disposed around or in the middle of the back surface 35 for allowing the first card 30 to be attached to the blackboard, so that the teacher can actually stack the icons on the blackboard to teach the students. . The material of the card of the card set of the present invention may be a material such as paper, cardboard, plastic plate or soft magnet, but is not limited to the above materials, and may be made of paper and then doubled. The above examples are merely illustrative of the principles and effects of the invention and are not intended to limit the invention. Therefore, those skilled in the art can make modifications and changes to the above embodiments without departing from the spirit of the invention. The scope of the invention should be as set forth in the appended claims. BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a schematic view showing a three-dimensional pattern of a book; FIG. 2 is a schematic view of a conventional cube-shaped cube teaching tool; FIG. 3 is a first diagram of a card group having a three-dimensional pattern of the present invention; 4 is a second diagram of a card with a three-dimensional pattern of the present invention; 102810.doc -10- 1285853 FIG. 5 is a perspective view of the present invention. FIG. 6 to FIG. 9 show a combination of the present invention; The schematic diagram of the first three-dimensional pattern of the group; the schematic diagram of the figure card group 10 is the intention of the three-dimensional pattern of the present invention.
圖卡之背面示The back of the card
【主要元件符號說明】 11 12 20 21 30 31 32、33[Main component symbol description] 11 12 20 21 30 31 32, 33
34 35 36 40 41 課本 立體圖樣 習知教具 正立方體積木 本發明之第一圖卡 框線 圖樣面 陰影圖樣面 背面 軟性磁鐵 本發明之第二圖卡 框線 42、43、44、45、46、47 圖樣面 48、49 陰影圖樣面 51 本發明之第一片第三圖卡 511 框線 512、513、514、515、516、517 圖樣面 518 陰影圖樣面 102810.doc 1285853 52 本發明之第二片第三圖卡 522、523、524、525、526、527 圖樣面 528 陰影圖樣面 53 本發明之第三片第三圖卡 531 框線 532、533、534、535、536、537 圖樣面 538 陰影圖樣面 70 本發明之圖卡組合之立體圖樣 102810.doc -12-34 35 36 40 41 textbook stereoscopic pattern teaching aids positive cubic volume wood first invention card frame line pattern surface shadow pattern surface back soft magnets The second picture card frame lines 42, 43 44, 45, 46, 47 Pattern surface 48, 49 Shadow pattern surface 51 First sheet of the invention Third figure card 511 Frame line 512, 513, 514, 515, 516, 517 Pattern surface 518 Shadow pattern surface 102810.doc 1285853 52 Second of the present invention Third picture card 522, 523, 524, 525, 526, 527 pattern surface 528 shadow pattern surface 53 third sheet of the invention third card 531 frame line 532, 533, 534, 535, 536, 537 pattern surface 538 Shadow pattern surface 70 The three-dimensional pattern of the card combination of the present invention 102810.doc -12-