An economic management teaching device with a simulated sandbox structure

Abstract

The present invention relates to the field of economic management technology, and specifically to an economic management teaching device with a simulated sand table structure, comprising a box body, a first fixed block and a second fixed block are symmetrically fixedly connected on the inner wall of the box body, a first connecting rod and a second connecting rod are rotatably connected to the inner side of the first fixed block, a third connecting rod and a fourth connecting rod are rotatably connected to the inner side of the second fixed block, and a transmission rod is rotatably connected between the second connecting rod and the third connecting rod; a driving assembly is provided on the surface of the box body. A first desktop panel, a second desktop panel and a bearing plate are provided on the top of the box body. The present invention fixes the sand table on the first desktop panel and the second desktop panel by means of the first connecting rod, the transmission rod, the bearing plate, the first desktop panel and the second desktop panel. When the sand table is not in use, the first connecting rod and the transmission rod are used to fold the sand table into the box body, thereby protecting the sand table and extending the service life of the sand table.

Description

Technical Field

[0001] The invention relates to the technical field of economic management, and in particular to an economic management teaching device with a simulation sandbox structure. Background Art

[0002] Simulation sandbox, also known as ERP sandbox simulation, is a simulation practice activity that combines economic knowledge with ERP system. It uses sandbox teaching aids to simulate the business operation and management process of the enterprise, allowing students to experience the entire process of enterprise operation in a virtual environment.

[0003] Sandbox simulation teaching can integrate theory and practice, allowing students to complete the transformation from knowledge to skills through participation and experience. By simulating the business process of an enterprise, students can intuitively understand the actual operation of the enterprise, so as to better understand and master the economic management theory. Sandbox simulation teaching is interesting and confrontational, which can stimulate students' interest and enthusiasm in learning. During the simulation process, students can play different roles, such as CEO, financial director, production manager, etc., and experience the whole process of enterprise operation through role-playing and job experience, which helps to enhance the fun and interactivity of learning.

[0004] At present, the existing economic management teaching device with a simulated sand table structure is mostly used to simulate by laying a sand table and teaching props on the desktop. This teaching device is not conducive to the storage of the sand table and teaching props, and the sand table is easily damaged during long-term use. Therefore, it is necessary to propose an economic management teaching device with a simulated sand table structure. Summary of the invention

[0005] In order to solve the above problems, the present invention provides an economic management teaching device with a simulated sand table structure. The sand table is fixed on the first table top and the second table top by a first connecting rod, a transmission rod, a bearing plate, a first table top plate and a second table top plate. When the sand table is not in use, the first connecting rod and the transmission rod are used to fold the sand table into a box, thereby protecting the sand table and extending the service life of the sand table.

[0006] In order to achieve the above-mentioned purpose, the technical solution of the present invention is as follows: an economic management teaching device with a simulated sandbox structure, comprising a box body, a lifting component for lifting the box body is provided at the bottom of the box body, a storage component for storing items is provided on one side of the box body, and a controller is fixedly connected to the surface of the box body.

[0007] A first fixed block and a second fixed block are symmetrically fixedly connected on the inner side walls in both width directions of the box body, the thickness of the second fixed block is greater than that of the first fixed block, the first connecting rod and the second connecting rod are rotatably connected to the inner side of the first fixed block, the third connecting rod and the fourth connecting rod are rotatably connected to the inner side of the second fixed block, and a transmission rod is rotatably connected between the second connecting rod and the third connecting rod; a driving component for driving any one of the first connecting rods to rotate is provided on the surface of the box body.

[0008] A first desktop panel, a second desktop panel and a supporting plate are provided on the top of the box body. The first connecting rod and the second connecting rod are rotatably connected to the first desktop panel at one end away from the first fixed block. The third connecting rod and the fourth connecting rod are rotatably connected to the supporting plate at one end away from the second fixed block. The second desktop panel is located above the supporting plate, and the second desktop panel is hinged to the first desktop panel.

[0009] The technical principles of the above scheme are as follows:

[0010] Through the mutual rotation connection of the first connecting rod, the second connecting rod, the third connecting rod, the fourth connecting rod and the transmission rod, under the action of the driving assembly, the first connecting rod, the second connecting rod, the third connecting rod and the fourth connecting rod all rotate relative to each other, thereby driving the first desktop board, the second desktop board and the bearing board connected thereto to unfold or fold. The driving assembly is responsible for providing power to drive one of the first connecting rods to rotate. Due to the mutual connection, this rotation will be transmitted to the second connecting rod, the transmission rod, the third connecting rod and the fourth connecting rod in sequence, thereby driving the desktop board and the bearing board to move. The top ends of the first connecting rod and the second connecting rod are rotationally connected to the first desktop board, so when the first connecting rod and the second connecting rod rotate, the first desktop board will unfold or fold accordingly. Similarly, the top ends of the third connecting rod and the fourth connecting rod are rotationally connected to the bearing board, and the bearing board will also unfold or fold as these connecting rods rotate. The second desktop board is hinged on one side adjacent to the first desktop board, so when the first desktop board unfolds, the second desktop board can also unfold accordingly, thereby forming a larger desktop space.

[0011] The above scheme has the following beneficial effects:

[0012] 1. The present invention can realize the flexible unfolding and folding of the first desktop panel and the bearing panel through the connecting rod design of the first connecting rod, the second connecting rod, the third connecting rod, the fourth connecting rod and the transmission rod, so as to protect the sandbox when not in use, save space, and provide sufficient desktop space and bearing space when in use.

[0013] 2. The present invention adopts the design of a connecting rod mechanism, and the connecting rods are connected by rotation, so that the overall structure is more stable and reliable and can withstand a larger load.

[0014] Furthermore, the lifting assembly includes a support plate, a plurality of electric telescopic rods are fixedly connected to the top of the support plate, the output shafts of the electric telescopic rods are fixedly connected to the bottom wall of the box body, and the controller is used to control the start and stop of the electric telescopic rods.

[0015] Beneficial effect: Through the operation of the controller, the electric telescopic rod can be easily started or closed to realize the lifting function of the box. The design of the electric telescopic rod usually has a high load capacity and stability, which can ensure the stability and safety of the box during the lifting process.

[0016] Furthermore, the driving assembly includes a motor, which is fixedly connected to the outer side wall of the box body, and the output shaft of the motor passes through the side wall of the box body and the first fixed block and is fixedly connected to the first connecting rod.

[0017] Beneficial effects: Since the motor is directly fixedly connected to the first connecting rod, the power transmission is more direct and stable, reducing the power loss and instability caused by too many transmission links. The controller can conveniently control the parameters such as the start, stop and speed of the motor, thereby realizing precise control and adjustment of the first connecting rod and its connected parts.

[0018] Furthermore, the storage assembly includes a storage drawer, and an opening is opened on one side of the box body. The storage drawer is located in the opening and slidably cooperates with the opening.

[0019] Beneficial effects: The teaching aids used in the sandbox simulation teaching process can be put into the storage drawer and can be conveniently pulled out and pushed in through the storage drawer, making the storage of teaching aids more convenient and also easy to organize and find.

[0020] Furthermore, a plurality of grooves are formed on the first desktop panel and the second desktop panel, and mounting blocks can be detachably connected in the grooves.

[0021] Beneficial effects: The detachable connection between the mounting block and the groove ensures that the sand table can be firmly fixed to the desktop panel to prevent sliding or shifting during operation. This design provides stable support, making the sand table more stable and reliable during use, which helps to improve students' operating experience and sand table display effect.

[0022] Furthermore, the first fixed block and the second fixed block are both fixedly connected to limit posts, and the limit posts are used to limit the rotation of the first connecting rod and the third connecting rod respectively.

[0023] Beneficial effect: The design of the limit column can accurately limit the rotation range of the first connecting rod and the third connecting rod, ensuring that they move within a predetermined trajectory. It is helpful to reduce the jamming of the first connecting rod and the third connecting rod due to excessive or insufficient rotation, and improve the stability of the first desktop board and the second desktop board.

[0024] Furthermore, a spring is fixedly connected between the first connecting rod and the second connecting rod.

[0025] Beneficial effects: As an elastic element, the spring can effectively absorb and disperse the impact and vibration generated by the first connecting rod and the second connecting rod during the movement. When the first connecting rod and the second connecting rod move relative to each other, the spring can provide a buffering effect and improve the stability of the first connecting rod and the second connecting rod during the rotation process. In addition, the spring can also pull the second connecting rod when the first connecting rod rotates, providing auxiliary force for the rotation of the second connecting rod.

[0026] Furthermore, a magnetic layer is fixedly connected to the surfaces of the first desktop panel and the second desktop panel.

[0027] Beneficial effects: During the simulation sandbox teaching process, the magnetic layer can be used to attract the teaching aids, and the stability and portability of the teaching aids can be improved when teachers and students use the simulation sandbox.

[0028] Furthermore, the first desktop panel and the second desktop panel are fixedly connected with lighting strips along all four sides, and the controller is used to control the turning on and off of the lighting strips.

[0029] Beneficial effects: The lighting strip can evenly illuminate the surroundings of the desktop, providing teachers and students with a bright and comfortable learning environment. At night or in a dimly lit environment, the lighting strip can provide teachers and students with sufficient light to reduce safety hazards caused by unclear vision.

[0030] Furthermore, a plurality of partition plates are fixedly connected in the storage drawer.

[0031] Beneficial effects: The partitions effectively isolate the teaching aids, reducing the mutual squeezing or confusion between the teaching aids. This design helps to classify the teaching aids and allows students to quickly find them when using them.

[0032] Additional aspects and advantages of the present invention will be given in part in the following description and in part will be obvious from the following description, or will be learned through practice of the present invention. BRIEF DESCRIPTION OF THE DRAWINGS

[0033] Figure 1 It is an axonometric diagram of an economic management teaching device with a simulated sand table structure in an embodiment of the present invention.

[0034] Figure 2 It is a front cross-sectional view of an economic management teaching device with a simulated sand table structure in an embodiment of the present invention.

[0035] Figure 3 This is an axonometric view of the first connecting rod of the economic management teaching device with a simulated sand table structure in an embodiment of the present invention.

[0036] Figure 4 This is an axonometric view of a bearing plate of an economic management teaching device with a simulated sand table structure in an embodiment of the present invention.

[0037] The figure marks in the drawings of the specification include: 1. box body; 2. first desktop panel; 3. second desktop panel; 4. groove; 5. electric telescopic rod; 6. support plate; 7. storage drawer; 8. first connecting rod; 9. second connecting rod; 10. third connecting rod; 11. bearing plate; 12. fourth connecting rod; 13. limiting column; 14. second fixed block; 15. transmission rod; 16. first fixed block; 17. motor; 18. spring; 19. lighting strip; 20. partition plate. DETAILED DESCRIPTION

[0038] The following is further described in detail through specific implementation methods:

[0039] Embodiment 1:

[0040] As attached Figure 1-Figure 4 As shown: an economic management teaching device with a simulated sandbox structure, including a box body 1, a lifting component for lifting the box body 1 is provided at the bottom of the box body 1, a storage component for storing items is provided on one side of the box body 1, and a controller is fixedly connected to the surface of the box body 1 by screws.

[0041] Combination Figure 2 and Figure 3 As shown, the first fixing block 16 and the second fixing block 14 are symmetrically fixedly connected on the inner side walls in the two width directions of the box body 1 by bolts, the thickness of the second fixing block 14 is greater than the thickness of the first fixing block 16, the first fixing block 16 is rotatably connected to the inner side of the first connecting rod 8 and the second connecting rod 9, the inner side of the second fixing block 14 is rotatably connected to the third connecting rod 10 and the fourth connecting rod 12, and the second connecting rod 9 and the third connecting rod 10 are rotatably connected with a transmission rod 15; a driving component for driving any one of the first connecting rods 8 to rotate is provided on the surface of the box body 1.

[0042] like Figure 1 and Figure 4 As shown, a first desktop panel 2, a second desktop panel 3 and a supporting plate 11 are provided on the top of the box body 1, the top ends of the first connecting rod 8 and the second connecting rod 9 are rotatably connected to the first desktop panel 2, the top ends of the third connecting rod 10 and the fourth connecting rod 12 are rotatably connected to the supporting plate 11, the second desktop panel 3 is located above the supporting plate 11, and the second desktop panel 3 is hinged to the first desktop panel 2.

[0043] like Figure 1As shown, the lifting assembly includes a support plate 6, and a plurality of electric telescopic rods 5 are fixedly connected to the top of the support plate 6 by bolts. The output shafts of the electric telescopic rods 5 are fixedly connected to the bottom wall of the box body 1 by bolts, and the controller is used to control the start and stop of the electric telescopic rods 5.

[0044] The driving assembly includes a motor 17, which is fixedly connected to the outer wall of the box body 1 by bolts, and the output shaft of the motor 17 passes through the side wall of the box body 1 and the first fixing block 16 and is fixedly connected to the first connecting rod 8 by bolts.

[0045] The storage assembly includes a storage drawer 7. An opening is formed on one side of the box body 1. The storage drawer 7 is located in the opening and slidably cooperates with the opening.

[0046] like Figure 3 As shown, the first fixing block 16 and the second fixing block 14 are both fixedly connected to the limiting columns 13 by bolts, and the limiting columns 13 are used to limit the rotation of the first connecting rod 8 and the third connecting rod 10 respectively.

[0047] The specific implementation process is as follows: when using the sandbox, firstly, the student can control the electric telescopic rod 5 to rise through the controller, so that the box 1 rises to a position suitable for the height of the student.

[0048] The initial state is the state in which the sandbox is being used. Figure 1 and Figure 2 For example, at this time, the supporting plate 11, the first desktop plate 2 and the second desktop plate 3 are all in the unfolded state, and the first connecting rod 8 and the third connecting rod 10 are both against the limiting column 13, and the position of the first connecting rod 8 and the third connecting rod 10 is limited by the limiting column 13.

[0049] Students can fix the sandbox on the surfaces of the first desktop panel 2 and the second desktop panel 3, and then install the sandbox in the grooves 4 on the surfaces of the first desktop panel 2 and the second desktop panel 3 through the mounting blocks.

[0050] When students use the sandbox on the first table top 2 and the second table top 3, the pressure applied by the students will cause the first connecting rod 8 and the second connecting rod 9 to squeeze the adjacent limiting column 13 to the right, and the third connecting rod 10 and the fourth connecting rod 12 will squeeze the adjacent limiting column 13 to the left. At this time, the first table top 2 and the second table top 3 can be stable and not move, thereby improving the stability of students when using the sandbox.

[0051] The storage drawer 7 stores a number of teaching aids for sandbox teaching. When students use the sandbox for learning, they can take out the teaching aids through the storage drawer 7 for use.

[0052] After students have finished using the sand table, Figure 2 and Figure 3For example, first the student needs to flip the second desktop panel 3 and snap it into the first desktop panel 2. When the first desktop panel 2 is snapped into the second desktop panel 3, the student can control the motor 17 to start through the controller, and drive the first connecting rod 8 to rotate counterclockwise through the output shaft of the motor 17. When the first connecting rod 8 rotates counterclockwise, the first desktop panel 2 will move to the left accordingly. At the same time, the first desktop panel 2 will drive the second connecting rod 9 to rotate counterclockwise. When the second connecting rod 9 rotates counterclockwise, the bottom end of the second connecting rod 9 will drive the transmission rod 15 to move right. At this time, the rightward movement of the transmission rod 15 will drive the third connecting rod 10 to rotate clockwise. When the third connecting rod 10 rotates clockwise, it will drive the supporting plate 11 to move right. The rightward movement of the supporting plate 11 will drive the fourth connecting rod 12 to rotate clockwise.

[0053] Because the thickness of the second fixed block 14 is greater than that of the first fixed block 16, as the motor 17 continues to drive the first connecting rod 8 and the second connecting rod 9 to rotate counterclockwise and the third connecting rod 10 and the fourth connecting rod 12 to rotate clockwise, the first connecting rod 8 and the second connecting rod 9 will eventually collide with the second fixed block 14. At this time, the motor 17 stops running under the control of the controller, and the supporting plate 11 is located at the bottom of the first desktop panel 2.

[0054] By buckling the first desktop panel 2 and the second desktop panel 3, the sandbox can be protected and the service life of the sandbox is extended.

[0055] Embodiment 2:

[0056] like Figure 2 As shown, the difference from the above embodiment is that a spring 18 is fixedly connected between the first connecting rod 8 and the second connecting rod 9 by bolts.

[0057] The specific implementation process is as follows: during the rotation of the first connecting rod 8, because the first connecting rod 8 does not directly drive the second connecting rod 9 to rotate, when the spring 18 is fixedly connected between the first connecting rod 8 and the second connecting rod 9 by bolts, the rotation of the first connecting rod 8 will drive the steering force for the second connecting rod 9 through the spring 18, thereby helping the second connecting rod 9 to rotate.

[0058] Since the spring 18 has elastic force, it is beneficial to the stability during the rotation of the second connecting rod 9, thereby reducing the vibration of the first desktop panel 2.

[0059] Embodiment 3:

[0060] The difference from the above embodiment is that the surfaces of the first desktop panel 2 and the second desktop panel 3 are both fixedly connected with magnetic layers by screws.

[0061] The specific implementation process is as follows: During the teaching process, teachers can place magnetic teaching aids on the desktop as needed. These teaching aids will be firmly adsorbed on the magnetic layer and will not slip or get lost. Then students can use the magnetic teaching aids to simulate operations, discuss and demonstrate on the desktop.

[0062] Embodiment 4:

[0063] like Figure 1 As shown, the difference from the above embodiment is that the first desktop panel 2 and the second desktop panel 3 are fixedly connected with a lighting strip 19 along all four sides by screws, and the controller is used to control the opening and closing of the lighting strip 19.

[0064] The specific implementation process is as follows: when students use the sand table to learn, they need to use their eyes for a long time. If the light is too dim, it will cause a certain degree of damage to the students' eyes. In addition, if the light is insufficient, it will affect the effect of sand table teaching. Therefore, by installing the lighting strip 19 around the desktop, it can provide uniform and soft lighting to illuminate the entire teaching area. This lighting method not only improves the brightness of the teaching environment, but also reduces shadows and reflections. On the basis of better protecting students' eyes, it improves the learning effect of sand table teaching.

[0065] Embodiment 5:

[0066] like Figure 2 As shown, the difference from the above embodiment is that a plurality of partition plates 20 are fixedly connected in the storage drawer 7 by bolts.

[0067] The specific implementation process is as follows: during the teaching process, different types of teaching aids can be placed in different areas of the storage drawer 7 according to the layout of the partition plate 20 .

[0068] When it is necessary to take out the teaching aids in the storage drawer 7, the students only need to open the storage drawer 7, quickly find the location of the required items according to the layout of the partition plate 20, and then can easily take them out.

[0069] Obviously, the above embodiments are merely examples for the purpose of clear explanation, and are not intended to limit the implementation methods. For those skilled in the art, other different forms of changes or modifications can be made based on the above description. It is not necessary and impossible to list all the implementation methods here. The obvious changes or modifications derived therefrom are still within the scope of protection of the invention.

Claims

1. An economic management teaching device with a simulated sandbox structure, characterized in that: It comprises a box body (1), a lifting assembly for lifting the box body (1) is provided at the bottom of the box body (1), a storage assembly for storing items is provided at one side of the box body (1), and a controller is fixedly connected to the surface of the box body (1); A first fixed block (16) and a second fixed block (14) are symmetrically fixedly connected on the inner side walls in both width directions of the box body (1), and the thickness of the second fixed block (14) is greater than the thickness of the first fixed block (16); the first connecting rod (8) and the second connecting rod (9) are rotatably connected to the inner side of the first fixed block (16), and the third connecting rod (10) and the fourth connecting rod (12) are rotatably connected to the inner side of the second fixed block (14); a transmission rod (15) is rotatably connected between the second connecting rod (9) and the third connecting rod (10); and a driving assembly for driving any one of the first connecting rods (8) to rotate is provided on the surface of the box body (1); A first desktop panel (2), a second desktop panel (3) and a supporting plate (11) are provided on the top of the box body (1); the ends of the first connecting rod (8) and the second connecting rod (9) away from the first fixed block (16) are both rotatably connected to the first desktop panel (2); the ends of the third connecting rod (10) and the fourth connecting rod (12) away from the second fixed block (14) are both rotatably connected to the supporting plate (11); the second desktop panel (3) is located above the supporting plate (11), and the second desktop panel (3) is hinged to the first desktop panel (2).

2. The economic management teaching device with a simulated sandbox structure according to claim 1 is characterized in that: The lifting assembly comprises a support plate (6), a plurality of electric telescopic rods (5) are fixedly connected to the top of the support plate (6), the output shafts of the electric telescopic rods (5) are fixedly connected to the bottom wall of the box body (1), and the controller is used to control the start and stop of the electric telescopic rods (5).

3. The economic management teaching device with a simulated sandbox structure according to claim 2 is characterized in that: The driving assembly comprises a motor (17), the motor (17) is fixedly connected to the outer wall of the box body (1), and the output shaft of the motor (17) passes through the side wall of the box body (1) and the first fixed block (16) and is fixedly connected to the first connecting rod (8).

4. The economic management teaching device with a simulated sandbox structure according to claim 3 is characterized in that: The storage assembly comprises a storage drawer (7). An opening is provided on one side of the box body (1). The storage drawer (7) is located in the opening and is slidably matched with the opening.

5. The economic management teaching device with a simulated sandbox structure according to claim 4 is characterized in that: A plurality of grooves (4) are provided on the first desktop panel (2) and the second desktop panel (3), and mounting blocks are detachably connected in the grooves (4).

6. The economic management teaching device with a simulated sandbox structure according to claim 5 is characterized in that: The first fixed block (16) and the second fixed block (14) are both fixedly connected to limit posts (13), and the limit posts (13) are used to limit the rotation of the first connecting rod (8) and the third connecting rod (10), respectively.

7. The economic management teaching device with a simulated sandbox structure according to claim 6 is characterized in that: A spring (18) is fixedly connected between the first connecting rod (8) and the second connecting rod (9).

8. The economic management teaching device with a simulated sandbox structure according to claim 7 is characterized in that: A magnetic attraction layer is fixedly connected to the surfaces of the first desktop panel (2) and the second desktop panel (3).

9. The economic management teaching device with a simulated sandbox structure according to claim 8 is characterized in that: The first desktop panel (2) and the second desktop panel (3) are both fixedly connected with lighting strips (19) along their four sides, and the controller is used to control the opening and closing of the lighting strips (19).

10. The economic management teaching device with a simulated sandbox structure according to claim 9 is characterized in that: A plurality of partition plates (20) are fixedly connected inside the storage drawer (7).

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