Multifunctional teaching compass

Abstract

The invention discloses a multifunctional teaching compass. The multifunctional teaching compass comprises a compass pen point. The teaching compass comprises a first strip-shaped plate, a second strip-shaped plate, a third strip-shaped plate, a fourth strip-shaped plate, a fifth strip-shaped plate and a sixth strip-shaped plate. The length of the first strip-shaped plate, the third strip-shaped plate and the sixth strip-shaped plate is same, and the left ends of the first strip-shaped plate, the third strip-shaped plate and the sixth strip-shaped plate are connected by bolts. The second strip-shaped plate is arranged between the first strip-shaped plate and the third strip-shaped plate. The left end of the second strip-shaped plate is connected to the middle of the first strip-shaped plate by a pin shaft. The bolt between the third strip-shaped plate and the sixth strip-shaped plate is connected to the left end of the fourth strip-shaped plate. The fifth strip-shaped plate is arrangedbetween the fourth strip-shaped plate and the sixth strip-shaped plate. The right end of the fifth strip-shaped plate is connected to the right end of the sixth strip-shaped plate in a pin shaft mode. The right ends of the third strip-shaped plate and the fifth strip-shaped plate are fixedly connected with a compass pen point. The multifunctional teaching compass is used for drawing, is suitablefor a teacher to demonstrate, and can further be operated by students, multi-purpose of one tool is realized, convenience is provided for teacher classroom teaching, and the quality and efficiency ofclassroom teaching are greatly improved.

Description

technical field [0001] The invention relates to the field of teaching, in particular to a multifunctional teaching compass. Background technique [0002] In the classroom teaching of geometric figures, teachers often use multiple tools such as set squares, rulers, and compasses, which are not only inconvenient to carry, but also very cumbersome to operate. Especially for the explanation of some geometric concepts, there is no intuitive demonstration, the concept is abstract, difficult to understand, and the teaching effect is poor. For example, in the teaching about the stability of triangles and the instability of quadrilaterals in Chapter 11 "Triangles" of the first volume of mathematics in the eighth grade, teachers often use two teaching aids, a triangle ruler and a quadrilateral model, to demonstrate respectively. Although students can see that triangles have stability The quadrilateral is not stable, but the specific process of making the quadrilateral stable cannot b...

AI Technical Summary

Problems solved by technology

[0002] In the classroom teaching of geometric figures, teachers often use multi-tools such as set squares, rulers, and compasses, which are not only inconvenient to carry, but also very troublesome to operate

Especially for the explanation of some geometric concepts, there is no intuitive demonstration, the concept is abstract, difficult to understand, and the teaching effect is poor

For example, in the teaching of the stability of triangles and the instability of quadrilaterals in Chapter 11 "Triangles" of the first volume of mathematics in the eighth grade, teachers often use two teaching aids, a triangle ruler and a quadrilateral model, to demonstrate separately. Although students can see that triangles have stability property, the quadrilateral is not stable, but it is impossible to intuitively feel the specific process of making the quadrilateral stable

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