WO2022257362A1

WO2022257362A1 - Three-dimensional prop-based teaching apparatus

Info

Publication number: WO2022257362A1
Application number: PCT/CN2021/131957
Authority: WO
Inventors: 陈国峰; 陈煜桐; 刘煜粼
Original assignee: 陈国峰
Priority date: 2021-06-08
Filing date: 2021-11-20
Publication date: 2022-12-15

Abstract

A three-dimensional prop-based teaching apparatus, comprising a first housing (3) and second housing (4), the front surfaces of which have a plurality of prop insertion holes (110), and a plurality of three-dimensional props (2), the end faces of which have identification marks (20). The first housing (3) and the second housing (4) are plug-fit with two ends of the three-dimensional props (2) by means of the prop insertion holes (110) so as to form a box body (8), and there are gaps between the two ends of the three-dimensional props (2) and side walls of the corresponding prop insertion holes (110). When only one housing is needed for teaching activities, each housing may be used for storing three-dimensional props (2), and may also be used for the placement of the three-dimensional props in teaching activities. After a round of teaching activities has ended, a new teaching activity is immediately launched in the other housing. Once the teaching activity has ended, the empty housing is placed on the other housing full of the three-dimensional props (2), so that the foregoing may be stored into a box. It is also possible for two people to each use one housing for teaching activities or for two housings to jointly participate in teaching activities. The coordination manners are flexible and diverse, which may meet the needs of various teaching activities. The teaching apparatus is convenient to operate and quick to store.

Description

A teaching device based on three-dimensional props

technical field

The invention relates to educational and teaching appliances, in particular to a teaching device based on three-dimensional props.

Background technique

Hands-on operation is a practical activity that children love very much, and it is also one of the effective ways for children to develop mathematics enlightenment cognition. Children are very curious about external things, and they often start with interest in learning, and are easily attracted by new stimuli. This requires that the operating materials provided to children must be novel, bright and colorful, the size of the materials should be determined according to the age characteristics of the children, and the operation methods should be integrated with games to make children feel interesting.

At present, in order to meet the needs of games, teaching, and educational activities, how to let children master abstract concepts, knowledge, laws, and properties one by one, there are a wide variety of teaching equipment on the market. The props generally adopt flat design. Only a single The props placement device has a relatively simple function, and secondly, because the props are relatively thin, it is very inconvenient to pick up and place the props. The props are basically stacked together, it is inconvenient to identify and grab, and the storage is cumbersome. It is easy to consume children's patience. It takes more time between the end and the start of a new activity, and the time for children to concentrate Originally limited, it is difficult to improve the efficiency of teaching, and when there are too many props, it is easy to lose them. Moreover, flat props only have marking content on one or both sides, so it is difficult to expand more display content on limited chess pieces, and it is also difficult to expand more gameplay. At present, there are many educational toys and teaching aids, including simple model props, Sudoku toys, chess toys, jigsaw puzzles and building block toys, with a wide variety and a single function. As a result, children's educational toys or teaching aids are numerous and miscellaneous, and the cost is high. When teaching or games require a large number of markings, a large number of props are needed to support them, which increases the purchase cost and is extremely inconvenient to carry and store.

Contents of the invention

The technical problem to be solved by the present invention is to provide a new teaching device with powerful functions, high compatibility, convenient and quick recognition, simple and comfortable process, adjustable difficulty, and fast start, which is extremely Simple storage can meet the needs of participants of different ages.

In order to solve the above technical problems, the present invention adopts the following technical solutions.

A teaching device based on three-dimensional props, comprising a first shell and a second shell provided with multiple prop sockets, and a plurality of three-dimensional props with identification marks, the first shell and the second shell pass through the props The socket and the two ends of the three-dimensional prop are mated to form a box body, and there is a gap between the two ends of the three-dimensional prop and the side wall of the socket corresponding to the prop.

Preferably, the first housing is plug-fitted with the second housing.

Preferably, the first shell and the second shell are snap-fitted.

Preferably, all the first prop sockets have the same shape and size, all the second prop sockets have the same shape and size, the first ends of all three-dimensional props have the same shape and size, and all the second ends have the same shape and size. When the first shell or the second shell When the front of the body is placed horizontally, when the first end of the three-dimensional prop is inserted into the first prop jack or the second end is inserted into the second prop jack, the height of the second end or the first end protruding from the prop jack socket shall not be less than 5mm.

Preferably, the opening of the first prop insertion hole and/or the second prop insertion hole is designed with a wide mouth.

Preferably, the first end and/or the second end of the three-dimensional prop have an arc-shaped transition at the connection between the top, side, and end faces, making it easier to insert the three-dimensional prop into the prop socket.

Preferably, the first end of the three-dimensional prop and/or the second end of the first end and/or the second end have a fold line transition at the connection between the top, side, and end faces, making it easier to insert the three-dimensional prop into the prop socket.

Preferably, the first end of the three-dimensional prop is engaged with the first prop insertion hole, and the second end is engaged with the second prop insertion hole.

Preferably, all the first props and the second props have the same shape and size, the first end and the second end of each three-dimensional prop have the same shape and size, and the first end and/or the second end of the three-dimensional prop have an identification mark.

Preferably, the three-dimensional channel is a right cylinder.

Preferably, the three-dimensional prop is a cube.

Preferably, the three-dimensional prop is detachably connected to the identification mark.

Preferably, the identification mark is printed on the sticker.

Preferably, the first housing and/or the second housing defines at least one spare slot, and the spare slot is located in the peripheral area of the prop insertion hole.

Preferably, the device also includes a slot auxiliary part used in conjunction with the spare slot of the casing, and the slot auxiliary part is movably connected with the spare slot.

Preferably, the trough auxiliary part is an hourglass

Preferably, the tank auxiliary part is an electronic timer

Preferably, the trough auxiliary is a lighting device

Preferably, the first housing and/or the second housing is provided with a plurality of spare jacks of preset shapes, and the spare jacks are located at a place where the diameter of the first shell and/or the second shell is wider than that of the spare jacks.

Preferably, it also includes a hole auxiliary part used in conjunction with the spare jack, the hole auxiliary part has a matching part matching the spare jack, and the matching part is detachably matched with the spare jack.

Preferably, the aperture-like aid is a bracket.

Preferably, the hole-like auxiliary parts are slide rails.

Preferably, the front of the first housing and/or the second housing forms a receiving opening, and also includes at least one frame with a hole used in conjunction with the receiving opening, and the first prop insertion hole or the second prop insertion hole is distributed in the perforated frame physically.

Preferably, the frame body with holes is movably connected with the receiving port.

Preferably, the frame body with holes snap fits with the receiving port.

Preferably, an elastic sealing frame is added, and when the frame with holes fits with the opening, the elastic sealing frame is located between the frame with holes and the side wall of the opening.

Preferably, protruding buckles are provided on the edge of the frame with holes, and slots are provided on the inner wall of the receiving opening of the first housing and/or the second housing, and the buckles correspond to the slots one by one. It is clamped in the corresponding card slot, and the frame with holes is clamped into the receiving opening.

Preferably, the frame with holes is hingedly fitted with the receiving opening.

Preferably, an auxiliary card is also included, and the auxiliary card is placed at the bottom of the accommodating opening.

Preferably, the auxiliary card has a preset mark.

Description of drawings

Figure 1.1 is a perspective view of the device after forming a box.

Figure 1.2 is a schematic cross-sectional view of a three-dimensional prop.

Fig. 1.3a is a top view of the first shell when the full three-dimensional prop is fitted.

Figure 1.3b is the top view of the second shell when it is fitted with full three-dimensional props.

Figure 1.4a is a cross-sectional view of Figure 1.3a.

Figure 1.4b is a cross-sectional view of Figure 1.3b.

Figure 1.5a is a cross-sectional schematic diagram of the corresponding relationship between the three-dimensional prop and the structure and coordination of the first shell and the second shell.

Figure 1.5b is a demonstration diagram of the process of forming the box and disassembling the shell.

Figure 1.5c is a cross-sectional view of the box when the second shell is down.

Figure 1.5d is a cross-sectional view of the box when the first shell is down.

Fig. 2 is a schematic diagram of an optimization method for a three-dimensional prop.

FIG. 3 is a schematic diagram of an optimization method for a prop jack.

Fig. 4 is a sectional view of the internal structure of the box body of an embodiment.

Figure 5.1-Figure 5.3 is a demonstration diagram of the Sudoku embodiment process, in which: Figure 5.1a is a top view of the initial state of the first shell, Figure 5.1b is a top view of the initial state of the second shell, and Figure 5.2a is the top view of the first shell after the question is set The top view of the state, Figure 5.2b is a schematic diagram of the state of the second casing after the question is set, Figure 5.3a is the top view of the state of the first casing after answering the question, and Figure 5.3b is the top view of the state of the second casing after answering the question.

Figure 6.1 is a schematic diagram of the relationship between three-dimensional props and identification marks.

Figure 6.2 is a perspective view of the three-dimensional props after matching.

Figure 7.1 is a schematic diagram of the positional relationship between the spare slot and the spare jack in the housing.

Figure 7.2 is a schematic diagram of spare slots and spare jacks cooperating with some auxiliary parts, where the auxiliary parts include electronic timers, lighting devices, brackets and slide rails.

Figure 8.1 is a schematic diagram of the structure of the accommodation port.

Figure 8.2 is a schematic diagram of the frame structure with holes.

Figure 8.3 is a schematic diagram of the state after the receiving port is matched with the frame with holes.

Figure 8.4 is a top view of Figure 8.3.

Figure 9.1 is a schematic diagram of the structure of the elastic sealing frame.

Figure 9.2 is a schematic diagram of the positional relationship between the elastic sealing frame, the frame with holes and the receiving port.

Figure 10.1 is a schematic structural diagram of a housing with a slot on the side wall of the receiving port.

Figure 10.2 is a structural schematic diagram of a frame with a hole that fits with the card slot in Figure 10.1.

Figure 11.1 is a top view of Figure 8.1.

Figure 11.2 Plane schematic diagram of auxiliary card.

Figure 11.3 The top view of the auxiliary card mated with the receiving port.

Figure 11.4 The top view of the auxiliary card mated with the receiving port and the frame with holes.

Detailed ways

Some preferred embodiments are given below, and the utility model is described in more detail in conjunction with the accompanying drawings and embodiments.

As shown in Figure 1, this embodiment discloses a teaching device based on three-dimensional props, including a first housing 3 and a second housing 4 provided with a plurality of prop insertion holes 110, and a plurality of identification marks 20. The three-dimensional prop 2, the first shell 3 and the second shell 4 are inserted and matched with the two ends of the three-dimensional prop 2 through the prop jack 110 to form a box body 8, and the two ends of the three-dimensional prop 2 are connected to the side wall of the corresponding prop jack 110. There are gaps in between.

In this embodiment, the first end 21 of the three-dimensional prop 2 corresponds to the first prop jack 111, the second end 22 of the three-dimensional prop corresponds to the second prop jack 112, and the two ends of the three-dimensional prop 2 are connected to the first shell 3 and the second shell. Body 4 is all in a plug-in fit relationship. The three-dimensional props 2 have identification marks, and the identification marks can be numbers, letters, shapes, colors, characters and patterns, etc. The identification marks 20 can be used to carry the content required for teaching, and the three-dimensional props 2 can also be distinguished by the identification marks, or can be distinguished The first end and the second end of the same three-dimensional prop 2. When launching the teaching activities, if only one shell is needed to participate in the activity, the box body 8 (as shown in Figure 1.5c and Figure 1.5d) should be placed flat first, and the box body 8 should be disassembled, and the first shell on the top should be removed vertically. One shell 3, the three-dimensional props 2 will be neatly stored in the second shell 4 below (see Figure 1.5b). Continue to cooperate with the teaching activities until the end of this round of teaching activities. At this point, we can insert the three-dimensional props in the first casing 3 into the second casing to start new teaching activities, or we can plug all the remaining three-dimensional props in the second casing 4 into the first casing 3 Among them, the second housing 4 is plugged into the three-dimensional props 2 from above (refer to FIG. 1.5b ), completing the process of forming the box body 8 and solving the storage problem.

In addition, by first forming the box body 8 (see Figure 1.5c), then turning the box body 8 over 180 degrees as a whole (see Figure 1.5d), and finally disassembling the box body 8 (see Figure 1.5b), all three-dimensional The prop 2 is transferred from the lower shell to the upper shell, and the two ends of the three-dimensional prop are exchanged at the same time (see Figure 1.3 and Figure 1.4).

In the teaching activities that require the participation of two shells, we open the box body 8 and empty the first shell 3 and the second shell 4, and plug the three-dimensional props 2 into the third shell 3 or the fourth shell according to the teaching needs , complete the tutorial mission.

Preferably, the first housing 3 is mated with the second housing 4 so that the structure of the box body 8 is more stable and it is more convenient to carry.

Preferably, the first housing 3 is engaged with the second housing 4 so that the box body 8 has a more stable structure and is more convenient to carry.

Further, all the first prop jacks 111 have the same shape and size, all the second prop jacks 112 have the same shape and size, the first ends 21 of all three-dimensional props 2 have the same shape and size, and the second ends 22 of all three-dimensional props 2 have the same shape and size, when When the first end 21 of the three-dimensional prop is matched with the first prop socket 111 or the second end 22 of the three-dimensional prop is fitted with the second prop socket 112, the height of the three-dimensional prop 2 protruding from the prop socket is not less than 5 mm.

In this embodiment, all the three-dimensional props 2 have the same shape and size at the same end, and all the prop jacks 110 of the same housing have the same shape and size, so that the plugging relationship between the three-dimensional props 2 and the prop jacks 110 is more free. In the process of transferring the remaining three-dimensional props 2 after the teaching activity.

In addition, considering the process of plugging and unplugging the three-dimensional props 2, the height of the protrusions of the three-dimensional props is limited to not less than 5 mm, which facilitates plugging and unplugging while increasing the stability of the box body 8 .

Preferably, the first prop insertion hole 111 and/or the second prop insertion hole 112 is designed with a wide mouth (as shown in FIG. 3 ), so that the three-dimensional prop 2 is inserted into the prop insertion hole 110 more easily.

Preferably, the connection between the first end 21 and/or the second end 22 of the three-dimensional prop 2 and the end surface is arc-shaped, so that the three-dimensional prop 2 is inserted into the prop socket 110 more easily.

Preferably, the first end 21 and/or the second end 22 of the three-dimensional prop 2 have a fold line transition at the junction of the side edge and the end surface (as shown in Figure 2), so that the insertion of the three-dimensional prop 2 and the prop jack 110 is easier

Preferably, all the first prop insertion holes 111 and the second prop insertion holes 112 have the same shape and size, the first end 21 and the second end 22 of each three-dimensional prop 2 have the same shape and size, and the first end 21 and/or the second end 22 The end faces bear identification marks 20 .

As shown in Figure 4, as a preferred structure, in the activity of teaching through the plugging and matching of the three-dimensional props 2 with the first housing and/or the second housing 4, the three-dimensional props 2 can be plugged into all props The jack does not need to be turned over during the transfer of the three-dimensional props 2, and the three-dimensional props can be repeatedly inserted in the first housing 3 and the second housing 4 to carry out multiple teaching activities. The plugging is more convenient, the teaching process is easier, and the activities are more diverse.

Let’s take the Sudoku activity as an example. Both the front of the first shell 3 and the second shell 4 have 81 prop jacks distributed in a 9*9 array. There are 9 groups of three-dimensional props, each group has 9, and the identification marks 20 are numbers in turn. 1-9, 81 three-dimensional props are all plugged into the first housing 3 (see Figure 5.1a), and the three-dimensional props required for questioning and answering are plugged into the empty second housing 4 (see Figure 5.1b). Props 2, complete the process of Sudoku question making and answering (as shown in Figure 5.2 and Figure 5.3), until the answering is completed, all three-dimensional props 2 are transferred to the second shell, and at this time, they can be transferred to the first shell 3 Insert the three-dimensional props 2 to complete a new round of Sudoku activities, and perform multiple Sudoku activities conveniently and quickly.

The other end can also be replaced with 9 different identification marks of other types to replace the numbers 1-9, and the Sudoku rules can be used to carry out teaching activities through associative memory, so as to deepen the understanding and memory of the content of the identification marks.

In addition, we can also adjust the difficulty of the activity by increasing or decreasing the number of three-dimensional props participating in the activity, so as to meet the teaching needs of children of different ages. For example, limit the number of three-dimensional props to 36, and select 6*6 prop jacks for low-level Sudoku games.

Further, the three-dimensional channel 2 is a positive cylinder, which makes insertion easier.

Preferably, the three-dimensional prop 2 is a cube with more first ends and second ends, capable of carrying more identification marks, and also makes teaching activities more flexible and changeable.

Further, the three-dimensional props 2 are detachably matched with the identification mark 20 .

The detachable connection of the three-dimensional props 2 and the identification mark 20 can save the three-dimensional props very well, and the utilization rate of the three-dimensional props 2 can be maximized only by replacing the identification marks.

Preferably, the identification mark 20 is printed on the sticker.

As shown in Figure 6.1 and Figure 6.2, we all know that the cost of stickers is very low. We can easily replace the identification marks 20 of the three-dimensional props 2 by adhering the stickers with the identification marks 20 to the three-dimensional props 2.

Further, the first housing 3 and/or the second housing 4 defines at least one spare slot 6 , and the spare slot 6 is located at the periphery of the prop insertion hole 110 distribution area.

As shown in Figure 7.1, an equipment slot 6 is opened on the edge of the shell 1, the purpose of which is to carry out some related activities, to place differently marked three-dimensional props from left to right, corresponding to the numbers 1-9 in sequence, or to Align the position above the spare slot to mark the number 1-9, which plays the role of associative memory. Continuing to take the Sudoku activity as an example, we use a set of different marking contents (such as different shapes, colors, letters, symbols, etc.) as identification Mark 20, such as letters A-I, participants can quickly ask and answer questions through the correspondence between letters and numbers.

Preferably, it also includes a tank auxiliary part 60 used in conjunction with the spare tank 6, and the tank auxiliary part 60 is movably connected with the spare tank 6.

As a larger spare structure on the shell, we can use it to place spare three-dimensional props or hourglasses in the spare slot. As shown in Figure 7.2, the electronic timer 61 is embedded in the left half of the spare slot, and the base of the lighting device 62 is embedded in the left half of the spare slot. On the right half of the spare tank, the spare tank can meet some special needs in the activity process by cooperating with tank auxiliary parts.

Preferably, the trough-like aid 60 is an hourglass.

Preferably, the trough auxiliary part 60 is an electronic timer 61 (as shown in Fig. 7.2).

Through the electronic timer, we can conveniently pick up the time required for the completion of this activity.

Preferably, the trough auxiliary part 60 is a lighting device 62 (as shown in Fig. 7.2).

The lighting device 62 can assist the participants to carry out teaching activities in a dimly lit environment.

Further, as shown in Figure 7.1, the first housing 3 and/or the second housing 4 are provided with a plurality of spare jacks 7 of preset shapes, and the spare jacks are located at a place where the surface of the shell is wider than the diameter of the spare jacks 7 .

Preferably, a hole-like auxiliary part 70 used in conjunction with the spare jack 7 is also included, and the hole-like auxiliary part 70 is detachably matched with the spare jack 7 .

As mentioned above, the first housing 3 and the second housing 4 can be used as a stable support body, which can be used to expand the activity form and content of the device with the auxiliary hole 70. The auxiliary hole 70 has The mating end that matches the spare jack 7 is sufficient.

Preferably, the hole-type auxiliary member 70 is a bracket 71 (as shown in FIG. 7.2 ).

Through the cooperation between the bracket 71 and the spare jacks 7 on both sides of the casing, we can adjust the viewing angle of the active interface and the participants, making the teaching process healthier and more comfortable.

Preferably, the hole auxiliary part 70 is a slide rail 72, and the two ends of the slide rail 72 cooperate with the two spare sockets 7 at a relatively long distance (as shown in Figure 7.2).

By cooperating with the slide rail 72 and transferring applicable props, the form and content of activities can be enriched.

Further, a receiving port 10 (see Figure 8.1) is formed on the front of the first housing 3 and/or the second housing 4, and at least one frame with holes 100 used in conjunction with the receiving port 10 is also included, and the tool insertion holes 110 are distributed On the perforated frame 100 (see Figure 8.2), when the perforated frame 100 is used in conjunction with the receiving port 10 (see Figure 8.3), the perforated frame 100 can flexibly change the prop insertion hole 110 (shape, size, quantity), match more types of three-dimensional props 2 (shape, layout, size, quantity), and carry out more types of teaching activities. When the accommodating opening 10 is not matched with the frame body 100 with holes, we can use the accommodating opening 10 as a semi-enclosed space to carry out some small games, such as jigsaw puzzles, such as directly using block props to pile up wood, playing chess and other small games, so as to improve the performance. The compatibility and fun of the device, if the socket part of the prop is damaged, it is easy to replace and repair.

Preferably, the perforated frame body 100 is movably connected to the corresponding accommodating opening 10

Preferably, the frame with a hole 110 is mated with the corresponding receiving port 10 in a plug-in fit.

As a preferred method, it also includes an elastic sealing frame 101 (see Figure 9.1). When the perforated frame body 100 is matched with the receiving port 10, the elastic sealing frame 101 is located between the perforated frame body 100 and the side wall of the receiving port 10. between (as shown in Figure 9.2). By adding an elastic sealing frame, the perforated frame body 100 can achieve a relatively stable fit with the receiving port 10 and will not fall off by itself. When the perforated frame body 100 needs to be disassembled, it can be easily taken out under the action of external force. Preferably, the elastic sealing frame 101 is socketed with the frame body 100 with holes.

Preferably, the elastic sealing frame 101 is fixedly connected to the side wall of the accommodating opening.

Preferably, the frame body 100 with holes cooperates with the corresponding accommodating opening 10 by snap fit.

As a preferred method, a protruding buckle 102 (as shown in Figure 10.2) is provided on the edge of the frame body 100 with a hole, and a slot 103 ( As shown in Figure 10.1), the buckles 102 correspond to the slots 103 one by one, the buckles are set in the corresponding slots, and the frame with holes 100 is snapped into the receiving opening 10 .

Preferably, the frame body 100 with holes cooperates with the corresponding receiving opening 10 in a hinged manner.

As a preferred solution, an auxiliary card 5 is included, and the auxiliary card 5 is placed at the bottom of the accommodating opening 10 .

Preferably, the auxiliary card 5 is provided with a preset mark 51 .

Preferably, the size of the auxiliary card 5 is equivalent to the bottom surface of the receiving port 10, the auxiliary card 5 is provided with a plurality of marking positions 51 and a plurality of blank positions 52, and the auxiliary card 5 is provided with preset marks 50 required for teaching. When the hole frame body 100 is used together, the marking position 51 and the blank position 52 of the auxiliary card 5 are in one-to-one correspondence with the tool insertion holes 110 and are aligned with each other.

During the teaching process, we can also mark the boards or other preset marks of some board games on the auxiliary cards in advance to save time in some aspects of the teaching activities. Just like in the question-making stage of a Sudoku game, we often have to preset some three-dimensional props 2 on the first shell 3 or the second shell 4, which requires a process of finding the target prop jack. Through the auxiliary card 5 The addition of can reduce the difficulty of the question and increase the efficiency of the question.

Taking the Sudoku activity as an example, when the first housing 3 or the second housing 3 has a receiving port 10 (as shown in Figure 11.1), we can prepare multiple auxiliary cards 5 in advance (as shown in Figure 11.2), and we will assist Place the card 5 in the receiving port (as shown in Figure 11.3), match the perforated frame body 100 with the receiving port 10 (as shown in Figure 11.4), through the hole 110 of the perforated frame body, you can see the marking position 51 and the blank position on the auxiliary card 52. Quickly complete the question-making stage.

The above descriptions are only preferred embodiments of the present invention, and are not intended to limit the present invention. All modifications, equivalent replacements or improvements made within the technical scope of the present invention shall be included in the scope of protection of the present utility model .

The special design of the present invention not only increases the convenience of activities and storage, but also provides a large space for the realization of self-defined playing methods for the parents of the children. They use the three-dimensional props to define the rules, and plug different three-dimensional props into different Props sockets, supplemented by identification marks, can carry out various teaching activities with children. Many digital logical thinking activities can be transplanted from mobile phones and computers to devices to accompany children to learn and play. We can use many memorized content as identification marks to complete the recognition and memorization during the game.

Claims

A teaching device based on three-dimensional props, characterized in that: the teaching device includes a first housing (3) and a second housing (4) with a plurality of prop insertion holes (110) on the front, and a plurality of belts A three-dimensional prop (2) with an identification mark (20), the first shell (3) and the second shell (4) are plugged and matched with both ends of the three-dimensional prop (2) through the prop jack (110) to form a box body (8), there is a gap between the two ends of the three-dimensional prop (2) and the side wall of the corresponding prop jack (110).
A teaching device based on three-dimensional props as claimed in claim 1, characterized in that: all first prop jacks (111) have the same shape and size, all second prop jacks (112) have the same shape and size, and all three-dimensional props ( 2) The first end (21) has the same shape and size, and all the second ends (22) have the same shape and size. When the first shell (3) or the second shell (4) is placed horizontally with the front facing up, the three-dimensional prop (2) When the first end (21) is inserted into the first prop insertion hole (111) or the second end (22) is inserted into the second prop insertion hole (112), the second end (22) or the first end (21) protrudes from the prop insertion hole. The height of the hole socket is not less than 5mm.
A kind of teaching device based on three-dimensional props as claimed in claim 2, is characterized in that: all first prop props jacks (111) and second props jacks (112) have the same shape and size, each three-dimensional props (2) The first end (21) and the second end (22) have the same shape and size.
A teaching device based on three-dimensional props as claimed in claim 1, characterized in that: the three-dimensional props (2) are positive cylinders.
A teaching device based on three-dimensional props according to claim 1, characterized in that: the three-dimensional props (2) are detachably connected to the identification marks.
A teaching device based on three-dimensional props according to claim 1, characterized in that: the first housing (3) and/or the second housing (4) has at least one spare slot (6), and the spare slot (6) Located in the peripheral area of the prop jack (110).
A teaching device based on three-dimensional props according to claim 1, characterized in that: the first housing (3) and/or the second housing (4) are provided with a plurality of spare jacks (7) of preset shapes ), the spare jack (7) is located at the wide part of the housing surface relative to the diameter of the spare jack (7).
A teaching device based on three-dimensional props as claimed in claim 1, characterized in that: the front of the first housing and/or the second housing is formed with an accommodating opening (10), and also includes at least one In the used frame body (100) with holes, the first prop insertion holes (111) or the second prop insertion holes (112) are distributed on the frame body (100) with holes.
A teaching device based on three-dimensional props according to claim 8, characterized in that: the teaching device also includes an auxiliary card (5), and the auxiliary card (5) is placed in the housing (1) receiving port (10) bottom of.
A teaching device based on three-dimensional props according to claim 9, characterized in that: said auxiliary card (5) has preset marks (50).