WO2004027736A2

WO2004027736A2 - Pedagogic writing tool

Info

Publication number: WO2004027736A2
Application number: PCT/DE2003/003001
Authority: WO
Inventors: Peter Brand
Original assignee: Peter Brand
Priority date: 2002-09-12
Filing date: 2003-09-09
Publication date: 2004-04-01
Also published as: WO2004027736A3; DE10242528A1

Abstract

The invention relates to a pedagogic writing tool (10), embodied by a writing support (12) having recesses (16) in the form of alphanumeric characters on the writing surface thereof facing a pupil.

Description

Name: writing aid

The present invention relates to a teaching aid which facilitates the learning of the fine motor skills necessary for writing or drawing and also facilitates the teaching of orthography.

The present invention relates essentially to learning to write and read, but can be applied to similar learning processes of the same type, such as drawing certain figures. The main target group of users is thus primarily children who should learn to write in primary school, for example, but illiterate people, dyslexics and foreigners who learn a new written language can also benefit from the invention.

Learning a script or writing makes high demands on both fine motor skills and the ability of a student to remember. On the one hand, it is necessary to develop a clean, uniform and legible font, on the other hand, the correct letter combinations, i.e. the orthography, must be learned and memorized.

A variety of different ways have been developed in the past to make it easier to learn to write. For example, a font is usually learned with the help of font orientation lines, which can be used to align the height of the letters or the height of letter areas. In essence, however, learning to write is limited to repeating writing movements frequently. At the beginning, individual letters are learned, then complete words or sentences are learned.

The problem with the usual procedure is that the Fine motor skills of the student and thus his handwriting, i.e. the appearance and spelling of his writing, can develop freely. In case of doubt, learning to use a clean script depends on frequent corrections by a third party, in particular the teacher. An unwanted development of inaccurately written letters or characters can easily occur.

For this reason, various means have been developed to guide the hand in order to convey a correct form of writing. However, such systems are extremely impractical and are not used. Alternatively, attempts have been made to convey an even and legible font using templates. This method has also not proven itself, since, among other things, the pen position compared to free writing is different if the pen is guided in a template. Such stencils are therefore usually only used for the production of technical drawings or for the labeling of information signs.

The object of the present invention is to provide a writing teaching aid by means of which learning to write and also reading can be facilitated. In particular, the writing teaching aids to be created should allow the writing instrument to be held in a natural, informal, that is to say identical to free writing position. In addition, it should also make learning orthography easier. Furthermore, the object of the invention is that the writing aid is inexpensive and easy to manufacture and can be used with little effort.

According to the invention, the object is achieved by a writing teaching aid which is formed by a writing pad which has depressions in the form of alphanumeric characters in its writing surface facing the student. The writing teaching aid according to the invention, for example in the form of an ordinary DIN A4 sheet, is characterized in particular by the fact that, despite its simple design, it considerably facilitates the learning of writing or writing. Words, for example of the basic vocabulary, can be formed in the writing pad by the recesses, which the pupil can, so to speak, write down. For this purpose, a suitable pen, for example a soft pencil or a soft felt-tip pen, is guided along the depressions and the word is thus rewritten. The development of a special writing instrument is also conceivable.

It is crucial for learning success that the recesses guide the pen or hand and support them in their direction. In contrast to a stencil, the tip of the pen is held in its direction, but can easily "slide" out of the recess from the side. The student must therefore concentrate the pen and guide it precisely along the recesses. This in turn leads to faster brain movement anchored and at the same time a clear, clean handwriting and orthographically correct spelling is learned.

A major advantage of the invention is that the student can hold and guide the pen in his own way. Only the writing result is conveyed, but not a specific hand or grip position.

Correct sequences of letters, ie the orthography, are also conveyed orthographically correctly, quickly and permanently using the writing teaching aid according to the invention. Experiments have shown that the combination of fine motor and visual learning leads to significantly increased learning success. It is also possible to vary the depth of the specializations and adapt them to the learning progress. At the beginning, the pen or the pen tip is initially guided more strongly through relatively deep depressions, in order to be guided gently in relatively shallow depressions towards the end, for example at the end of the sheet or at the end of a line. The student's active part in the writing movement is increasing steadily.

Basically, it must be ensured that the font size of the writing instrument must correspond to the width of the depressions. A line width or a width of the depressions of 2 mm has proven to be particularly suitable, for example, since standard felt-tip pens or soft pencils can be easily guided in this line thickness.

The height of the letters can also be varied. It may be advantageous at the beginning of the learning process if the letters are rather large, e.g. up to 50 mm, and towards the end of the learning process the font approximates the normal size of a usual address, e.g. a height of 5 to 8 mm having.

Better learning success can also be achieved if writing guidelines continue to be shown on the writing pad. This helps to learn the size relationships of individual letters and areas of letters, especially if the font is larger than average.

A further positive effect with regard to the ability to remember can be achieved in that the meaning of the word to be written is shown as a symbol at the beginning of a line. This also supports the visual learning effect and helps to anchor the term and the spelling in the brain. Such symbols can of course also be arranged elsewhere on the writing aid, but you should be recognizable in connection with the word to be written.

Furthermore, symbols, for example in the form of small arrows, can be provided at the beginning of each line or immediately in front of the first letter to be written, which make it clear to the student at which point he has to place the pen. This is particularly relevant for letters with several options for starting to write (e.g. the letters B, E and T) or for different script fonts (simplified source script, Latin source script, block letters, etc.).

The writing aid is made of cardboard according to the invention, a paper thickness of 250 g / m ² having proven particularly suitable. However, thinner or stronger or thicker writing teaching aids can also be used, the only important thing being that it must be possible to introduce depressions into the writing pad. In particular, it can also make sense to choose a washable plastic material instead of a cardboard material for the formation of the writing teaching aid. If the writing aid is then used in conjunction with a suitable, washable pen, repeated use of the writing aid is possible.

The wells can be introduced by any suitable method. An embossing method such as that used for the production of Braille has proven to be particularly suitable. With the help of embossing sticks or embossing plates, the writing pads are provided with the desired recesses.

According to the invention, a clear color difference or contrast can also be created between the depressions, ie the letters and the other surface of the writing pad. This makes it easier to recognize the indentations that have been made, which is particularly important when there is insufficient light. conditions or if the pupil's eyesight is poor. For this purpose, it has proven to be advantageous if the writing pad is first provided with depressions by means of an embossing process, and then the non-recessed area, that is to say the base area of the writing pad, is colored. For example, a white writing pad can first be provided with depressions which then remain white, that is to say corresponding to the color of the writing pad. The remaining area can then be colored with a 15% gray shade. Alternatively, of course, all other colors are also available. The writing pad, for example, can be designed in color depending on the topic of the words. Writing teaching aids, which should convey terms of summer, can then e.g. B. light yellow, writing aids to convey the terms of spring green and writing aids to convey the terms of autumn are more likely to be colored gray or brownish.

Writing teaching aids according to the invention are suitable for children who are learning to write for the first time, but are also suitable for learning a foreign language, in particular for learning a language with characters that differ from the mother tongue.

Further advantages of the invention are clarified in the description of the figures and in the following claims. Show it:

Figure 1: A writing aid according to the invention in plan view,

Figure 2: a section of the writing aid in the area of a recess in section, the recess being designed as a deep recess

Figure 3: a section of the writing aid in the region of a recess in section, the recess being designed as a flat recess is

Figure 4: a line of a further embodiment of the writing aid in plan view, the recess, which forms a letter to be learned, decreases from letter to letter in the course of the line from left to right.

Figure 1 shows an example of a writing aid 10, which is formed from a writing pad 12, in plan view. The writing pad 12 can preferably be formed from cardboard with a thickness of approximately 150 to 400 g / m ² , advantageously with 250 g / m ² . Alternatively, there is also the use of a washable plastic, which can be used in conjunction with a washable writing medium 14. Metals or other suitable materials are also suitable for forming the writing pad.

Alphanumeric recesses 16 are formed in the writing pad 12 and form the letters or words to be learned. The writing means 14 or a writing tip 18 of the writing means 14 is guided by a student along the depressions 16 (see also FIGS. 2 and 3). It is fundamentally possible for the writing tip 18 to slip out of the recess 16, since, in contrast to a stencil, it is not held in the recess 16. This, however, promotes the learning effect, since the student has to concentrate on the movement and thus memorize it better.

Furthermore, FIG. 1 shows that in order to support the learning effect, the writing teaching aid 10 or the writing pad 12 can have writing orientation lines 20 which facilitate the learning of the size relationships of individual letter areas, letters or words. Advantageously, symbols 24 are provided at the beginning of each line 22, which represent the term to be learned. Empty fields 26 can also be provided, which the student should first color in order to achieve better anchoring of the word concept with the corresponding symbol 24.

Since the problem often arises when learning new letters that the student does not know where to start the letter, it makes sense to provide starting characters 28 at the beginning of each line 22. These start characters 28 convey to the student at which point he should start the writing tip 18 at the beginning of the writing process. Such starting characters 28 can also be provided, for example, at the beginning of each individual letter in the case of individual letters to be learned.

Figures 2 and 3 illustrate the difference that results from using recesses 16 of different depths for guiding the writing tip 18. While a relatively deep depression 16 is shown in FIG. 2, FIG. 3 shows a rather shallower depression 16. The writing tip 18 of a writing medium 14 is guided more strongly in a deep depression according to FIG. 2 than is the case in a shallow depression 16 according to FIG. 3 , At the beginning of learning a letter or a word or a number, it may make sense to first ensure increased guidance through a relatively deep recess 16, and then later, if the character to be learned has already been written several times, to switch to a less pronounced guidance , For example, it is conceivable that the depressions 16 are initially more pronounced and less pronounced in the course of the page or line 22 within a page or even within just one line.

FIG. 4 illustrates a further possibility, based on this, of varying the depressions 16. At the beginning of each line 22, the time to be learned is Chen, here the letter M, completely formed by a recess 16, the recess 16 forming only parts of the character in the course of the line 22. The student therefore begins to write the entire character in order to then write the character to be learned more and more independently towards the end of line 22.

The writing aid 10 or the writing pad 12 can have all conceivable shapes. It can be advantageous to design the writing pads 12 in the formats A4 or A3. Furthermore, the alphanumeric characters formed by the depressions 16 can be designed in different sizes and it can be advantageous to color the writing pad 12. In particular, it can make sense for the depressions 16 to have a different color than the rest of the surface of the writing pad 12. This means that the recess 16 or the alphanumeric characters are easier to recognize.

The invention is not restricted to the embodiment variants shown and described, but encompasses all embodiments having the same effect in the sense of the invention.

Claims

Name: Writing teaching aids

1. Writing teaching means (10), formed by a writing pad (12) which has depressions (16) in the form of alphanumeric characters in its writing surface facing a student.

2. Writing teaching means (10) according to claim 1, characterized in that the alphanumeric characters form words.

3. Writing teaching means (10) according to claim 1 or claim 2, characterized in that the writing pad (12) has writing orientation lines (20) which correspond to the alphanumeric characters.

4. writing teaching means (10) according to any one of claims 1 to 3, characterized in that on the writing pad (12) lines (22) are formed from certain words and at the beginning of each line (22) a symbol (24) is arranged, the represents the conceptual content of the word formed in the respective line (22).

5. Writing teaching means (10) according to one of claims 1 to 4, characterized in that each alphanumeric character or each beginning of a word has a start character (28) for applying a writing means (14).

6. teaching aid (10) according to one of claims 1 to 5, characterized in that the depressions (16) provide a visual contrast, ins- have a color contrast to the surrounding surface of the writing pad (12).

7. writing teaching means (10) according to any one of claims 1 to 6, characterized in that the writing pad (12) is formed from a cardboard material.

8. writing teaching means (10) according to any one of claims 1 to 6, characterized in that the writing pad (12) is formed from a washable material.

9. Writing aid (10) according to one of claims 1 to 8, characterized in that the alphanumeric characters at the beginning of a line (22) have a deeper depression (16) than at the end of the respective line (22).

10. Writing aid (10) according to one of claims 1 to 9, characterized in that the alphanumeric characters have a line width of 0.5 to 4 mm, in particular of 2 mm, and a height of 5 to 50 mm in particular of 10 to 30 mm exhibit.