TWI601103B - Indian abacus-digital - Google Patents

Indian abacus-digital Download PDF

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TWI601103B
TWI601103B TW102104747A TW102104747A TWI601103B TW I601103 B TWI601103 B TW I601103B TW 102104747 A TW102104747 A TW 102104747A TW 102104747 A TW102104747 A TW 102104747A TW I601103 B TWI601103 B TW I601103B
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abacus
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TW201346854A (en
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穆罕默德 巴席爾 阿汗德 奈納
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穆罕默德 巴席爾 阿汗德 奈納
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    • GPHYSICS
    • G09EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09BEDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00Teaching not covered by other main groups of this subclass
    • G09B19/02Counting; Calculating

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Description

數位式印度算盤 Digital Indian abacus

本發明係有關於一種算盤,尤係關於一種數位式印度算盤。 The present invention relates to an abacus, and more particularly to a digital Indian abacus.

印度的算盤教練中心和算盤教師訓練的網路是由UCMAS(印度)私人有限公司(Private Limited)引進的,這是第一次將算盤教育作為4-13歲的孩童的正式訓練計劃,以為了基於算盤的計算和技巧發展的福址推及較年輕的孩童。該公司和特許與課程指導者(教師)(Franchisees and the Course Instructors(Teacher))的網路已針對該目標投注大量的工作。UCMAS印度公司(UCMAS India Corporate)在青奈(Chennai)的辦公室已經特別地從事於大量的基於學習的研究。 India’s abacus coaching centre and abacus teacher training network was introduced by UCMAS (India) Private Limited, the first official training program for 3-4 years old children. Based on the calculation of abacus and the development of skills, the promotion of younger children. The company and the network of Franchisees and the Course Instructors (Teacher) have invested a lot of work on this goal. UCMAS India Corporate's office in Chennai has been specifically engaged in a large number of learning-based research.

本發明的目的是提供學齡孩童(4-13歲的年齡群組)教育資源,並且,該算盤計劃的主要目的是藉由讓算術計算更容易,以增強孩童的頭腦能力並移除對數學的恐懼。該數位式印度算盤是一種教育性計數工具,其使用算盤的影像,而使計算成為更容易且更快速。該工具也具有延伸的範圍,以與個人電腦一起工作,存取線上的目標網站,其提供用於算盤技巧的團隊/練習/ 測試方案。 It is an object of the present invention to provide educational resources for school-age children (age groups 4-13 years old), and the main purpose of the abacus plan is to enhance the mindfulness of children and remove mathematics by making arithmetic calculations easier. fear. The digital Indian abacus is an educational counting tool that uses abacus images to make calculations easier and faster. The tool also has an extended scope to work with personal computers to access online target sites that provide teams/exercise for abacus skills/ Test program.

針對「世代交替」並伴隨將巨大衝擊技巧因素帶進強烈希望的「視覺化」的革命,該數位式印度算盤提供一種新的答案。 The digital Indian abacus provides a new answer to the "generational" revolution that is accompanied by a "visualized" revolution that brings great impact skills into the hope.

數位式印度算盤的誕生是一種符合不足性和限制的解決方案,該不足性和限制阻礙有效地使用該算盤,以帶出最佳的技巧。該數位式印度算盤中非常不同的材料、設計和製造,對於該數位式印度算盤的特徵、優點和好處帶來非常大的改變。 The birth of the digital Indian abacus is a solution that meets the deficiencies and limitations that hinder the effective use of the abacus to bring the best skills. The very different materials, designs and manufacturing of this digital Indian abacus have brought about a major change in the characteristics, advantages and benefits of this digital Indian abacus.

概念事實: Conceptual facts:

1、視覺化是較佳了解的關鍵 1. Visualization is the key to better understanding

2、視覺化是較佳專注在看得到的目標的關鍵。 2. Visualization is the key to better focusing on what you see.

3、視覺化致能更多與心智經驗的目標相關的理由。 3. Visualization enables more reasons related to the goals of mental experience.

4、對於算盤而言,視覺化作為右腦慣例是透過由大腦所擷取的影像而將抽像的數字改變成客觀經驗的關鍵因素。 4. For abacus, visualization as a right-brain routine is a key factor in changing the number of abstractions into objective experience through images captured by the brain.

數位式印度算盤及其組件的圖式的更多描述:第1圖是數位式印度算盤的上視圖-主要框架(規格);第2圖是數位式印度算盤的上視圖-主要框架內部(規格);第3圖是數位式印度算盤的後視圖(規格);第4圖是數位式印度算盤的滾珠(規格);第5圖是數位式印度算盤的印刷電路板和顯示器(規格);第6圖是學生所使用的數位式印度算盤-主要框架的前視圖顯示新的設計,其焦點是在孩童身上發展深刻的視覺性技巧,該圖 式顯示數位式印度算盤的突出特徵。此圖式中的數位式印度算盤顯示所有滾珠均在數值-位置,所有下滾珠和上滾珠是描繪朝向橫條,並顯示影像的顏色(綠色和紅色),其在本發明中為明亮且醒目的;第a圖為該框架的視圖,該設計是非常柔順且對使用者友善的,本發明的框架的顏色是奶油黃色;第b圖是上滾珠(紅色)的圖式,該滾珠的設計是作成理想地匹配需求,其良好地達成目的。總計有17個上滾珠(均為相同尺寸),在數位式印度算盤的上腔室中水平地排列,每個均被設計成朝向其槽孔內移動,本發明的每個槽孔/行欄均具有一個上滾珠;第c圖是一個下滾珠(綠色)的圖式,下腔室(橫條下方)中的每個槽孔/行欄均有4個滾珠,該滾珠的設計是作成理想地匹配需求,其良好地達成目的。總計有4列的17個下滾珠(均具有相同尺寸)在數位式印度算盤的下腔室中水平地排列,他們均可獨立地移動,並且一起向上和向下;第d圖是單元指示器的視圖,其為一種標記,作在數位式印度算盤的橫條上,通常作為開始工作/使用數位式印度算盤的點。總計有5個指示器標註在本發明的橫條上;第e圖是中央橫條的視圖,肋狀的水平橫條平行進行,並稍微靠近上滾珠腔室,該中央橫條將數位式印度算盤分割成兩個腔室-上和下腔室,並且橫條在任一側邊接觸本發明的數位式印度算盤的側邊;第f圖滾珠帽蓋的視圖,其為像小帽蓋的片體,具有設置在本發明的滾珠上的溝槽,該帽蓋的項部的輪廓是作成覆蓋,以致 於當孩童完成滾珠的移動時,孩童的手指的神經末端被啟動,其應該可啟動頭腦細胞;第g圖是本發明的板件的視圖,其被分割成兩個顯示區域,一個上和一個下腔室(在各個槽孔內,分別具有一個上滾珠和4個下滾珠);第h圖是本發明的鑽石形狀的視窗的視圖,該篩狀的板件具有鑽石形狀的視窗,該視窗可致能看得見的區域,以用於綠色顯示和百葉(shutter),以及致能像是沒有數值的百葉區域;第i圖是顯示綠色影像的視窗的視圖,在該標註的位置處的該視窗,於所有下滾珠在彩色顯示數值位置時,顯示綠色;第j圖是視窗透過上滾珠顯示器顯示紅色影像的視圖,該標註位置處的該視窗,於所有上滾珠均在該數值顯示位置時,顯示紅色;第k圖為本發明的第五垂直槽孔/行欄;第l圖是本發明的傳導進入按鈕的視圖,該按鈕當被按下時,可致能顯示在LCD銀幕上和網站網頁上的算盤操作的答案/輸出,以被傳送和儲存;第m圖是本發明的傳導ON/OFF按鈕,此按鈕當被按下時,提供能量給數位式印度算盤單元的系統(硬體/軟體),並且,該算盤操作的答案和輸出會被顯示;第n圖是本發明的LCD銀幕中的向下計數顯示區域的視圖,此區域顯示時間區間,分和秒將向下,以顯示秒和分;第o圖是本發明的傳導的加法和減法按鈕的視圖,此按鈕致能選擇算術操作,以只作出加法和減法功能; 第p圖是本發明的傳導除法按鈕的視圖,此按鈕致能選擇算數操作,以只作出除法功能;第q圖是本發明的傳導乘法按鈕的視圖,此按鈕致能選擇算數操作,以只作出乘法功能;第r圖是液晶顯示器20x2(LCD)的視圖,該銀幕顯示數位式印度算盤操作的答案/輸出;第s圖是本發明的傳導設定單元點按鈕的視圖,可按下該按鈕,以選擇該單元點;第t圖是本發明的傳導向下計數按鈕的視圖,此按鈕是選擇向下計數操作;第u圖是傳導LCD背光ON/OFF按鈕的視圖,以為了更好的可視性而致能照明;第v圖是傳導的向上和向下按鈕的視圖,以設定向下計數操作的數值;第w圖是指示槽孔/行欄的第1至17的視圖;第x圖是傳導設定練習按鈕的視圖,以於此按鈕被按下時,選擇練習模式;第y圖是傳導設定競爭按鈕的視圖,此按鈕被按下時,可選擇競爭模式;第z圖是個人電腦/膝上型電腦的USB連接器的視圖,以透過電腦著陸而致能程式網站的存取;第7圖是本發明的數位式印度算盤的視圖,其顯示零數值位置(銀幕以及算盤)及所有上和下滾珠,並且LCD銀幕是顯示零數值位置; 第a圖是本發明的17個槽孔(行欄)的視圖,總計有85個滾珠(17個上滾珠和68個下滾珠),每個槽孔具有一個上滾珠和4個下滾珠;第b圖是本發明的17個上滾珠的視圖;第c圖是本發明的68個下滾珠的視圖;第8圖是本發明的主要框架背側的視圖,其由ABS材料製成;第a圖是本發明的電池盒的視圖,該能量儲存是用於LCD的操作,並且供應能量至其它硬體和軟體,以變成可操作的;第b圖是3個電池AAA的視圖,每個1.5V,外部能量來源;第c圖是本發明的彈簧的視圖,其固定在上滾珠的內部,用於ON以顯示LCD銀幕和個人電腦/膝上型電腦上的數值,且用於OFF以不顯示數值在LCD銀幕和個人電腦/膝上型電腦上;第d圖是彈簧的視圖,其固定在下滾珠的內部,用於ON以顯示LCD銀幕和個人電腦/膝上型電腦上的數值,且用於OFF以不顯示數值在LCD銀幕和個人電腦/膝上型電腦上;第e圖是用以固定的螺絲的視圖;第f圖為LCD銀幕的背側;第g圖是分割肋的視圖,用來分離槽孔/行欄;第9圖本發明的程式電路板的視圖;第a圖是本發明用於上滾珠的開關(用於OFF的連接器)的視圖,以不顯示數值於該LCD銀幕和個人電腦/膝上型電腦上;第b圖是本發明用於上滾珠的開關(用於ON的連接器)的視圖,以不顯示數值於該LCD銀幕和個人電腦/膝上型電腦上;第c圖是本發明用於下滾珠的開關(用於ON的連接器)的視 圖,以不顯示數值於該LCD銀幕和個人電腦/膝上型電腦上;第d圖是本發明用於下滾珠的開關(用於OFF的連接器)的視圖,以不顯示數值於該LCD銀幕和個人電腦/膝上型電腦上;第e圖是主要處理器的視圖,其為單一積體電路,包含處理器核心,記憶體、和可程式的輸入/輸出周邊,該處理器從該滾珠開關和功能鍵讀取輸入狀態,並且處理該輸入資料,而於之後將該處理過的資料輸出至LCD顯示器和個人電腦;第f圖是個人電腦介面的視圖,其為一種積體電路,並串聯至USB協定轉換器,且為該主要處理器和該個人電腦之間的雙向通訊橋;第g圖是蜂鳴器的視圖,算盤學生被期待遵循提出的方法,如果沒有被遵循,則蜂鳴器會發出聲響/嗶聲;第10圖是數位式印度算盤的背板的後視圖;第a圖是本發明的電池盒/單元門的視圖;第b圖是本發明的電池盒/單元鎖的視圖;第c圖是螺絲的視圖;第11圖是本發明的滾珠的視圖;第a圖是本發明的下滾珠的上視圖;第a1圖是本發明的綠色區域的視圖,用以指示數值;第a2圖是本發明的奶油黃色區域的視圖,用以指示沒有數值位置;第b圖是本發明的上滾珠的上視圖;第b1圖是該奶油黃色區域的視圖,用以指示沒有數值;第b2圖是本發明的紅色區域的視圖,用以指示數值; 第c圖是本發明的下滾珠的側視圖;第c1圖是本發明的奶油黃色的視圖;第c2圖是本發明的紅色的視圖;第d圖是上滾珠的側視圖;第e圖是滾珠的下視/內視圖;第e1圖是彈簧的視圖,其幫助1)給予連接性至LCD和PC單元,以顯示數字、2)用於順利和容易上下移動滾珠、以及3)用於將滾珠在移動後固定住;第e2圖是彈簧的固定器的視圖,其將該彈簧固定在直上位置,而不受到干擾;第f圖是本發明的滾珠的下側視圖,其顯示彈簧和固定器;第g圖是該彈簧和該固定器在分解位置以用於組裝的視圖;第12圖是數位式印度算盤的視圖,分解成不同的單元,以數成該組裝件;第13圖是滾珠的視圖,以針對「數值1」的數值位置和LCD銀幕,顯示綠色影像;第14圖是滾珠的視圖,以針對「數值2」的數值位置和LCD銀幕,顯示綠色影像;第15圖是滾珠的視圖,以針對「數值3」的數值位置和LCD銀幕,顯示綠色影像;第16圖是滾珠的視圖,以針對「數值4」的數值位置和LCD銀幕,顯示綠色影像;第17圖是滾珠的視圖,以針對「數值5」的數值位置和LCD銀幕,顯示紅色影像; 第18圖是滾珠的視圖,以針對「數值6」的數值位置和LCD銀幕,顯示紅色和綠色影像;第19圖是滾珠的視圖,以針對「數值7」的數值位置和LCD銀幕,顯示紅色和綠色影像;第20圖是滾珠的視圖,以針對「數值8」的數值位置和LCD銀幕,顯示紅色和綠色影像;第21圖是滾珠的視圖,以針對「數值9」的數值位置和LCD銀幕,顯示紅色和綠色影像;第22圖是滾珠的視圖,以針對「數值50」的數值位置和LCD銀幕,顯示紅色和綠色影像;第23圖是教師用之數位式印度算盤的主要框架的前視圖,以顯示新設計,該圖式顯示教師用之數位式印度算盤的突出特徵,在此圖式中的數位式印度算盤顯示所有滾珠在數位-位置,所有52個下滾珠和13個上滾珠(總計65個滾珠)均顯示朝向橫條,以顯示影像的顏色(綠色和紅色),其為明亮具非常醒目;第a圖是傳導的加法和減法按鈕的視圖,其當被按下時,可致能選項以只針對教師用之數位式印度算盤選擇加法/減法功能;第b圖是傳導的乘法按鈕的視圖,其當被按下時,可致能選項以只針對教師用之數位式印度算盤選擇乘法功能;第c圖是傳導的除法按鈕的視圖,其當被按下時,可致能選項以只針對教師用之數位式印度算盤選擇除法功能;第d圖是傳導ON/OFF按鈕的視圖,當被按下時,可供應能量至LED顯示器七段式單元和其它系統,以顯示教師用的數位式印度算盤的答案/輸出; 第e圖是上滾珠的視圖,其顯示數值位置為紅色;第f圖為中央橫條的視圖,其分離上和下滾珠區域;第g圖為單元指示器的視圖;第h圖為下滾珠的視圖,其顯示數值位置為綠色;第i圖為框架(木質)的視圖;第j圖為板件(夾板顏色)的視圖;第k圖為鑽石形成的視窗的視圖,該區域顯示數值或沒有數值位置,其具有影像或沒有影像;第l圖是傳導設定單元指示器按鈕的視圖,當被按下時,致能選擇該單元點;第m圖是連接單元的視圖,用以從外部來源存取交流電(230V);第n圖是本發明的數位式教師用算盤的直立架的視圖;第o圖是七段式LED 1.25英吋顯示器(13 nos)的視圖,用來將操作的答案/輸出顯示在教師用的數位式印度算盤上;第p圖是孔洞的視圖,其設置用於本發明的教師用數位式算盤的揚聲器的輸出;第q圖是傳導的音量控制按鈕的視圖,用於本發明的教師用數位式算盤的聲音/音訊輸出;第r圖是本發明的教師用的數位式算盤的上和下按鈕的視圖,用以增加和減少數量,向下計數時間設定及時間和資料設定;第s圖是本發明的教師用數位式算盤的數位時鐘的時間設定按鈕的視圖;第t圖是本發明的教師用數位式算盤的日期、月份和年數設 定按鈕的視圖,用來調整/更新;第u圖為本發明的教師用數位式算盤的明亮度按鈕的視圖,用以調整照明品質;第v圖是向下計數的視圖,減少向下計數時間設定及時間和資料;第24圖是教師用數位式印度算盤的主要框架的背視圖,其由木質材料製成,以顯示整合的組件;第a圖為NC變壓器的視圖,用以步進向下該電壓需求;第b圖是PCB的後側視圖;第c圖是下滾珠底部的視圖;第d圖是本發明的教師用數位式算盤的下滾珠的開關(ON)的視圖,用以於滾珠被推動朝向該中央橫條時顯示該數值位置,並將數值顯示在該LED銀幕上;第e圖是本發明的教師用數位式算盤的下滾珠的開關(OFF)的視圖,用以於滾珠被推動離開該中央橫條時顯示該沒有數值位置,並將數值顯示在該LED銀幕上;第f圖是本發明的教師用數位式算盤的上滾珠的底部的視圖;第g圖是本發明的教師用數位式算盤的上滾珠的開關(OFF)的視圖,用以於滾珠被推動離開該中央橫條時顯示該沒有數值位置,並將數值顯示在該LED銀幕上;第h圖是本發明的教師用數位式算盤的上滾珠的開關(ON)的視圖,用以於滾珠被推動朝向該中央橫條時顯示該數值位置,並將數值顯示在該LED銀幕上;第i圖是主要處理器的視圖,其是單一積體電路,包含處理 器核心,記憶體、和可程式的輸入/輸出周邊,該處理器從該滾珠開關和功能鍵讀取輸入狀態,並處理該輸入資料,且之後將該處理過的資料輸出至LCD顯示器和PC;第j圖是揚聲器的視圖;第k圖是鋰電池的視圖,用以以離線模式連續地操作數位時鐘、日期、月份和年數;第l圖是感測器的視圖,用以遠端控制操作,教師可以所設置的遠端控制設備,操作該單元;第m圖是音訊輸出端的視圖,用以連接至外部音響系統/揚聲器;第n圖是保險絲的視圖,用以以在來自於外部來源的較高電壓/電流的情況下,切斷以保護支援數位式印度算盤的系統;第o圖是用於所有滾珠的開關和電線的單元的視圖,用以於該滾珠移動朝向和離開該中央橫條時連接和不連接;第p圖是該彈簧的視圖,其幫助該滾珠於移動朝向或離開該橫條時定位,並且也用來順利和容易向上和向下移動;第q圖是彈簧的固定的視圖,用以定位該彈簧,以不被干擾;第25圖是教師用的數位式印度算盤的背蓋(夾板)的視圖;第a圖是螺絲的孔洞的視圖;第26圖是教師用數位式印度算盤的滾珠的視圖;第a圖是本發明的教師用數位式算盤的滾珠的上視圖;第a1圖是綠色的視圖;第a2圖是白色的視圖;第b圖是本發明的教師用數位式算盤的滾珠的下視圖; 第b1圖是用於教師用數位式算盤的ON的停止器的視圖;第b2圖是用於教師用數位式算盤的OFF的停止器的視圖;第c圖是本發明的教師用數位式算盤的滾珠的下視圖;第c1圖是滾珠旋鈕的視圖,用以將滾珠向上和向下移動;第c2圖是停止器的視圖,固定在滾珠上,用來透過開啟和關閉開關以連接和不連接;第d圖是上滾珠的底視圖,也顯示開關(開啟和關閉),其係固定至本發明的分離式固定器中;第d1圖是傳導開關ON的視圖,以於滾珠被推動朝向中央橫條時連接;第d2圖是傳導開關OFF的視圖,以於滾珠被推動離開中央橫條時不連接;第d3圖是該彈簧的視圖;第e圖是圖式/說明書中的滾珠的上視圖;第f圖是圖式/說明書中的滾珠的下視圖;第g圖是圖式/說明書中的滾珠的側視圖;第27圖是教師用的數位式印度算盤的主要框架的前視圖的規格;以及第28圖是教師用的數位式印度算盤的主要框架的後視圖的規格。 A more detailed description of the digital Indian abacus and its components: Figure 1 is a top view of the digital Indian abacus - the main frame (specification); Figure 2 is a top view of the digital Indian abacus - the main frame inside (specification Figure 3 is a rear view (specification) of the digital Indian abacus; Figure 4 is the ball (specification) of the digital Indian abacus; Figure 5 is the printed circuit board and display (specification) of the digital Indian abacus; Figure 6 is a digital Indian abacus used by students - the front view of the main frame shows the new design, the focus is on developing profound visual skills in children, the picture The display shows the outstanding features of the digital Indian abacus. The digital Indian abacus in this figure shows that all balls are in the value-position, all the lower and upper balls are drawn towards the horizontal bar and display the color of the image (green and red), which is bright and eye-catching in the present invention. Figure a is a view of the frame, the design is very compliant and user friendly, the frame of the present invention is creamy yellow; the bth is a picture of the upper ball (red), the design of the ball It is made to ideally match the demand, which is well achieved. There are a total of 17 upper balls (all of the same size) arranged horizontally in the upper chamber of the digital Indian abacus, each designed to move towards its slot, each slot/row of the present invention Each has an upper ball; c is a lower ball (green) pattern, and each slot/row in the lower chamber (below the bar) has 4 balls. The design of the ball is ideal. The ground matches the demand and it achieves its purpose well. A total of 4 rows of 17 lower balls (both of the same size) are horizontally arranged in the lower chamber of the digital Indian abacus, they can move independently and together up and down; d is the unit indicator A view, a mark, made on a horizontal bar of a digital Indian abacus, usually used as a point to start working/using a digital Indian abacus. A total of five indicators are marked on the horizontal strip of the present invention; the e-th is a view of the central horizontal strip, the rib-shaped horizontal horizontal strips are parallel and slightly adjacent to the upper ball chamber, the central horizontal strip will be digitally Indian The abacus is divided into two chamber-upper and lower chambers, and the horizontal strip is in contact with the side of the digital Indian abacus of the present invention on either side; the view of the ball cap of the f-th view is a sheet like a small cap , having a groove disposed on the ball of the present invention, the outline of the portion of the cap is made to cover When the child completes the movement of the ball, the nerve ending of the child's finger is activated, which should activate the brain cell; the g-fi is a view of the panel of the present invention, which is divided into two display areas, one up and one a lower chamber (with one upper ball and four lower balls in each slot); Figure h is a view of a diamond-shaped window of the present invention having a diamond-shaped window, the window An area that can be seen for green display and shutters, and a louver area that is like a numerical value; an i-th view is a view of a window displaying a green image at the marked position The window displays green when all the lower balls are in the color display numerical position; the jth view is a view in which the window displays the red image through the upper ball display, and the window at the marked position is in the numerical display position of all the upper balls. When the red is displayed; the kth is the fifth vertical slot/row of the present invention; and the first is a view of the conductive access button of the present invention, which can be displayed on the LCD screen when pressed. And the answer/output of the abacus operation on the website webpage to be transmitted and stored; the mth diagram is the conductive ON/OFF button of the present invention, which, when pressed, provides energy to the system of the digital Indian abacus unit ( Hardware/software), and the answer and output of the abacus operation will be displayed; the nth is a view of the down-counting display area in the LCD screen of the present invention, this area shows the time interval, minutes and seconds will be downward To display seconds and minutes; o is a view of the conductive addition and subtraction buttons of the present invention, which enables selection of arithmetic operations to perform only addition and subtraction functions; Figure p is a view of the conductive divide button of the present invention, which enables selection of an arithmetic operation to perform only a division function; q is a view of the conductive multiplication button of the present invention, which enables selection of arithmetic operations to only Making a multiplication function; the rth is a view of the liquid crystal display 20x2 (LCD) showing the answer/output of the digital Indian abacus operation; the sth is a view of the conduction setting unit point button of the present invention, which can be pressed To select the cell point; t is a view of the conduction down count button of the present invention, the button is selected to count down; u is a view of the conduction LCD backlight ON/OFF button for better Lighting is enabled for visibility; v is a view of the conductive up and down buttons to set the value of the down counting operation; the wth is a view indicating the 1st to 17th of the slot/row column; The figure is a view of the conduction setting exercise button, and when the button is pressed, the practice mode is selected; the yth picture is a view of the conduction setting competition button, when the button is pressed, the competition mode can be selected; the zth picture is the individual Computer/laptop A view of the computer's USB connector to enable access to the program website through a computer landing; Figure 7 is a view of the digital Indian abacus of the present invention showing zero value positions (screens and abacus) and all upper and lower Balls, and the LCD screen displays the zero value position; Figure a is a view of the 17 slots (rows) of the present invention, having a total of 85 balls (17 upper balls and 68 lower balls), each slot having an upper ball and 4 lower balls; Figure b is a view of the 17 upper balls of the present invention; Figure c is a view of the 68 lower balls of the present invention; and Figure 8 is a view of the back side of the main frame of the present invention, which is made of ABS material; Figure is a view of the battery pack of the present invention for operation of the LCD and supplying energy to other hardware and software to become operational; Figure b is a view of three batteries AAA, each 1.5 V, external energy source; Figure c is a view of the spring of the present invention, which is fixed inside the upper ball for ON to display the values on the LCD screen and the personal computer/laptop, and is used for OFF The display values are on the LCD screen and on the PC/Laptop; the d-th view is a view of the spring, which is fixed inside the lower ball and is used for ON to display the values on the LCD screen and the PC/laptop, and Used for OFF to not display values on LCD screens and PCs/laptops; e-picture is View from the fixed screw; Figure f is the back side of the LCD screen; Figure g is a view of the split rib for separating the slot/rowbar; Figure 9 is a view of the programmed circuit board of the present invention; Is a view of the switch for the upper ball (the connector for OFF) of the present invention, so as not to display the value on the LCD screen and the personal computer/laptop; FIG. b is the switch for the upper ball of the present invention. View of (connector for ON) to not display values on the LCD screen and PC/laptop; Figure c is a switch for the lower ball (connector for ON) of the present invention Vision Figure, in order not to display the value on the LCD screen and PC / laptop; Figure d is a view of the switch for the lower ball (connector for OFF) of the present invention, so as not to display the value on the LCD Screen and PC/Laptop; Figure e is a view of the main processor, which is a single integrated circuit containing the processor core, memory, and programmable input/output peripherals from which the processor The ball switch and the function key read the input state, and process the input data, and then output the processed data to the LCD display and the personal computer; the f-figure is a view of the personal computer interface, which is an integrated circuit. And serially connected to the USB protocol converter, and is a two-way communication bridge between the main processor and the personal computer; the g-fi is a view of the buzzer, the abacus student is expected to follow the proposed method, if not followed, then The buzzer will sound/beep; Fig. 10 is a rear view of the back panel of the digital Indian abacus; Fig. a is a view of the battery case/unit door of the present invention; and Fig. b is the battery case of the present invention/ Unit lock view; Figure c is a view of the screw; Figure 11 is a view of the ball of the present invention; Figure a is a top view of the lower ball of the present invention; and Figure a1 is a view of the green area of the present invention for indicating the value; Figure is a view of the cream yellow area of the present invention to indicate no numerical position; Figure b is a top view of the upper ball of the present invention; and Figure b1 is a view of the cream yellow area to indicate no value; b2 Figure is a view of the red area of the present invention to indicate a value; Figure c is a side view of the lower ball of the present invention; c1 is a cream yellow view of the present invention; c2 is a red view of the present invention; d is a side view of the upper ball; Lower/inside view of the ball; Figure e1 is a view of the spring that helps 1) give connectivity to the LCD and PC unit to display numbers, 2) for smooth and easy moving the ball up and down, and 3) for The ball is fixed after moving; the e2 is a view of the retainer of the spring which fixes the spring in an upright position without being disturbed; the fth is a lower side view of the ball of the present invention, showing the spring and fixing Figure g is a view of the spring and the holder in an exploded position for assembly; Figure 12 is a view of a digital Indian abacus, broken down into different units to count the assembly; Figure 13 is The view of the ball shows the green image for the numerical position of "Value 1" and the LCD screen; Figure 14 is the view of the ball to display the green image for the numerical position of "Value 2" and the LCD screen; Figure 15 The view of the ball to the number of "value 3" Position and LCD screen, showing green image; Figure 16 is a view of the ball, showing the green image for the numerical position of "Value 4" and the LCD screen; Figure 17 is the view of the ball for the value of "Value 5" Position and LCD screen, showing red image; Figure 18 is a view of the ball, showing red and green images for the numerical position of "Value 6" and the LCD screen; Figure 19 is a view of the ball for the numerical position of "Value 7" and the LCD screen, showing red And green image; Figure 20 is a view of the ball, showing the red and green images for the numerical position of the "Value 8" and the LCD screen; Figure 21 is the view of the ball for the numerical position of the "Value 9" and the LCD The screen displays red and green images; the 22nd is a view of the ball, showing red and green images for the numerical position of the "Value 50" and the LCD screen; Figure 23 is the main frame of the digital Indian abacus for the teacher. Front view to show the new design, which shows the salient features of the digital Indian abacus used by the teacher. The digital Indian abacus in this figure shows all the balls in the digit position, all 52 lower balls and 13 The balls (65 balls in total) are displayed towards the horizontal bar to show the color of the image (green and red), which is very striking for the bright; the a picture is the view of the conductive addition and subtraction buttons. When pressed, the option can be enabled to select the addition/subtraction function only for the digital Indian abacus used by the teacher; the b-th is a view of the multiplicative button of the conduction, which when enabled, enables the option to only The multiplication function is selected for the digital Indian abacus used by the teacher; the c-figure is a view of the divisible button of the conduction, which, when pressed, enables the option to select the division function only for the digital abacus used by the teacher; The figure is a view of the conductive ON/OFF button, when pressed, supplies energy to the seven-segment unit of the LED display and other systems to display the answer/output of the digital Indian abacus used by the teacher; Figure e is a view of the upper ball showing the numerical position as red; the fth is a view of the center bar separating the upper and lower balls; the gth is the view of the unit indicator; the h is the lower ball a view showing the numerical position as green; the ith is a view of the frame (wood); the jth is a view of the panel (the color of the splint); the kth is a view of the window formed by the diamond, the area showing the value or There is no numerical position, it has an image or no image; the first picture is a view of the conduction setting unit indicator button, when pressed, enables selection of the unit point; the mth picture is a view of the connection unit for external use Source access AC (230V); Figure n is a view of the upright stand of the digital teacher abacus of the present invention; Figure o is a view of the seven-segment LED 1.25 inch display (13 nos) for operation The answer/output is displayed on the digital Indian abacus used by the teacher; the pth is a view of the hole set for the output of the speaker for the teacher's digital abacus of the present invention; the qth is a view of the conducted volume control button For teachers of the present invention The sound/audio output of the digital abacus; the rth is a view of the up and down buttons of the digital abacus used by the teacher of the present invention for increasing and decreasing the number, down counting time setting, time and data setting; The figure is a view of a time setting button of a digital clock of a teacher's digital abacus of the present invention; FIG. 4 is a date, a month, and a number of years of the teacher's digital abacus of the present invention. View of the button for adjustment/update; Figure u is a view of the brightness button of the teacher's digital abacus for adjusting the illumination quality; the vth is a view of counting down, reducing the count down Time setting and time and data; Figure 24 is a rear view of the main frame of the teacher's digital Indian abacus, made of wood material to show the integrated components; Figure a is a view of the NC transformer for stepping Down the voltage demand; Figure b is a rear side view of the PCB; Figure c is a view of the bottom of the lower ball; Figure d is a view of the lower ball switch (ON) of the teacher's digital abacus of the present invention, The numerical position is displayed when the ball is pushed toward the center rail, and the value is displayed on the LED screen; FIG. e is a view of the lower ball switch (OFF) of the teacher's digital abacus of the present invention, When the ball is pushed away from the central rail, the numerical position is displayed, and the value is displayed on the LED screen; the fth is the view of the bottom of the upper ball of the teacher's digital abacus of the present invention; Is the teacher of the present invention A view of the upper ball switch (OFF) of the position abacus for displaying the no-value position when the ball is pushed away from the center rail, and displaying the value on the LED screen; FIG. 29 is a teacher of the present invention A view of the upper ball switch (ON) of the digital abacus for displaying the numerical position when the ball is pushed toward the center bar, and displaying the value on the LED screen; the i-th picture is the main processor View, which is a single integrated circuit that contains processing The core, the memory, and the programmable input/output periphery, the processor reads the input state from the ball switch and the function key, processes the input data, and then outputs the processed data to the LCD display and the PC. Figure j is a view of the speaker; Figure k is a view of the lithium battery for continuously operating the digital clock, date, month and year in offline mode; Figure l is a view of the sensor for the remote Control operation, the teacher can set the remote control device to operate the unit; the mth picture is a view of the audio output terminal for connecting to an external sound system/speaker; the nth picture is a view of the fuse for coming from In the case of higher voltage/current from an external source, cut off to protect the system that supports the digital Indian abacus; Figure o is a view of the unit for all balls of switches and wires used to move the ball toward and away The central rail is connected and disconnected; the p-th view is a view of the spring that assists the positioning of the ball as it moves toward or away from the rail, and is also used to smoothly and easily move up and down Figure q is a fixed view of the spring to position the spring so as not to be disturbed; Figure 25 is a view of the back cover (plywood) of the digital Indian abacus used by the teacher; Figure a is the hole of the screw View; Figure 26 is a view of the ball of the teacher using the digital Indian abacus; Figure a is a top view of the ball of the teacher's digital abacus of the present invention; the first a1 is a green view; the a2 is a white view Figure b is a bottom view of the ball of the teacher's digital abacus of the present invention; Figure b1 is a view of a stopper for an ON of a teacher's digital abacus; a diagram b2 is a view of a stopper for an OFF of a teacher's digital abacus; and Fig. c is a teacher's digital abacus for the present invention The lower view of the ball; the c1 is a view of the ball knob for moving the ball up and down; the c2 is a view of the stopper, fixed to the ball for connecting and closing through the switch Figure d is a bottom view of the upper ball, also showing the switch (open and closed), which is fixed to the separate holder of the present invention; the first d1 is a view of the conduction switch ON, so that the ball is pushed toward The central bar is connected; the d2 is a view of the conduction switch OFF, so that the ball is not connected when it is pushed away from the central bar; the d3 is the view of the spring; the e is the ball in the drawing/instruction Top view; Figure f is a bottom view of the ball in the drawing/instruction; Figure g is a side view of the ball in the drawing/instruction; Figure 27 is a front view of the main frame of the digital Indian abacus for the teacher Specification; and figure 28 is for teachers Specification rear view of the main framework of the India-position abacus.

現在將參照隨附圖式予以詳細說明本發明之具體實施例。 Specific embodiments of the present invention will now be described in detail with reference to the accompanying drawings.

可以不同形式予以修改本發明之具體實施例,且本 發明之範疇並不侷限於本文所提之具體實施例。 The specific embodiments of the present invention may be modified in different forms, and The scope of the invention is not limited to the specific embodiments presented herein.

反而,提供這些具體實施例而使本揭露更詳盡且完整,以及將完全傳達本發明之概念給熟悉本技藝之人士。 Rather, these specific embodiments are provided so that this disclosure may be

圖式中所示的元件形狀及大小會顯得誇張,以便提供更清楚的說明。 The shape and size of the elements shown in the drawings may be exaggerated to provide a clearer explanation.

另外,於整個圖式中之參考符號,將在本發明之範疇內指定具有類似功能之相似元件。 In addition, like reference numerals throughout the drawings are intended to identify the

本發明提供一種數位式印度算盤,其建構及操作教學論(methodology)。數位式印度算盤是一種印度算盤,其具有延伸的設備,用以線上工作,以線上學習/練習/測試基於算盤的技巧,給予它數位連接。相較於傳統算盤或至今所使用的一般算盤,該印度算盤就學生所能經驗到的較佳視覺性而言,具有非常大的優點。當操作該印度算盤時,該學生移動下和上滾珠,以不隱藏和隱藏如上述代表數值的彩色影像。下滾珠當移動朝向橫像時,會不隱藏並顯示綠色影像,類似地,上滾珠當移動橫條時,會不隱藏並顯示紅色影像。因此,顯示彩色影像使印度算盤的視覺性,較傳統算盤好、強大、及快速達許多倍。由於視覺性是較佳視覺記憶的關鍵因素,因此,印度算盤遠優於先前的產品。 The invention provides a digital Indian abacus, its construction and operation methodology. The digital Indian abacus is an Indian abacus with extended equipment for working online, with online learning/practice/testing abacus-based techniques, giving it a digital connection. Compared to traditional abacus or the usual abacus used to date, the Indian abacus has great advantages in terms of the better visual experience that students can experience. When operating the Indian abacus, the student moves the lower and upper balls so as not to hide and hide the color images as representative of the above values. When the lower ball moves toward the horizontal image, the green image is not hidden and displayed. Similarly, the upper ball does not hide and display the red image when the horizontal bar is moved. Therefore, the display of color images makes the Indian abacus more visual, powerful, and fast than traditional abacus. Because visuality is a key factor in better visual memory, Indian abacus is far superior to previous products.

本發明之新世代工具使孩童和其他使用者,得以使用由公司為了該目的所設計的算盤計劃站,來線上存取和學習/練習/測試基於算盤的技巧。4-13歲的孩童為透過此特別的工具(數位式印度算盤及針對印度和外國的學習者而設計的線上計劃)而獲益的主要焦點。孩童可藉由存取線上學習-練習-測試計劃(其是由印度算盤公司特別針對該目的所設計的基於算盤的技巧),而與 個人電腦/膝上型電腦一起操作該工具。該工具具有必要的硬體和軟體,其為該工具的整合部件,其可使學生視其需要而線上或離線工作。該算盤計劃的主要目的是增強頭腦能力,以升級孩童的頭腦技巧,並且藉由使算術計算變得較容易而移除對於數學的恐懼。 The new generation of tools of the present invention enables children and other users to access and learn/practice/test abacus-based techniques online using the abacus planning station designed by the company for this purpose. Children 4-13 years old are the main focus of benefiting from this special tool (digital Indian abacus and online programs designed for learners in India and abroad). Children can access the online learning-practice-testing program (which is an abacus-based technique designed specifically for this purpose by the Indian abacus company) The PC/Laptop works with the tool. The tool has the necessary hardware and software, which is an integrated part of the tool that allows students to work online or offline as needed. The main purpose of the abacus plan is to enhance the mind's ability to upgrade the child's brain skills and remove the fear of mathematics by making arithmetic calculations easier.

該數位式印度算盤這種計數工具使用該算盤,以手動方式致能計算完成,而與該電腦在同時間無關,該電腦具有技能,以將答案顯示在該工具的該LCD(液晶顯示器)銀幕上,該工具是整合至該算盤。該工具與該電腦介接的相容性致能將該結果(答案)公佈於網際網路網站上的範圍。數位式印度算盤因此是一種以手動方式操作的工具,任何人使用該工具,可作出快速和準確的數學計算,並且,該使用者可將該結果/答案公佈在網際網路網站上。可立即評估該結果的評價。此工具是一種用於引領檢定的線上評估、識別、評價的理想助手。由於針對LEARN和PRACTICE的工作也有可能以離線模式在此工具上進行,因此,練習以作出許多總和的學生可在該LCD(液晶顯示器)上核對該答案。該數位式印度算盤因此是具有非常大幅擴充技能的「印度式算盤」,其透過顯示彩色影像及將該滾珠移動轉換成個別數值的能力而用於視覺性,該數值係顯示在該LCD(液晶顯示器)上,而該LCD為該工具的部件。線上工作是一種延伸且重要的技能,其係內建於該工具-「數位式印度算盤工具」。 The digital Indian abacus counting tool uses the abacus to manually complete the calculation, and regardless of the computer at the same time, the computer has the skill to display the answer on the LCD screen of the tool. On, the tool is integrated into the abacus. The compatibility of the tool with the computer enables the publication of the results (answers) on the Internet site. The digital Indian abacus is therefore a manually operated tool that anyone can use to make fast and accurate mathematical calculations, and the user can post the results/answers on the Internet website. The evaluation of the results can be evaluated immediately. This tool is an ideal assistant for online assessment, identification, and evaluation of leading certifications. Since work for LEARN and PRACTICE is also possible on the tool in offline mode, students who practice to make many sums can check the answer on the LCD (liquid crystal display). The digital Indian abacus is therefore an "Indian abacus" with a very large expansion skill. It is used for visuality by displaying color images and converting the ball movement into individual values. The value is displayed on the LCD (liquid crystal). On the display), and the LCD is a component of the tool. Online work is an extended and important skill built into the tool - the Digital Indian Abacus Tool.

透過該數位式印度算盤所完成的使用彩色(紅色和綠色)影像顯示的最革命性引進,在算盤教育的歷史中是無可匹敵的,該影像顯示是該數位式印度算盤的第一且最強的特徵,並且 使其成為獨特的第二特徵是該數位相同性因素。孩童使用該數位式印度算盤以回答任何線上測試卷的成效結果,可為檢定的驗證、標記和評估。該測試結果也可同時傳送至相容性軟體,該相同性軟體係使用於計算結果、位置和獎勵的競賽。 The most revolutionary introduction of color (red and green) imagery through the digital Indian abacus is unmatched in the history of abacus education, which is the first and strongest of the digital Indian abacus. Characteristics, and The second feature that makes it unique is the digital identity factor. Children using the digital Indian abacus to answer the results of any online test volume can be verified, marked and evaluated. The test results can also be transmitted to the compatible software, which is used in competitions for calculation results, location, and rewards.

數位式印度算盤的更多描述如下: More descriptions of digital Indian abacus are as follows:

1、該「數位式印度算盤」具有「印度式算盤工具」(具有17條槽孔,各個槽孔中均有4個下滾珠(綠色)和1個上滾珠(紅色)),連同頂部的LCD銀幕,作為該單一元件的部件,以顯示該數位式印度算盤的槽孔中的致動滾珠的答案。孩童可如常以手動的方式操作該單元的該算盤部件,而該滾珠可移動,以如常將該彩色影像暴露在該算盤上,並且,該致動算盤的對應數值也在上方的該LCD(液晶顯示器)銀幕上看得到。 1. The "Digital Indian Abacus" has an "Indian abacus tool" (with 17 slots, 4 lower balls (green) and 1 upper ball (red) in each slot), together with the top LCD The screen, as a component of the single component, displays the answer to the actuating ball in the slot of the digital Indian abacus. The child can manually operate the abacus component of the unit as usual, and the ball can be moved to expose the color image to the abacus as usual, and the corresponding value of the actuation abacus is also above the LCD (liquid crystal) The monitor) can be seen on the screen.

2、有USB埠以致能資料輸出。 2. There is a USB port to enable data output.

3、該單元具有電池,以支援該LCD(液晶顯示器)。 3. The unit has a battery to support the LCD (Liquid Crystal Display).

4、該LCD銀幕具有單一彩色顯示器。 4. The LCD screen has a single color display.

5、可顯示向下計數。 5, can display down count.

6、可使用英文文字和數字加以運作。 6. It can be operated using English text and numbers.

本發明的數位式印度算盤(該新世代的工具),會是印度的算盤使用者的一種驕傲的產品。過去是新的一般性算盤,在經過數年後,已遠遠趕不上變化要求。數位式印度算盤的出現讓算盤使用者驚訝。設計上的改良可意味著在學習和技巧層次、公佈學習上的重大變化。算盤可能已經是一種重要工具,並且已經是一種超越時間、世代和文化的生活方式,而值得透過設計上的變化/改進/修正(其會大幅度地影響結果),來探索進一步的力 量。 The digital Indian abacus (the new generation of tools) of the present invention would be a proud product of Indian abacus users. The past was a new general abacus, and after a few years, it was far from being able to keep up with the changing requirements. The emergence of the digital Indian abacus surprised the abacus users. Improvements in design can mean major changes in learning and skill levels, and publication. Abacus may already be an important tool and is a way of life that transcends time, generation and culture, and it is worth exploring further power through design changes/improvements/corrections that can significantly affect outcomes. the amount.

視覺性-算盤計算的關鍵因素 Visual - the key factor in abacus calculation

視覺性不僅致能透過速度(也就是,花費較少時間計算)而贏得能力,更能帶領算盤使用者進入心智層面,其為一種從實體至心智層面的獨特移動。透過數位式印度算盤的較佳視覺性過程,使照片記憶力更加強大。再次地在該心智層面,當該目標清楚時,分心就不會存在。透過視覺化的該算盤計算因此使孩童在該過程期間處於完全專心的狀態。孩童被賦予技巧,以學習算盤計算。數位式印度算盤透過專心的較好範圍,而致能較強的專注。 Visuality not only enables us to gain power through speed (that is, it takes less time to calculate), but also leads the abacus user into the mental level, which is a unique movement from the physical to the mental level. Photo memory is more powerful through the better visual process of digital Indian abacus. Again on this mental level, when the goal is clear, distraction will not exist. This abacus calculation through visualization thus allows the child to be in a state of complete concentration during the process. Children are given skills to learn abacus calculations. The digital Indian abacus has a strong focus through a better range of concentration.

視覺化的增強品質: Visual enhanced quality:

具有其改良的設計特徵的數位式印度算盤,使得較傳統算盤在性質上更具視覺性成為可能,該傳統算盤沒有提供視覺需要的範圍,以達到其頂峰。操作該上或下滾珠,以透過其實際朝向該橫條的上及/或下移動所投射的彩色影像,代表該數值位置。該彩色影像及該代表數值非常清楚,並且在該數位式印度算盤中更有影響力。該設計特徵、優點和好處解釋了數位式印度算盤相較於該傳統算盤的領先優勢。 The digital Indian abacus with its improved design features makes it possible to be more visually versatile than traditional abacus, which does not provide the range of visual needs to reach its peak. The upper or lower balls are operated to move the projected color image through the actual and/or downward movement of the horizontal bar to represent the numerical position. The color image and the representative value are very clear and more influential in the digital Indian abacus. This design feature, advantages and benefits explain the leading edge of the digital Indian abacus compared to the traditional abacus.

數位式印度算盤的需求: The demand for digital Indian abacus:

神奇工具和孩童可透過算盤訓練所推衍的最佳好處,基於對算盤的改良版本的研究和搜尋的持續學習,可使該視覺化技巧更得到確認,並且使該計劃具有更大、更廣的可及範圍,超越地方和時間的障礙,其導致設計和製造該數位式印度算盤中所累積的長期精細的工作。數位式印度算盤將詳細地揭露該算盤 對孩童有好大的好處。該數位式印度算盤的製造,也就是在設計上所需的連續性後端工作,將進行一系列的變化,最終使該數位式印度算盤成為實際存在的物品。數位式印度算盤現在誕生了。坐在本國的任何角落或任何最遠位置的孩童現在均可自學算盤技巧,練習和精通該技巧,並且可讓其技巧透過網際網路(也就是線上)接受測試,以加以確認。 The best benefits that magical tools and children can derive through abacus training, based on the study of improved versions of abacus and continuous learning of searches, can make this visualization technique more identifiable and make the program bigger and wider. The reach of the area, beyond the local and time barriers, led to the design and manufacture of long-term, intensive work accumulated in the digital Indian abacus. Digital Indian abacus will reveal the abacus in detail It has great benefits for children. The manufacture of the digital Indian abacus, which is the continuous back-end work required for the design, will undergo a series of changes that will eventually make the digital Indian abacus an actual item. The digital Indian abacus is now born. Children sitting anywhere in the country or at any farthest location can now self-learn abacus skills, practice and master the skills, and have their skills tested on the Internet (ie online) to confirm.

數位式印度算盤-計畫和目的: Digital Indian Abacus - Project and Purpose:

本發明的「數位式印度算盤」是不同國家中為了計算目的,而以手動方式使用的正規算盤工具的最先進版本。該正規的工具-算盤,已發展和使用了幾個世紀,並且在不同的時間也已大幅地改進。因此,算盤已從許多世紀前的最原始設計演化成目前的設計。目前設計的算盤也已經使用了幾個世紀了,並且經發現已在中國、日本和包含印度的其它國家被接受為最適當的設計。在所需的改進上缺乏專注,使其在現有的設計中繼續。 The "digital Indian abacus" of the present invention is a state-of-the-art version of a formal abacus tool that is used manually for calculation purposes in different countries. This formal tool, the abacus, has been developed and used for centuries and has been greatly improved at different times. As a result, abacus has evolved from the most primitive design of many centuries ago to its current design. The currently designed abacus has been used for centuries and has been found to be the most appropriate design in China, Japan and other countries including India. Lack of focus on the improvements required to continue in existing designs.

該算盤工具使用的目標是增強頭腦技巧(專心,一種更廣的技巧),其可被孩童加以練習及完美化。專心是孩童的強大技巧,以專注在任何目標(視覺)及/或以聲音為基礎(聽力/聽覺)的輸入。在使用實體算盤以作出基於算盤的計算的學習時,孩童會首先對影像的視覺性有所增強。孩童增強其聽力技巧也透過與延長的練習,以作出基於聽覺的計算。 The goal of the abacus tool is to enhance your brain skills (concentration, a broader skill) that can be practiced and perfected by children. Concentration is a powerful skill for children to focus on any target (visual) and/or sound-based (hearing/hearing) input. When using an entity abacus to make learning based on abacus-based calculations, children will first enhance the visuality of the image. Children enhance their listening skills and make exercises based on hearing to make auditory-based calculations.

在作出基於算盤的計算上的持續學習和延長練習,使孩童完美化主要的技巧(專心)及其次要技巧(視覺化和聽力)。視覺化技巧是孩童練習算盤計算時,第一件要發展的事,隨後是聽力技巧,當孩童開始專注/專心作出基於聽力的計算時。基於聽力 的計算可藉由採用視覺化影像來加以完成。因此,基於算盤的計算圍繞著視覺化,以作為使用基於算盤的計算所推衍出來的主要技巧。視覺化或影像必需擷取物體的影像,不論計算的程序是基於實體算盤或基於心智算盤。取代呆板/模糊的物體,明亮的色彩將新的尺寸增口至視覺化和增強視覺化,以大幅地在頭腦細胞上留下視覺記憶的強烈印像。 Continuous learning and extended exercises on abacus-based calculations to perfect the primary skills (concentration) and secondary techniques (visualization and hearing) for children. Visualization skills are the first thing that children need to develop when practicing abacus calculations, followed by listening skills, when children begin to concentrate/concentrate on hearing-based calculations. Based on hearing The calculation can be done by using visual images. Therefore, abacus-based computing revolves around visualization as the main technique derived from abacus-based computing. Visualization or imaging must capture images of objects, whether the calculations are based on physical abacus or based on mental abacus. Instead of dull/blurred objects, bright colors add new dimensions to visualization and enhanced visualization to dramatically leave a strong impression of visual memory on the brain cells.

除了在看到印刷的數字致能視覺化或在聽到呼叫的數字後致能視覺化以外,在遵循所需的步驟以達成相同者之後,孩童的專心技巧也有助於孩童專注在頭腦的內在深處(recess)(心智)、處理輸入和帶出輸出(答案)。 In addition to seeing the printed digital visualization or enabling visualization after hearing the number of calls, after following the required steps to achieve the same, the child's intent skills also help the child focus on the inner depths of the mind. Recess (mind), process input, and bring out output (answer).

具有其擴大和特定化特徵的數位式印度算盤,使該算盤在其發展高度等級的視覺化技巧的議題上更完全,這是因為視覺化是頭腦為了最有效率地工作最需要和最重要的技巧。因此,視覺化是完美視覺、聽覺和工作記憶所需的最重要技巧。具有其特殊特徵、優點和好處的數位式印度算盤,使得現在使用中的傳統算盤,在技巧傳送中遠遠落後。 The digital Indian abacus with its expanded and specific features makes the abacus more complete in its development of a high level of visualization skills, because visualization is the most needed and most important task for the most efficient work of the mind. skill. Therefore, visualization is the most important skill required for perfect vision, hearing and working memory. The digital Indian abacus with its special features, advantages and benefits makes the traditional abacus in use far behind in the skill transfer.

數位式印度算盤,一種增強孩童頭腦技巧的工具 Digital Indian abacus, a tool to enhance children's brain skills

孩童享受使用「數位式印度算盤」的好處是非常優異的。隨著該「印度式算盤」的操作而閃爍的突出彩色影像,更快速且更清楚地到達孩童的雙眼,並且在造成印象上非常優異。使用「數位式印度算盤」的孩童將需要觀看數字的彩色影像,對於等量的視覺化技巧花費較少的時間。該彩色影像較該一般(傳統)算盤有更好的印象造成效果,並且因此相較於傳統算盤致能更好的記憶。 The benefits of using the "digital Indian abacus" for children are excellent. The highlighting color image that flickers with the operation of the "Indian abacus" reaches the children's eyes more quickly and clearly, and is very good in impression. Children using the Digital Indian Abacus will need to view digital images of the numbers, spending less time on equal amount of visualization techniques. This color image has a better impression than the general (traditional) abacus, and thus enables better memory than conventional abacus.

科學上已經證明彩色能記錄得更好,並且致能較好且較快速的回憶。因此,孩童一開始發現該記錄,並於之後透過使用「數位式印度算盤」,而能比使用「傳統算盤」而回憶的更好且更容易。 It has been scientifically proven that color can be recorded better and that better and faster recalls are achieved. Therefore, children first discovered the record and later used the "digital Indian abacus" to recall and use the "traditional abacus" to recall better and easier.

由於非數值珠子互相靠近並且不會干擾/扭曲視覺化程序,因此,可確保清楚和較佳的視覺化。 Since non-numerical beads are close to each other and do not interfere/distort the visualization procedure, clear and better visualization is ensured.

每一個操作/每一個數字加法、減法、乘法、或除法,均導致對應於數值的彩色影像的形成,與閃視卡(flash card)的動作不同。該非數值滾珠的位置不的干擾視覺化程序,這是因為其剛好是傳統算盤的非數值珠子的位置。 Each operation/every digital addition, subtraction, multiplication, or division results in the formation of a color image corresponding to a numerical value, unlike the action of a flash card. The position of the non-numeric ball does not interfere with the visualization procedure because it happens to be the location of the non-numerical beads of the traditional abacus.

確保使用者容易使用: Make sure users are easy to use:

如已經在其它地方所詳細描述者,「數位式印度算盤」針對手動顯示彩色影像、及將答案顯示在該算盤的LCD(液晶顯示器)銀幕上和於答案是遞交至網站網頁上時驗證該答案的操作,學生均可容易理解和順利地處理。學生可容易地自學 As already described in detail elsewhere, the "Digital Indian Abacus" verifies the answer by manually displaying the color image and displaying the answer on the LCD screen of the abacus and when the answer is submitted to the website page. The operation can be easily understood and handled smoothly by the students. Students can easily learn by themselves

個人電腦/膝上型電腦-線上工作: PC/Laptop - Working online:

個人電腦和膝上型電腦均可存取該數位式印度算盤,以協同工作,所需的是存取該網站以工作的技能。該數位式印度算盤得到整合性/軟體,以不論透過個人電腦或膝上型電腦,均可存取該網站。 Both the PC and the laptop can access the digital Indian abacus to work together, and the skills needed to access the site to work are required. The digital Indian abacus is integrated/software to access the website, whether through a PC or laptop.

操作上和數值上均沒有差別: There is no difference between the operation and the value:

傳統算盤所訓練的孩童可轉換以練習該數位式印度算盤,這是因此在操作上和數值上均沒有差別。該轉換是無縫且順利時,因此,學生可繼續進行其訓練且練習該數位式印度算盤, 而沒有時間損失,也不會涉及任何的轉換時間。 The children trained by the traditional abacus can be converted to practice the digital Indian abacus, so there is no difference in operation and value. The conversion is seamless and smooth, so students can continue their training and practice the digital Indian abacus. There is no time lost and no conversion time is involved.

視覺化是影像擷取: Visualization is image capture:

相較於傳統算盤的呆板和俗氣的彩色珠子(其均為規則且均同質的),透過該數位式印度算盤中的彩色影像投射的影像擷取更生動。在傳統算盤中,由於珠子、數值和非數值珠子的棕色透過珠子的位子,會模糊視野,並進而導致不高的品質結果,以及對雙眼造成壓力。將這些重要的態樣銘記在心並且朝向像是閃視卡的算盤數值位置而工作,該數位式印度算盤就變成其現有的形式。在大量的深思熟慮和嘗試過後,才有清楚定義的設計和結構。在大量的心智和實體工作之後,該設計是經過美化的。 Compared to the traditional abacus's rigid and cheesy colored beads (which are both regular and homogeneous), the images projected through the color images in the digital Indian abacus are more vivid. In traditional abacus, because the beads, the numerical values, and the brownness of the non-numerical beads pass through the beads, they blur the field of view, which in turn leads to low quality results and stress on both eyes. Keeping these important aspects in mind and working towards the position of the abacus value like a flash card, the digital Indian abacus becomes its current form. After a lot of deliberation and experimentation, there is a clearly defined design and structure. After a lot of mental and physical work, the design was landscaping.

對於使用數位式印度算盤的學生而言,視覺化是以倍數計的優異:孩童在被數位式印度算盤所訓練而得到的最重要的技巧是視覺化技巧,其比使用印度式算盤時顯著好多倍。該開放式滾珠位置(屬於任何槽孔的上或下滾珠)顯示彩色影像,其影像左腦和右腦,並繼而活化頭腦。由該數位式印度算盤所促進的較佳視覺性的範圍,增強孩童的專心視覺性(照片記憶)的技巧。視覺性是任何孩童能夠在心智上圖像化或形成任何物體或活動的影像的能力。視覺化的能力是更佳理解任何概念或經驗的強大因素,因此,該技巧也可引領至想像力和創造力技巧。 For students using digital Indian abacus, visualization is excellent in multiples: the most important skill that children get when trained by digital Indian abacus is visual skills, which are significantly better than when using Indian abacus. Times. The open ball position (upper or lower balls belonging to any slot) displays a color image that images the left and right brains and then activates the mind. The range of preferred visual sensations promoted by the digital Indian abacus enhances the child's skill in focusing on visual (photo memory). Visuality is the ability of any child to visualize or form an image of any object or activity. The ability to visualize is a powerful factor in understanding any concept or experience, so this technique can also lead to imaginative and creative skills.

彩色影像在算盤上的重要性: The importance of color images on the abacus:

顯示在該算盤上的彩色影像將更好地強增該視覺性,而影像記憶可發展得更快速且更強。 The color image displayed on the abacus will better enhance the visuality, and the image memory can be developed more quickly and stronger.

終身技巧: Lifelong skills:

算盤技巧被每一對父母認為是重要的,因此,父母 會確保他們的孩童進行算盤技巧。除了使孩童藉由算盤的影像而在心算上熟練外,該算盤訓練更重要的是可增強每一個孩童練習算盤的頭腦技巧。專心、視覺性和聽力的層級,在孩童學習練習算盤計算中,是大幅地認定。該頭腦技巧(專心、視覺化、聽力、想像力、創造力、速度、和準確性)是孩童終其一生所需要的技巧。這些頭腦技巧可幫助他們之後在其學習和追求更大的生涯機會出類拔萃。這些技術也可將他們發展成其生活中的領袖。該算盤相關的技巧因此是終身的技巧,其將是孩童的重大資產,並且他自可終其一生使用該技巧。 Abacus skills are considered important by each parent, so parents Will ensure that their children perform abacus skills. In addition to making children mentally skilled with the image of the abacus, it is more important to enhance the brain skills of each child's practice abacus. The level of concentration, visuality, and listening is largely recognized in the calculation of abacus for children's learning exercises. This brain skill (concentration, visualization, listening, imagination, creativity, speed, and accuracy) is the skill that children need throughout their lives. These brain skills can help them excel in their learning and pursuit of greater career opportunities. These technologies can also develop them into leaders in their lives. This abacus-related technique is therefore a lifelong skill that will be a significant asset for children and he will use it for the rest of his life.

藉由使算術計算更容易而移除對數學的恐懼: Remove the fear of mathematics by making arithmetic calculations easier:

該印度式算盤計劃的主要目的是增強孩童的頭腦能力,以改進頭腦技巧,並藉由使算術計算更容易而移除對數學的恐懼。此裝置具有非常寬廣的觸角,以接觸印度和外國的學生,這是因為該工具透過其線上工作能力,而可超越地方和時間的障礙。任何時間和任何地方「算盤學習技巧」是本發明的產出,其將發現是獨特且普遍存在的。 The main purpose of the Indian-style abacus program is to enhance the child's mental ability to improve brain skills and to remove fear of mathematics by making arithmetic calculations easier. The device has a very wide tentacles to reach Indian and foreign students because the tool can overcome local and time barriers through its ability to work online. "Abacus learning skills" at any time and anywhere is the output of the present invention, which will be found to be unique and ubiquitous.

學生可在任何地方和任何時間學習算盤技巧: Students can learn abacus skills anywhere and at any time:

可在任何地點和任何時間(打破地方和時間的障礙)對孩童有利的任何基於技巧的計劃,應具有兩種基本的特性,其一為該計劃在其範圍內應包含學習-練習-測試模組的理解方案,而另一為該實體工具應該與存取提供該計劃的個人電腦/膝上型電腦的內建設備(硬體和軟體)相容。該工具-數位式印度式算盤-因此致能透過電腦著陸而存取該目的網站,因此,可至此移除障 礙-教室學習和固定時間學習。因此,它是一種虛擬課堂環境,以讓孩童選擇使用該數位式印度算盤工具和該算盤技巧學習網站學習算盤計劃。 Any skill-based program that can benefit children at any location and at any time (breaking local and time barriers) should have two basic characteristics, one of which should include a learning-practice-test module within its scope. The understanding of the solution, while the other physical tool should be compatible with the built-in devices (hardware and software) that access the PC/laptop that provides the plan. The tool - the digital Indian abacus - thus enabling access to the destination site via a computer landing, so the barrier can be removed Obstacle - classroom learning and fixed time learning. Therefore, it is a virtual classroom environment that allows children to choose to use the digital Indian abacus tool and the abacus technique to learn the website learning abacus plan.

採用的方法和時間: Method and time adopted:

除了線上工作的額外優點外,在中心工作/學習與線上工作/學習/練習之間絕對沒有差別。在線上工作中,自學可最佳達成,這是因為它所需要的可透過網站加以支援。以專屬的方式工作最小數目的小時更好,如在教室內所完成的一樣。所建議的學習和練習將給予最好的結果。 In addition to the extra advantages of online work, there is absolutely no difference between central work/learning and online work/learning/exercise. Self-study is best achieved in online work because it is supported by the website. It is better to work in the exclusive way for a minimum number of hours, as done in the classroom. The recommended learning and exercises will give the best results.

學生可線上學習和練習算盤技巧嗎: Can students learn and practice abacus skills online:

如前所述,該工具-數位印度式算盤-是發明具有所有必要的內建硬體和軟體,其有助於存取以線上工作,與此同時又不會減損為了右腦活動和導引至全腦開發而使用該實體算盤的絕對必要性,全腦開發僅能藉由孩童操控該實體的算盤滾珠以透過使用雙手的靈活手指成為可能。 As mentioned earlier, the tool - the digital Indian abacus - is the invention with all the necessary built-in hardware and software that helps access to work online, while at the same time not detracting from right brain activity and guidance The absolute necessity of using this entity abacus for whole brain development, whole brain development can only be achieved by children using the abacus balls of the entity to use flexible fingers using both hands.

學生若犯錯,則可隨時隨地獲得糾正: If students make a mistake, they can be corrected anytime, anywhere:

觀看該電腦銀幕上的總和,學生可以手動的方式在該印度式算盤上工作,並且,在每一個總和完成後,一旦該學生交出答案,該網站上的頁面將指示該答案是正確、抑或錯誤。該學生將可隨時隨地得到該指示,並因此有核對該答案和該方法(所採取的步驟)的可能性,並改正該總和的算盤操作。該滾珠的移動可被核對,並且,可重新作出該總和,以達到正確的答案。學生用以執行自我改正的設備是大優點,因此,該學生將立刻知道他/她在何處犯錯,並且知道什麼才是作出該總和的正確方法。該線 上工作具有這種不同的技能。此外,對於該算盤上的每一個操作/操控,該答案將被顯示在該算盤的該LCD銀幕上。 Watching the sum on the screen of the computer, the student can work manually on the Indian abacus, and after each sum is completed, once the student answers the answer, the page on the website will indicate whether the answer is correct, or error. The student will be able to get the instructions anytime, anywhere, and therefore have the possibility to check the answer and the method (steps taken) and correct the abacus operation of the sum. The movement of the ball can be checked and the sum can be reworked to achieve the correct answer. The device that the student uses to perform self-correction is a big advantage, so the student will immediately know where he/she made the mistake and know what is the right way to make the sum. The line Working on this has different skills. In addition, for each operation/manipulation on the abacus, the answer will be displayed on the LCD screen of the abacus.

數字符合銀幕上所顯示的影像嗎: Does the number match the image displayed on the screen:

本發明引進該工具,其可透過LCD銀幕顯示彩色影像和答案/數字顯示,該彩色影像的相關數值係由滾珠向上和向下移動所致能。 The present invention introduces the tool, which displays a color image and an answer/digital display through an LCD screen, the associated values of which are caused by the upward and downward movement of the balls.

學生於學習時可在該顯示幕上看到該答案,並且因此可隨時隨地堅固信心水準。即使該工作/答案是錯誤的,該學生也可採取求救路徑,並隨時隨地得到澄清完成,故改正該錯誤是容易的。學生就沒有缺課的問題,這是因此他/她可在同一天或該等級/計劃的時間框架內的任何日子坐下和修正。 Students can see the answer on the display while they are learning, and therefore can be confident at any time and place. Even if the job/answer is wrong, the student can take the rescue route and get the clarification completed anytime, anywhere, so it is easy to correct the error. There is no problem with the absence of the student, so he/she can sit and fix it on any day within the same day or within the time frame of the level/plan.

習得技巧的評估: Assessment of acquisition skills:

學生可在學習後的任何時間,選擇面對關注的等級/計劃的測試,進而練習和美化在該等級的算盤技巧。該評估模組可給予機會,以在完成任何等級/計劃後,立刻得到測試。 Students can choose to face the level of concern/planning test at any time after the study, and then practice and beautify the abacus skills at that level. The evaluation module gives the opportunity to be tested immediately after completing any level/plan.

本發明的「數位式印度算盤」和傳統(手動式)算盤-比較 "Digital Indian Abacus" and Traditional (Manual) Abacus of the Invention - Comparison 1、框架的顏色: 1, the color of the frame:

數位式印度算盤:淡奶油色,作為該數值位置的該彩色影像的最佳背景-綠色(下滾珠)和紅色(上滾珠)。淡奶油色對於本發明的雙眼而言,是非常友善的。 Digital Indian abacus: light cream, the best background for this color image of this numerical position - green (lower ball) and red (upper ball). The pale cream color is very friendly to the eyes of the present invention.

傳統算盤:框架和珠子的顏色(黑)是暗沉的,並且對照背景需要大量的改進,以給予物體較佳的視覺性。 Traditional abacus: The color of the frame and beads (black) is dull and requires a lot of improvement against the background to give the object better visibility.

2、槽孔/橫桿: 2, slot / crossbar:

數位式印度算盤:本發明的滾珠所移動的槽孔具有 理想的合身尺度,並且該,該滾珠移動非常平順和連續。 Digital Indian abacus: the slot in which the ball of the present invention moves has The ideal fit scale, and the ball movement is very smooth and continuous.

傳統(手動式)算盤:橫桿和珠子由於不完美的合身尺寸,因此會晃動(play)。因此,該移動並不自在,並且,珠子不會停留在適當的位置。 Traditional (manual) abacus: The crossbar and beads will play due to imperfect fit size. Therefore, the movement is not comfortable and the beads do not stay in place.

3、滾珠/珠子: 3, balls / beads:

數位式印度算盤:滾珠是選擇隱藏和不隱藏數值位置,透過彩色(紅色和綠色)影像加以顯示。本發明的視覺化/圖片式記憶的最佳效果具有100%的可能性。 Digital Indian Abacus: The ball is chosen to hide and not hide numerical positions, displayed in color (red and green) images. The best effect of the visual/picture memory of the present invention has a 100% probability.

傳統(手動式)算盤:珠子和背景為通常的顏色(棕色和黑色),以致於沒有區別性,其為手動式算盤這種版本的最大弱點。 Traditional (manual) abacus: Beads and backgrounds are of the usual color (brown and black) so that there is no difference, which is the biggest weakness of this version of the manual abacus.

4、壓迫性(stress): 4, stress (stress):

數位式印度算盤:影像為明亮且對比的顏色。絕對沒有混淆,並且,本發明沒有壓迫性等級。 Digital Indian abacus: The image is a bright and contrasting color. There is absolutely no confusion, and the invention has no level of stress.

傳統(手動式)算盤:框架和影像沒有對比顏色一有混淆,並且成像/視覺性不夠強烈,以致於雙眼會注意到壓迫性。 Traditional (manual) abacus: The frame and image are not confused with contrasting colors, and the imaging/visuality is not strong enough so that both eyes will notice the oppressiveness.

數位式印度算盤:本發明的數位式印度算盤具有兩個內建於其內的額外特徵,由於本發明人的目的是致能該工具,以具有線上存取提供基於算盤的技巧的目的網站/網際網路(透過其學習-練習-測試模組的包裝)。該工具具有與個人電腦的介面。內建於該工具中以作為實體性操作工具的附屬物的硬體和軟體幫助想要學習-練習測試的算盤學生。 Digital Indian abacus: The digital Indian abacus of the present invention has two additional features built into it, since the inventor's goal is to enable the tool to provide an abacus-based technique for online access/ Internet (through its learning - practice - test module packaging). The tool has an interface to a personal computer. The hardware and software built into the tool as an adjunct to the physical operating tools help abacus students who want to learn-practice testing.

「藉由存取該專屬網站的該算盤killónlihe」為它選擇並成功地採用以線上學習-練習-測試該技巧。該離線工具也由 學生將該工作的輸出顯示在該印度式算盤上。該工作的答案/輸出是顯示在本發明的銀幕上。 "Take the calculus killónlihe of the exclusive website" to select and successfully adopt the online learning-practice-testing technique. The offline tool is also The student displays the output of the job on the Indian abacus. The answer/output of this work is shown on the screen of the present invention.

傳統算盤:該算盤基本上是一般類型,其具有僅以手動方式於視覺的有限範圍內工作的配備,如上所述。數位式印度算盤的普遍存在的特性完全缺乏。 Traditional Abacus: This abacus is basically of a general type with equipment that only works manually within a limited range of vision, as described above. The ubiquitous nature of digital Indian abacus is completely lacking.

教師的數位式算盤:(第23、24、25、26、27和28圖) Teacher's digital abacus: (pictures 23, 24, 25, 26, 27 and 28)

本發明的該數位式印度算盤也可具有較大尺寸,其稱為「教師的數位式算盤」。教師所使用的印度式算盤也具有相同的設計,但它是由教師所使用,以教授孩童算盤心算計算。教師的大尺寸印度式算盤是掛在壁面上、或做成站立在立架上,以向學生解釋該算盤是如何操作以作出算術計算。該算盤老師僅需要在教室裏,向接受訓練的孩童解釋主題,以獲得該技術。為了精通而在學習和練習以完美化該技巧後,僅使用學生用的較小版本的印度式算盤。教師的算盤將是非常類似於學生的算盤,但具有較大的尺寸。教師的算盤現在正在使用中,但其完全相同於學生的算盤,它具有槽孔/行欄。 The digital Indian abacus of the present invention can also have a larger size, which is called "teacher's digital abacus". The Indian-style abacus used by teachers also has the same design, but it is used by teachers to teach children's abacus mental arithmetic. The teacher's large-size Indian-style abacus is hung on the wall or made to stand on the stand to explain to the student how the abacus operates to make an arithmetic calculation. The abacus teacher only needs to explain the subject to the trained children in the classroom to get the technology. In order to master and learn and practice to perfect the technique, only the smaller version of the Indian abacus used by the student is used. The teacher's abacus will be very similar to the student's abacus, but with a larger size. The teacher's abacus is now in use, but it is exactly the same as the student's abacus, which has a slot/rowbar.

槽孔和滾珠/彩色影像 Slots and Balls / Color Image

教師的該數位式印度算盤中的各個槽孔也具有4個下滾珠和1個上滾珠。所有下滾珠可個別、也可一起朝向該橫桿移動。類似地,它們可個別、也可一起移離該橫桿。各個下滾珠當朝向該橫桿個別地移動時,不隱藏綠色影像,而該下滾珠的各個影像具有數值1。總體來說,所有4個下滾珠將一起代表4這個數值。 Each slot in the teacher's digital Indian abacus also has 4 lower balls and 1 upper ball. All of the lower balls can be moved individually or together towards the crossbar. Similarly, they can be moved away from the crossbar individually or together. When the respective lower balls are individually moved toward the cross bar, the green image is not hidden, and the respective images of the lower balls have a value of 1. In general, all four lower balls will together represent a value of four.

類似地,上滾珠可移動朝向和離開該橫桿。藉由移 動-朝向該橫桿,該上滾珠不隱藏紅色影像,並且,其數值是5。 因此,總體而言,各個槽孔(其具有5個滾珠-1個上滾珠和4個下滾珠)代表5這個數值。教師所使用的數位式印度算盤中的每個槽孔的最大數值也是5。 Similarly, the upper ball can move toward and away from the crossbar. By shifting Moving - toward the crossbar, the upper ball does not hide the red image, and its value is 5. Therefore, in general, each slot (which has 5 balls - 1 upper ball and 4 lower balls) represents a value of 5. The maximum value of each slot in the digital Indian abacus used by the teacher is also 5.

滾珠是有效的組件,其在該槽孔內上下移動,並且隱藏和不隱藏該彩色影像,其個別地或一起代表數值。 Balls are an effective component that moves up and down within the slot and hides and does not hide the color image, which individually or together represent a numerical value.

數位式顯示銀幕 Digital display screen

數位式顯示銀幕為教師所使用的數位式印度算盤的整合部件,並且也透過該需要的軟體連接,以致於當滾珠在該槽孔上朝移動朝向或離開該橫桿時,對應的數值係顯示在該數位式顯示銀幕上。當滾珠為了加總而移動以解釋/示範時,滾珠的移動將數值/數字展示在該數位式顯示銀幕上。教師於解釋時,學生於工作以在該數位式印度算盤上學習時,教師可核對投射的影像的數值/數字,也就是針對任何加總的滾珠移動。 The digital display screen is an integrated component of the digital Indian abacus used by the teacher, and is also connected through the required software so that when the ball moves toward or away from the crossbar on the slot, the corresponding value is displayed. On the digital display screen. When the balls move for generalization to explain/exemplify, the movement of the balls displays the values/numbers on the digital display screen. When the teacher explains, when the student works on the digital Indian abacus, the teacher can check the value/number of the projected image, that is, for any added ball movement.

較佳和有效的教授是可能的 Better and effective professors are possible

使用「教師用的數位式印度算盤」以達到較佳和有效的教授是可能的,相較於具有珠子的傳統教師算盤,本發明的「教師用的數位式印度算盤」具有2個主要優點。移動朝向和離開該橫桿的滾珠將不隱藏和隱藏該彩色影像,該彩色影像在印象造成上是非常有效的,因此,視覺化更快佳且更強,其導致較佳的理解。 It is possible to use the "digital Indian abacus for teachers" to achieve a better and more effective professor. Compared with the traditional teacher abacus with beads, the "instructor's digital Indian abacus" of the present invention has two main advantages. Moving the ball toward and away from the crossbar will not hide and hide the color image, which is very effective in impression making, so visualization is faster and stronger, which leads to better understanding.

第二個優點是在該LED顯示器上顯示答案,在該數位式印度算盤顯示工作的結果。軟體和數位式顯示銀幕(其為教師所使用的數位式印度算盤的整合部件),致能答案被顯示在該顯示 銀幕上。該設備致能教師解釋,並致能學生在數位式印度算盤上工作,以更容易地了解概念和準則。 The second advantage is that the answer is displayed on the LED display, and the results of the work are displayed in the digital Indian abacus. Software and digital display screen (which is an integrated part of the digital Indian abacus used by the instructor), the enabled answer is displayed on the display On the screen. The device enables teachers to explain and enables students to work on digital Indian abacus to make it easier to understand concepts and guidelines.

數位式印度算盤-長期持續研究的結果 Digital Indian Abacus - Results of long-term ongoing research

數位式印度算盤因此是由印度的UCMA組織長期研 究的結果,該組織具有2600個算盤訓練中心、6000個訓練員、以及迄今超過7.0 lac學生在印度的26個州註冊完成,從那時起,算盤訓練計劃由該公司在1999年引進,負責人為位於印度青奈的UCMAS(印度)私人企業的董事長和管理董事Basheer Ahamed博士。 The digital Indian abacus is therefore long-term research by the UCMA organization in India. As a result, the organization has 2,600 abacus training centers, 6,000 trainers, and more than 7.0 lac students registered in 26 states in India. Since then, the abacus training program was introduced by the company in 1999. Dr. Basheer Ahamed, Chairman and Managing Director of UCMAS (India) Private Enterprise in Chennai, India.

「數位式印度算盤」是研究的延伸性產出: The "digital Indian abacus" is an extended output of research:

數位式印度算盤是在花費大量時間後所發明的,以發現將該手動版本的印度式算盤廣泛地應用在學生社群。為了這個目的,在花費大量時間和精力的延伸式研究過後的興趣、貢獻和靈感,手動式版本印度式算盤變形成工具「數位式印度算盤」。手動版的「印度式算盤」是這種類型第一次被帶出「數位式印度算盤」這個發明,其再次將被學生組織發現為最有用的發明工具,可讓他們輕鬆地坐著並舒服地待在家裏、或任何時間任何地點,作為一種電子-學習和線上設備,以學習-練習-和-測試該算盤技巧,以獲得頭腦技巧,其將為其終身的產業。 The digital Indian abacus was invented after spending a lot of time to find the manual version of the Indian-style abacus widely used in the student community. For this purpose, the manual version of the Indian abacus transformation tool "digital Indian abacus" after the extended interest, contribution and inspiration of spending a lot of time and effort. The manual version of the "Indian-style abacus" is the first time this type of invention has been brought out of the "digital Indian abacus", which will once again be discovered by student organizations as the most useful invention tool, allowing them to sit and comfort easily Stay at home, or anytime, anywhere, as an e-learning and online device to learn-practice-and-test the abacus skills to gain brain skills that will be a lifelong industry.

本發明人的知識和經驗: The knowledge and experience of the inventor:

本發明人的知識和經驗在算盤和心算教育的領域中是非常廣泛的,在了解概念、計劃、結構、監督的細節上已有12年的豐富經驗,作為教室會議的該計劃已經進入本發明,也已經作成該數位式印度算盤的工具使用。該工具、計劃內容、不同孩 童在不同位置和環境的「學習技巧」的持續學習,已經完全進入本發明以及實作該算盤和計劃。由於有了本發明的數位式印度算盤,因此,算盤技巧的快速散佈的市場及需要能力的成長性配合正在開花結果。本發明人的經驗具有所需的知識和經驗,以成功作出此方案。 The inventor's knowledge and experience are very extensive in the field of abacus and mental arithmetic education, and have 12 years of experience in understanding the details of concepts, plans, structures, and supervision. As a classroom meeting, the plan has entered the present invention. It has also been used as a tool for the digital Indian abacus. The tool, plan content, different children The continuous learning of "learning skills" of children in different locations and environments has fully entered the present invention and implemented the abacus and plan. Thanks to the digital Indian abacus of the present invention, the rapidly spreading market of abacus techniques and the growth of the required capabilities are beginning to bear fruit. The inventor's experience has the knowledge and experience required to successfully make this solution.

引領至「數位式印度算盤的算盤歷史」: Leading to the "Abacus History of Digital Indian Abacus":

歷史將許多所使用的計數和計算操作擺在我們面前。然而,在最後幾個世紀中教師和學生僅已經使用中國/日本算盤。中國/日本算盤雖然如此稱呼,該相同的算盤已經使用在不同國家,包含不同時期的印度。這種傳統的算盤因此已經是高度一般化的算盤。算盤這種一般化的工具已經在人類的歷史中,旅行了數千年,並且即使今日仍持續活著,作為活生生的「珠子的神奇框架」,其為此珠子式框架的偉大性的支持性證言。它所進行的旅行在算盤的外觀上真的帶來轉換。每個國家當它開始與算盤一起工作時,已經具有它自身的外形,其是由中國/日本算盤的外形所累積的歷史時間和轉換,中國/日本算盤今日仍在使用,並且是世界現在所使用的最共通的算盤外觀。 History puts many of the counting and calculation operations used before us. However, in the last few centuries teachers and students have only used Chinese/Japanese abacus. Although the Chinese/Japanese abacus is so called, the same abacus has been used in different countries, including India in different periods. This traditional abacus is therefore a highly generalized abacus. The generalized tool of abacus has traveled for thousands of years in the history of mankind, and even if it continues to live today, as a living "magical framework of beads", its support for the greatness of the bead frame Testimony. The travel it carries really brings about a change in the appearance of the abacus. Every country has its own shape when it starts working with the abacus. It is the historical time and conversion accumulated by the shape of the Chinese/Japanese abacus. The Chinese/Japanese abacus is still in use today, and it is the world now. The most common abacus appearance used.

雖然算盤似乎已經更多觸及中國人的生活,然而,許多其它國家(遍及全球),已經喜愛此可愛的用於計算的工具,並且甚至在今日還繼續持有。現在正在使用的中國算盤似乎已經停留了幾個世紀。工業革命和對於二十世紀的機器和之後在本世紀的電腦革命的愛好,已經將算盤完全留在未接觸的狀態,而沒有任何改進或發展,以符合世界的變化世場動力。停留在相同外觀的中國/日本算盤,由UCMAS(印度)正式地採用來教授年輕學 生,以藉由算盤的影像傳授心算技巧,從而幫助孩童除了增強其頭腦技巧外,另作出快速和準確的心算。 Although the abacus seems to have touched more of the lives of Chinese people, many other countries (all over the world) have loved this cute tool for computing and continue to hold it even today. The Chinese abacus currently in use seems to have been around for centuries. The industrial revolution and the hobby of the twentieth-century machine and the computer revolution that followed in this century have left the abacus completely in an untouched state without any improvement or development to match the world's changing world dynamics. Staying in the same appearance of the Chinese/Japanese abacus, officially adopted by UCMAS (India) to teach young studies Health, to impart mental arithmetic skills through the image of the abacus, to help children in addition to enhance their brain skills, but also to make a quick and accurate mental arithmetic.

印度感到驕傲的地方: Where India is proud:

本發明的數位式印度算盤將給予印度感到驕傲的地方,以作出新世代的算盤,其與其外觀顯著地不同,並且其特徵在於帶給使用者優勢和好處。使用數位式印度算盤,視覺性記憶增強是高度確認的。專心因此為得到最佳優點的事項,並且,孩童可得到更加增強的專心技巧。 The digital Indian abacus of the present invention will give India a place to be proud of making a new generation of abacus that is significantly different from its appearance and that is characterized by bringing advantages and benefits to the user. With digital Indian abacus, visual memory enhancement is highly recognized. Concentrate on the issues that give you the best of both worlds, and children can get more focused and focused skills.

雖然已結合具體實施例顯示及描述本發明,但是對於本領域中的技術人員來說明將是明顯的,在不脫離本發明所附的申請專利範圍所限定的範疇及精神的情況下,能夠做出修改及改變。 While the invention has been shown and described with reference to the specific embodiments of the embodiments of the invention Make changes and changes.

Claims (17)

一種數位式印度算盤,其為一種計算裝置,該計算裝置可以手指操控來使用,該工具當工作於離線模式時是作用為一種手動操作的工具,其中,內建並附加於該工具以作為附屬物的硬體和軟體,可致能學生於著陸在個人電腦/膝上型電腦上時以線上存取專屬網站的方式工作,該工具的內建介面可致能這種技能,可操控而用以計算的滾珠(下及上)投射彩色影像。 A digital Indian abacus, which is a computing device that can be used by finger manipulation, which acts as a manually operated tool when operating in an offline mode, wherein built-in and attached to the tool as an accessory The hardware and software of the object can enable students to work online to access a proprietary website when landing on a PC/laptop. The tool's built-in interface enables this skill to be manipulated. Project a color image with the calculated balls (bottom and top). 如申請專利範圍第1項所述之數位式印度算盤,其中,滾珠當被操控時會導致出現綠色和紅色影像,當該滾珠為朝向將要被加入的該橫條中間值的中間值時,出現彩色影像,當該滾珠移動離開,類似地,當該滾珠從將要被減去的數值對應的該橫條中間值移動離開時,不出現綠色及紅色影像。 For example, the digital Indian abacus described in claim 1 wherein the ball causes a green and red image to appear when manipulated, and appears when the ball is intermediate to the intermediate value of the bar to be added. The color image, when the ball moves away, similarly, when the ball moves away from the median value of the bar corresponding to the value to be subtracted, the green and red images do not appear. 如申請專利範圍第1項所述之數位式印度算盤,其中,內建於該工具作為該實體性操作的工具的附屬物的該硬體和軟體,藉由存取該專利網站以幫助想要線上學習-練習-測試該算盤技巧的算盤學生,以為它選擇並透過個人電腦/膝上型電腦而成功地採用以線上學習-練習-測試該技巧,該數位式印度算盤具有安裝於該工具上的LCD單元,該LCD單元顯示數字/數值,以作為使用該工具的手動部分而算出的總和的答案,各個滾珠在下部均具有表格部分,其位於該滾珠的彩色和非彩色部分的中心下方,設置一彈簧,其一端接觸該滾珠的該表格部分的內部的頂部,而其另一端則在該PCB下方的現有空間自由地移動,當滾珠朝向該橫條移動時,設置於該滾珠下方的該彈簧與該印刷電路板(PCB)上的「開啟」接觸點接合,以發送對於各 個滾珠而言是特定的電性訊號,當該滾珠移動離開該橫條時,該彈簧與下方該PCB上的「關閉」接觸點接合,因此,在操控該滾珠期間,該產生的電性訊號到達該處理器,這些電性訊號被轉換成到達該LCD單元的數位資料訊號,以顯示該數字/數值,該數字/數值為該滾珠操控的或該組滾珠操控已結束的答案,具有另一微處理器,其具有支援系統和內建的該軟體,以在任何時間、任何地點存取及線上工作。 The digital Indian abacus as described in claim 1, wherein the hardware and software built into the tool as an accessory to the physical operation tool, by accessing the patent website, help Online Learning - Practice - An abacus student who tests the abacus technique, thinking that it has chosen and tested the skill through online learning-practice-testing through a PC/laptop. The digital Indian abacus has been installed on the tool. LCD unit that displays numbers/values as an answer to the sum calculated using the manual portion of the tool, each of the balls having a table portion at the lower portion below the center of the colored and achromatic portions of the ball, a spring is disposed, one end of which contacts the top of the inner portion of the table portion of the ball, and the other end of which is free to move under the existing space under the PCB, and the ball is disposed under the ball when the ball moves toward the horizontal bar The spring engages with an "open" contact on the printed circuit board (PCB) to transmit The ball is a specific electrical signal. When the ball moves away from the bar, the spring engages with the "closed" contact point on the lower PCB. Therefore, during the manipulation of the ball, the generated electrical signal Upon reaching the processor, the electrical signals are converted into digital data signals arriving at the LCD unit to display the digital/values, which are the answers to the ball control or the set of ball manipulations have ended, with another A microprocessor with a support system and built-in software to access and work online at any time, anywhere. 如申請專利範圍第1項所述之數位式印度算盤,復包含分割為二部分/腔室的矩形算盤框架,該二部分/腔室由橫條/橫樑分離,該橫條/橫樑水平地行進並接觸該數位式印度算盤的二垂直側,其中,十七個槽/欄在數位式印度算盤的該二部分/腔室中從上至下行進,並且各個槽/欄均有4個下滾珠和1個上滾珠,所有該滾珠均可移動朝向或離開該橫條,各個下滾珠在其底部均具有一個綠色部分和一個奶油色部分,當該下滾珠移動朝向該橫條時,它將取消隱藏並將該滾珠的該綠色部分投射成影像,當該滾珠移動離開該橫條時,該綠色部分被隱藏,並且當該上滾珠移動朝向該橫條時,它將取消隱藏並將該滾珠的該紅色部分投射成影像,該上滾珠是以與紅色部分相同的方式加以設計。 The digital Indian abacus as described in claim 1 of the patent application, comprising a rectangular abacus frame divided into two parts/chambers, the two parts/chambers being separated by a horizontal bar/beam which travels horizontally And contacting the two vertical sides of the digital Indian abacus, wherein seventeen slots/columns travel from top to bottom in the two parts/chamber of the digital Indian abacus, and each of the slots/columns has four lower balls And one upper ball, all of which can move toward or away from the horizontal bar, each lower ball has a green portion and a cream portion at the bottom thereof, and when the lower ball moves toward the horizontal bar, it will cancel Hidden and projecting the green portion of the ball into an image, the green portion being hidden as the ball moves away from the bar, and when the upper ball moves toward the bar, it will unhide and place the ball The red portion is projected into an image, and the upper ball is designed in the same manner as the red portion. 如申請專利範圍第1項所述之數位式印度算盤,復包含電池,其安裝至該單元並且給予所需電能,當該學生藉由使用該數位式印度算盤而從事線上學習或想要與LCD一起工作時,該電池提供所需電能,以將該輸出透過電腦-著陸經由該存取的網站傳送,以學習-練習-測試線上技巧,其中,該裝置可操作以 使用直接來自於電腦的電能,當在離線模式時,該電池提供所需的電能,以於該學生以手動的方式在該數位式印度算盤工作時,將該答案/輸出顯示在該LCD上,並且,當該輸出的該LCD是在關閉模式時,不需要電池能量,而該工具的操作可完全不需該電池的外部電能。 A digital Indian abacus as described in claim 1 of the patent application, comprising a battery mounted to the unit and given the required electrical energy, when the student engages in online learning or wants to use the LCD by using the digital Indian abacus When working together, the battery provides the required power to transmit the output through the computer-landing via the accessed website to learn-practice-test line skills, wherein the device is operable Using power directly from the computer, when in offline mode, the battery provides the required power to display the answer/output on the LCD when the student manually works on the digital Indian abacus. Moreover, when the output of the LCD is in the off mode, battery energy is not required, and the operation of the tool can completely eliminate the external power of the battery. 如申請專利範圍第1項所述之數位式印度算盤,復包含另一個電路,其由該滾珠移動經由該彈簧產生電性訊號,PCB接觸點到達分離的微處理器,該微處理器的輸出是用來將它經由USB埠輸出至電腦監視器,以從事和進行存取提供該印度算盤計劃的電腦/網站,其中,該學生可因此在任何地方、任何時間在地球上線上工作,以學習、練習、及精通用於計算的該印度算盤操控,以至終藉由算盤的影像而作出快速及準確的心算,該數位式印度算盤因此係設計成不具有安裝在該算盤上用以顯示該答案的該LCD及具有將該答案顯示在該銀幕上的該LCD兩者的離線工作,視該使用者的選擇而定,針對該目的的開啟/關閉開關符合該需求,並且,藉由按壓該登入按鈕,該LCD銀幕上的該輸出/答案也可被記錄/登入至提供該算盤計劃的基於電腦的網頁。 The digital Indian abacus according to claim 1 of the patent application includes another circuit, wherein the ball moves to generate an electrical signal via the spring, and the PCB contact point reaches the separate microprocessor, and the output of the microprocessor It is used to output it to a computer monitor via USB port to engage and access a computer/website that provides the Indian abacus plan, where the student can work online on the earth anywhere, anytime, to learn , practicing, and proficient in the calculation of the Indian abacus, and ultimately by the abacus image to make a quick and accurate mental arithmetic, the digital Indian abacus is therefore designed not to be installed on the abacus to display the answer The offline operation of the LCD and the LCD having the answer displayed on the screen depends on the user's choice, the on/off switch for the purpose meets the requirement, and by pressing the login Button, the output/answer on the LCD screen can also be recorded/logged into the computer-based web page that provides the abacus plan. 如申請專利範圍第1項所述之數位式印度算盤,其中,由於當該滾珠(下和上)朝向該橫條移動時數值的彩色投射,因此用來向該孩童解釋概念的算盤的老師較佳使用較大尺寸,由於該影像是彩色且大到足以讓該孩童看到和了解該數字、它們的關係和計算,故數值/數字的彩色影像在遠距離亦看得到,並且,屬於該工具的部件的該單元的硬體、軟體、微處理器及其它電 子組件致能將該工作的輸出/答案顯示在該數字型LCD上。 The digital Indian abacus as described in claim 1, wherein the teacher who explains the concept of the abacus to the child is preferred because of the color projection of the value when the ball (lower and upper) moves toward the horizontal bar. Using a larger size, since the image is color and large enough for the child to see and understand the numbers, their relationships and calculations, the numerical/numerical color image is also visible from a distance and belongs to the tool. The hardware, software, microprocessor, and other components of the unit The subassembly enables the output/answer of the job to be displayed on the digital LCD. 如申請專利範圍第1項所述之數位式印度算盤,復包含特定控制及調整器,其係設置在該儀器上,並且為登入按鈕,該按鈕當被按壓時,致能該LCD銀幕上和該網頁上所顯示的該算盤操作的答案/輸出,以被提交和儲存,而切換開啟/關閉按鈕當操作時,提供能量給該數位式印度算盤單元的系統(硬體/軟體),並且該算盤操作的答案和輸出會被顯示。 The digital Indian abacus as described in claim 1 includes a specific control and adjuster, which is disposed on the instrument and is a login button which, when pressed, enables the LCD screen and The answer/output of the abacus operation displayed on the web page to be submitted and stored, and switching the on/off button to provide energy to the system (hardware/software) of the digital Indian abacus unit when operating, and The answers and output of the abacus operation will be displayed. 如申請專利範圍第1項所述之數位式印度算盤,其中,透過對於數字的彩色投射(但操控該滾珠,以學習和練習,以藉由算盤的影像而精通快速和準確心算),它的新近發展的設計特性及產生的有益技巧,導致較大的清楚和視覺性以及較佳的視覺空間記憶,該記憶為全腦開發右腦和左腦協同的功能性區域和機能的部件,當使用於存取該網站的線上模式以學習-練習-測試該算盤技巧時,該工具的數位特徵對於學生作為自學工具具有額外的好處,而使用該工具的學生可線上學習、練習及測試該算盤技巧。 For example, the digital Indian abacus described in claim 1 of the patent, wherein through the color projection of the number (but the ball is manipulated to learn and practice, to master the fast and accurate mental arithmetic by the image of the abacus), its The newly developed design features and resulting beneficial techniques lead to greater clarity and visual and better visual spatial memory, which is the functional area and functional component of the whole brain that develops the right brain and left brain synergy when used When accessing the online mode of the site to learn-practice-test the abacus skills, the digital character of the tool has additional benefits for the student as a self-learning tool, and students using the tool can learn, practice and test the abacus skills online. . 如申請專利範圍第1項所述之數位式印度算盤,其中,使用該數位式印度算盤以學習、練習和精通該快速和準確心算技巧的孩童,可從集中和視覺化的較佳技巧中獲益,其再次係由於透過該數位式印度算盤的新近發展的設計特性而致能較強的刺激,並且,在計算期間操控該數位式印度算盤的滾珠時,該彩色影像投射導致較強的刺激,以達到較佳的集中和視覺技巧。 For example, the digital Indian abacus described in the first paragraph of the patent application, in which the child who uses the digital Indian abacus to learn, practice and master the fast and accurate mental arithmetic skills can be obtained from the better techniques of concentration and visualization. Benefit, again because of the strong stimulus generated by the newly developed design features of the digital Indian abacus, and the color image projection leads to stronger stimulation when the ball of the digital Indian abacus is manipulated during the calculation To achieve better concentration and visual skills. 如申請專利範圍第1項所述之數位式印度算盤,復包含向下計數按鈕、加法與減法按鈕、乘法按鈕及除法按鈕,其中,該向 下計數按鈕選擇以秒計數的向下計數的時間期間,該加法與減法按鈕致能選擇以只作出總和的加法和減法,該乘法按鈕致能選擇以只作出乘法總和,而該除法按鈕致能選擇以只作出除法總和。 For example, the digital Indian abacus described in claim 1 includes a down counting button, an addition and subtraction button, a multiplication button, and a division button, wherein the direction The down counting button selects the period of counting down in seconds, the addition and subtraction buttons enable selection to only add and subtract the sum, the multiply button enables selection to make only the sum of the multiplications, and the dividing button enables Choose to only make the sum of the divisions. 如申請專利範圍第1項所述之數位式印度算盤,復包含設定單元點按鈕、LCD背光開啟/關閉按鈕、設定練習按鈕、及蜂鳴器,其中,該設定單元點按鈕選擇該單元點,該LCD背光開啟/關閉按鈕致能發光以達到較佳的視覺性,該設定練習按鈕選擇練習模式並且將被按壓,而該蜂鳴器則在該學生沒有正在遵照適當的方法及正在犯錯時,給予音訊/發出嗶聲。 For example, the digital Indian abacus described in claim 1 includes a setting unit point button, an LCD backlight on/off button, a setting practice button, and a buzzer, wherein the setting unit click button selects the unit point, The LCD backlight on/off button enables illumination for better visibility, the setup exercise button selects the practice mode and will be pressed, and the buzzer is when the student is not following the appropriate method and is making a mistake, Give an audio/squeak. 如申請專利範圍第1項所述之數位式印度算盤,其中,當孩童操控該數位式印度算盤的滾珠以計算時,該彩色影條投射致能較佳的清楚性,並且因此學習數字將更有效率、更快及在記得更牢,以致於更進一步的較強視覺性,會使藉由算盤的影像而以更輕鬆、舒服及信心的方式作出快速且準確的心算成為可能。 For example, the digital Indian abacus described in claim 1 wherein when the child manipulates the ball of the digital Indian abacus for calculation, the color bar projection enables better clarity, and thus the learning number will be more Being efficient, faster and remembering more firmly, so that further greater visuality makes it possible to make fast and accurate mental arithmetic in a more relaxed, comfortable and confident way with the image of the abacus. 如申請專利範圍第1項所述之數位式印度算盤,其中,該數位式印度算盤符合該線上訓練要求,而從該數位式印度算盤至個人電腦/膝上型電腦的USB連接器致能經由電腦著陸至該計劃網站的存取。 For example, the digital Indian abacus described in claim 1 of the patent scope, wherein the digital Indian abacus meets the online training requirement, and the USB connector from the digital Indian abacus to the personal computer/laptop is enabled via The computer landed on the site of the program. 如申請專利範圍第1項所述之數位式印度算盤,復包含整合單元,其包含該LCD單元、印刷電路板、具有該連接的次要和主要組件的微處理器、及與該微處理器相關的軟體,共同構成該1.0版本。 A digital Indian abacus as claimed in claim 1, further comprising an integrated unit comprising the LCD unit, a printed circuit board, a microprocessor having a secondary and main components of the connection, and a microprocessor The related software together constitutes the 1.0 version. 如申請專利範圍第1項所述之數位式印度算盤,其中,在零數值位置的該滾珠將在縮回位置,以與該算盤的該框架的該彩色同步,當該算盤在零數值位置時,該整個算盤只看得到一個顏色,當一個或多個下滾珠或甚至一個或多個上滾珠朝向該橫條移動時,因此朝向該橫條移動的該滾珠取消隱藏該滾珠的彩色影像區域,從而該彩色被投射,只有該彩色影像代表數值,而可能被附加至該工具的該內建的硬體和軟體單元所作的數位連接使該工具獨特,並只以手動方式工作或線上/網際網路工作,以致能電子學習(e-learning)。 A digital Indian abacus as claimed in claim 1, wherein the ball at the zero value position is in the retracted position to be synchronized with the color of the frame of the abacus when the abacus is at a zero value position The entire abacus only sees one color. When one or more lower balls or even one or more upper balls move toward the horizontal bar, the ball moving toward the horizontal bar cancels the color image area of the hidden ball. Thus the color is projected, only the color image represents a value, and the digital connection that may be attached to the built-in hardware and software unit of the tool makes the tool unique and works only manually or online/internet Work on the road to enable e-learning. 如申請專利範圍第1項所述之數位式印度算盤,其中,感知從該算盤的輸出所投射的「明確輸出彩色影像」(a-clearly-cut-out-colour-image)的形式的數值在該數位式印度算盤的設計特性上是獨特的,與特徵相關的該設計擴大該數位式印度算盤的動態本質,該數位式印度算盤因此致能該學生經由新層次的經驗學習、練習及精通藉由算盤的影像的心算,並且該數位連接可能性致能孩童線上學習-練習-測試該算盤技巧,因此,使該虛擬教室設施變成可行的,該虛擬教室設施可在任何地方和任何時間工作,打破了地點和時間的障礙。 The digital Indian abacus as described in claim 1, wherein the value of the form of the "a-clearly-cut-out-colour-image" projected from the output of the abacus is The design of the digital Indian abacus is unique. The design-related design expands the dynamic nature of the digital Indian abacus. The digital Indian abacus enables the student to learn, practice and master the new level of experience. From the mental calculation of the abacus image, and the digital connection possibility enables the child to learn online - practice - test the abacus skill, thus making the virtual classroom facility feasible, the virtual classroom facility can work anywhere and at any time, Broke the obstacles of location and time.
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