TWM619536U - Learning aids for children - Google Patents

Abstract

A learning aid for children, comprising a bottom plate and a plurality of drawing boards. The bottom plate is a rigid plate with a predetermined area and thickness. A surface of the bottom plate is recessed with a plurality of grooves arranged in a matrix and having a predetermined depth. Inside each of the grooves, there are a plurality of connected groove walls, and a picture and text are provided on an outer surface of each of the drawing boards, and each of the pictures and texts on each of the drawing boards are not the same but logically Have relevance. According to the relevance between the pictures and texts, the boards can be placed in the grooves in an orderly manner, so that the pictures and texts on each adjacent board are Relevant, as preschool children have a good educational effect in learning to identify, observe or think logically.

Description

Toddler learning aids

This creation is about a kind of learning aids for children. It is a kind of learning aids for preschool children in learning to identify, observe or think about logic.

Children have a very important preschool education before receiving national education. In order to lay a solid foundation before receiving national education, many parents, kindergartens or related childcare institutions will provide preschool children with various attributes of teaching.

Among the learning techniques, many teaching aids are used to improve children’s logical abilities. Some of them use a combination of numbers, colors, or patterns to play games to stimulate children’s thinking and judgment during the operation of the game. Most of these teaching aids have A bottom surface printed with a plurality of frame lines or contours, and a plurality of graphics cards of each of the frame lines or contours that can be placed on the bottom surface for combination, and the bottom surface is made of paper or a foldable sheet, In order to facilitate storage with each of the picture cards, but the bottom surface made of paper or sheet is easy to be torn or wrinkled by children. In addition, each of the frame lines or outlines are printed on the flat bottom surface because the operation stability of the children's hands is insufficient , When placing the card, it will easily exceed the frame or outline, which is not conducive to the progress of the game.

Therefore, this creation strengthens the structure of the bottom surface, by increasing the thickness of the bottom surface to avoid tearing or wrinkles during play, and each of the frame lines or outlines are designed as deep grooves, so that children can learn more. Accurately place the picture card in the designated groove, so as to teach the children to learn and teach Specific solutions.

A kind of learning teaching aid for children, which at least includes: a bottom plate, which is a rigid plate body with a predetermined area and thickness; Each has a plurality of connected groove walls, and each of the grooves is provided with a bead on one of the groove walls, and each of the grooves is arranged in an even matrix on the surface; and a plurality of drawing boards, It is used to be placed in each of the grooves, and an image and text are provided on an outer surface of each of the drawing boards, and the images and texts on each of the drawing boards are different but logically related; Among them, in accordance with the correlation between the graphics and text, the graphics boards can be placed in the grooves in an orderly manner, so that the graphics and texts on each adjacent graphics board are associated with each other. sex.

In a preferred embodiment, the associations between the graphics and text are the same color, the same shape, or the same direction.

In a preferred embodiment, the surface is divided into a first prompt area, a second prompt area, and a solution area, and each of the grooves is respectively arranged in the first prompt area, the second prompt area, and the Answer area.

In a preferred embodiment, the first prompt area is located on one of the outermost longitudinal sides of the answering area, and the second prompt area is located on one of the outermost lateral sides of the answering area.

In a preferred embodiment, the first prompt area and the second prompt area are not interlaced.

In a preferred embodiment, each of the graphics and texts is divided into a plurality of first prompt graphics and texts, a plurality of second prompt graphics and texts, and a plurality of answer graphics and texts. One prompt graphic and one of the second prompt graphic are related, and each of the first prompt graphic and text is provided Each of the drawing boards is placed in each of the grooves of the first prompting area, and each of the drawing boards provided with each of the second prompting images and texts is placed in each of the grooves of the second prompting area, with The drawing board of the answering graphic is placed in the groove in the answering area interlaced by the related first prompting graphic and the second prompting graphic.

In a preferred embodiment, the relevance of each answer graphic to the first prompt graphic and the second prompt graphic is the same classification, shape, color, observation and identification, number correspondence, ranking, Sequence, space, or orientation.

In a preferred embodiment, each of the first prompt graphic and each of the second prompt graphic has a mark.

In a preferred embodiment, the bottom plate is made of thick cardboard, wood or plastic board.

1: bottom plate

11: surface

111: The first prompt area

112: The second prompt area

113: Answer Area

12: Groove

13: groove wall

14: Tobe

2: drawing board

21: Outer surface

22: Graphic

221: The first hint graphic

222: Second prompt graphic

223: Answer Graphic

224: Mark

[Picture 1] is a three-dimensional exploded schematic diagram of this creative learning aid for children.

[Picture 2] is a schematic diagram of the plane assembly of the creative children's learning aids.

[Picture 3] is a partial cross-sectional schematic diagram of this creative teaching aid for children.

[Figure 4] is a partial cross-sectional schematic diagram of the drawing board of this creative children's learning teaching aid.

[Figure 5] is a schematic plan view of another embodiment of the base plate of the creative children's learning teaching aid.

[Picture 6] is a plan view of the combined shape and orientation of the drawing board of this creative child learning teaching aid.

[Figure 7] is a schematic diagram of the bottom plate and the drawing board of Figures 5 and 6 for the implementation of the operation plan.

[Figure 8] This is a schematic diagram of the combined plan for the creation of children’s learning aids for observing and identifying the corresponding numbers.

[Figure 9] This is a schematic diagram of the combined plan of the creation of children’s learning aids for observation, identification and sorting (size).

[Picture 10] This is a schematic diagram of the combination of classification and shape or color on the drawing board of this creative children's learning teaching aid.

The other technical content, features and effects of this creation will be clearly presented in the following detailed description of the preferred embodiment with reference to the drawings.

Please refer to Figures 1-3. As shown in the figure, it includes at least one base plate 1 and a plurality of drawing plates 2; wherein, the base plate 1 has a predetermined area and thickness, and the base plate 1 can be made of thick cardboard, wood or plastic plates. A plurality of grooves 12 with a predetermined depth are recessed on a surface 11 of the bottom plate 1, and there are a plurality of groove walls 13 connected to each other inside each groove 12, and in each of the grooves 12 Each groove wall 13 is provided with a bezel 14, and each of the grooves 12 is arranged in an even matrix on the surface 11; wherein, each of the drawing boards 2 is used to be placed in each of the grooves 12 , A graphic 22 is provided on an outer surface 21 of each drawing board 2, and each graphic 22 on each graphic board 2 is different but logically related; according to each graphic 22 The relevance between each of the drawing boards 2 can be placed in each of the grooves 12 in an orderly manner, so that the respective graphics 22 on each adjacent drawing board 2 have relevance, so The relevance mentioned can be the same classification, shape, color, observation and identification, number correspondence, order, sequence, space or orientation. These basic logical mathematics concepts are suitable for preschool children to learn to identify, observe or think logically. Educational effect.

Please refer to Figures 2~4. In operation, the drawing board 2 is subjected to various The groove wall 13 is blocked, so it will not be arbitrarily moved out of the groove 12, and when the drawing board 2 is to be taken out of the groove 12, the bezel 14 can facilitate the insertion of fingers and abut against The side of the drawing board 2 makes the drawing board 2 reliably move away from the groove wall 13 of the shank portion 14, and then it is convenient to apply force to pull up the drawing board 2, so the overall operation is relatively unstable for preschoolers who use the hands. For young children, it is quite conducive to operation.

Please refer to Figure 5 for the children’s learning aids created in this invention. The surface 11 of the base plate 1 can be divided into a first prompt area 111, a second prompt area 112, and a solution area 113 (each with a dot chain in the figure). Wire frame selection), the first prompt area 111 is located on one of the outermost longitudinal sides of the answering area 113, the second prompt area 112 is located on one of the outermost lateral sides of the answering area 113, and the first prompt area 111 and the second prompt area 112 are not staggered, and each of the grooves 12 is respectively arranged in the first prompt area 111, the second prompt area 112, and the answer area 113. In addition, please refer to Fig. 6 together. Each of the graphics 22 series can be divided into a plurality of first prompt graphics 221, a plurality of second prompt graphics 222 and a plurality of answer graphics 223 (the figure is also selected with a dot chain line frame), each of the answers The graphics 223 are respectively associated with one of the first prompt graphics 221 and one of the second prompt graphics 222; for operation, please refer to Figures 5-7. The instructor can set each of the Each board 2 of the first prompt graphic 221 is placed in each of the grooves 12 of the first prompt area 111, and each of the graphic boards 2 provided with each of the second prompt graphic 222 is also placed on the first prompt. In each of the grooves 12 of the second prompt area 112, the learner can use the answer graphic 223 to determine which of the first prompt graphic 221 and the second prompt graphic 222 are related, and the The board 2 is placed in the groove 12 in the answering area 113 intersected by the first hint graphic 221 and the second hint graphic 222 (for example, in Fig. 7, the answer graphic 223 is displayed as A fish that is downstream, so find a downward arrow in each of the first prompt images 221, and then find a fish of the same shape in each of the second prompt images 222, and place the board 2 showing the fish downstream. The first prompt graphic 221 showing downward and the groove 12 intersected by the second prompt graphic 222 showing fish Middle), and so on, to put each board 2 into the corresponding groove 12; wherein, in order to enhance the diversity and interest of teaching, each board of each first prompt graphic 221 2 can also be placed in each of the grooves 12 of the second prompt area 112, and each of the boards 2 provided with each of the second prompt images 222 can be replaced with each of the first prompt areas 111 In the groove 12, this will make the solution results displayed in the solution area 113 not exactly the same each time, so that preschool children can learn basic logical and mathematical concepts during the game without calculation and recitation; among them, please refer to In Figures 6, 8-10, each of the first prompt graphic 221 and each of the second prompt graphic 222 has a mark 224, which can facilitate the instructor to quickly distinguish each of the first prompt graphic 221 , Each of the second prompt graphic 222 and the answer graphic 223 to avoid mistakenly placing the graphic board 2 set as the answer graphic 223 in the first prompt area 111 or each of the second prompt area 112槽12中。 In the groove 12.

The children’s learning aids created in this book have a variety of combinations. This board allows preschool children to have variability in learning content and can increase their motivation for learning. Please refer to Figure 6. The logical relationship in the figure is based on shape and orientation Combination; please refer to Figure 8, the logical association in the figure is the combination of observation and identification and the corresponding quantity; please refer to Figure 9, the logical association in the figure is the combination of observation, identification and sorting (size); please refer to In Figure 10, the logical relationship in the figure is a combination of classification and shape or color.

This creation has been disclosed above through the above-mentioned embodiments. It is only a preferred embodiment of this creation part. However, it is not used to limit this creation. Anyone familiar with this technical field with ordinary knowledge should understand the aforementioned technology of this creation. Features and embodiments, and equal changes or modifications made without departing from the spirit and scope of this creation, still fall within the scope of this new model, and the scope of patent protection of this creation shall be defined by the claims attached to this specification Whichever prevails.

1: bottom plate

11: surface

12: Groove

13: groove wall

14: Tobe

2: drawing board

21: Outer surface

22: Graphic

Claims (9)

A kind of learning teaching aid for children, which at least includes: a bottom plate, which is a rigid plate body with a predetermined area and thickness; Each has a plurality of connected groove walls, and each of the grooves is provided with a bead on one of the groove walls, and each of the grooves is arranged in an even matrix on the surface; and a plurality of drawing boards, It is used to be placed in each of the grooves, and an image and text are provided on an outer surface of each of the drawing boards, and the images and texts on each of the drawing boards are different but logically related; Among them, in accordance with the correlation between the graphics and text, the graphics boards can be placed in the grooves in an orderly manner, so that the graphics and texts on each adjacent graphics board are associated with each other. sex. For example, the children's learning aid of claim 1, wherein the associations between the pictures and texts are the same classification, shape, color, observation and identification, number correspondence, ranking, sequence, space or orientation. For example, the child learning teaching aid of claim 1, wherein the surface is divided into a first prompt area, a second prompt area, and a solution area, and each of the grooves is respectively arranged in the first prompt area and the second prompt area With the answer area. For example, the child learning aid of claim 3, wherein the first prompt area is located on one of the outermost longitudinal sides of the answering area, and the second prompt area is located on one of the outermost lateral sides of the answering area. For example, the child learning aid of claim 3, wherein the first prompt area and the second prompt area are not intersected. For example, the children's learning aids of request item 3, 4 or 5, each of the graphics and texts is divided into a plurality of first prompt graphics and texts, a plurality of second prompt graphics and texts, and a plurality of answer graphics and texts. Are respectively associated with one of the first prompt graphic and one of the second prompt graphic, and each of the plates provided with each of the first prompt graphic is placed in each of the recesses of the first prompt area In the slot, each board provided with the second prompt graphic is placed in each groove of the second prompt area, and the graphic board provided with the answer graphic is placed on the associated first A prompt image and text and the second prompt image and text are interlaced in the groove in the answering area. For example, the children’s learning aids of claim 6, wherein each of the answer pictures and the first prompt picture and the second prompt picture and text have the same relevance of the same classification, shape, color, observation and identification, number correspondence, Order, sequence, space, or orientation. For example, the child learning aid of claim 6, wherein each of the first prompt graphic and each second prompt graphic has a mark. For example, the child learning aid of claim 1, wherein the bottom plate is made of thick cardboard, wood or plastic board.

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