Folding turnover type modularized multimedia teaching blackboard and light environment system

Abstract

A folding turnover type modularized multimedia teaching blackboard and light environment system comprises a main body, a control module, blackboard modules and a multimedia display module are arranged on the main body, the multimedia display module is rotationally arranged on the main body, and the blackboard modules are rotationally arranged on the two sides of the multimedia display module. According to the technical scheme, the problem that in the switching process of an existing push-pull type multimedia teaching blackboard, visible blind areas of students are caused is effectively solved, it is ensured that the students at all positions in a classroom can obtain continuous and unshielded visual fields, and reading difficulty caused by the limited visual angles is avoided; meanwhile, due to the turnover layout of the blackboard module, occupation of a writing area is avoided, the space utilization rate of a display area and a writing area is remarkably increased, seamless connection of function switching is achieved, and therefore the overall applicability of the teaching environment is optimized.

Description

Technical Field

[0001] This invention relates to a foldable, flip-type modular multimedia teaching blackboard and lighting environment system, belonging to the field of teaching aids. Background Technology

[0002] The multimedia teaching blackboards widely used in primary, secondary, and higher education classrooms are typically sliding (or vertical / horizontal sliding) composite blackboards. These devices generally consist of a fixed multimedia display screen and a movable physical blackboard: the physical blackboard is pushed open to reveal the screen when multimedia is used, or the blackboard is placed in front of the screen when writing. While this structure is widely adopted due to its simplicity and ease of installation, several significant shortcomings have been revealed in actual teaching applications, affecting teaching effectiveness and classroom experience. The exposed or pushed-in edges of the blackboard, along with guide rails and other components, can obstruct the view on both sides of the screen, creating blind spots, especially for students on the sides. This restricts students' line of sight, reduces the coverage of the teaching content, and fails to ensure that all students have an ideal viewing angle and reading experience.

[0003] Sliding mechanisms often occupy or obstruct the original writing / display area during switching. Multimedia displays fixed at the front of the classroom are prone to glare, specular reflections, or bright spots under standard classroom lighting (such as overhead lights and floodlights), resulting in reduced contrast and loss of detail in the projected or LCD display. Furthermore, prolonged viewing increases student eye strain and discomfort, impacting classroom effectiveness and students' visual health. Existing localized physical shading (blackout curtains, blackout panels) often only macroscopically reduces brightness but cannot provide on-demand, localized, and dynamic adjustments to simultaneously maintain display quality and classroom atmosphere.

[0004] Current technology lacks a comprehensive solution that can address both visual blind spots and space utilization issues, while also dynamically adjusting screen orientation and shading to cope with changes in ambient light. Summary of the Invention

[0005] The purpose of this invention is to overcome the shortcomings and deficiencies of the existing technology and to provide a foldable and flip-type modular multimedia teaching blackboard and lighting environment system.

[0006] A foldable and flip-type modular multimedia teaching blackboard and lighting environment system includes a main body, on which a control module, a blackboard module and a multimedia display module are provided. The multimedia display module is rotatably mounted on the main body, and the blackboard module is rotatably mounted on both sides of the multimedia display module.

[0007] Furthermore, the main body is provided with a drive component electrically connected to the control module. The drive component is connected to a rotating shaft, and the multimedia display module is rotatably mounted on the rotating shaft, so that the multimedia display module can rotate left and right along the axis of the rotating shaft.

[0008] Furthermore, a first polarizer is mounted on the surface of the multimedia display module.

[0009] Furthermore, it also includes a second polarizer disposed at the light outlet of the classroom ambient lighting source, the polarization direction of the second polarizer matching the polarization direction of the first polarizer.

[0010] Furthermore, a light-shielding plate electrically connected to the control module is retractably provided above the multimedia display module.

[0011] Furthermore, a storage rack is provided above the main body, and a drive motor electrically connected to the control module is provided inside the storage rack. The drive motor is connected to a telescopic rod, and the light-shielding plate is installed on the telescopic rod and is made of flexible material.

[0012] Furthermore, the main body is rotatably connected to two sides with flip plates, and the blackboard module is detachably mounted on the flip plates.

[0013] Furthermore, the flip plate is provided with several magnets, and the blackboard module is magnetic and is used for magnetically detachable connection with the magnets.

[0014] The present invention also provides a light environment system for a foldable and flip-type modular multimedia teaching blackboard, implemented by any of the above-mentioned foldable and flip-type modular multimedia teaching blackboards, including a plurality of light sensors evenly distributed on the main body and electrically connected to a control module. The light sensors are used to collect the ambient light brightness in the teaching environment and send it to the control module, thereby driving the rotation angle of the multimedia display module and / or the extension length of the light shield through the control module.

[0015] Furthermore, there are at least two optical sensors, which are distributed on the upper and lower sides of the multimedia display module.

[0016] The beneficial effects of this invention are as follows: By adopting a folding and flipping structure to achieve the rotation and switching of the multimedia display module and the blackboard module, the permanent physical obstruction and effective reduction of teaching space caused by the push-pull structure are avoided. It has the advantages of eliminating blind spots on both sides of the classroom and improving the utilization rate of teaching space. Attached Figure Description

[0017] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present invention. For those skilled in the art, obtaining other drawings based on these drawings without creative effort still falls within the scope of the present invention.

[0018] Figure 1 This is a structural diagram of the present invention; Figure 2 This is a diagram of the open state structure of the present invention; Figure 3 yes Figure 2 Another structural diagram; Figure 4 This is a structural diagram of the present invention with the main body removed; In the diagram, 1. Main body; 2. Blackboard module; 3. Multimedia display module; 31. First polarizer; 32. Rotating shaft; 4. Storage rack; 41. Light shield; 42. Telescopic rod; 5. Flip plate; 51. Magnet; 6. Light sensor. Detailed Implementation

[0019] To make the objectives, technical solutions, and advantages of the present invention clearer, the present invention will be further described in detail below with reference to the accompanying drawings.

[0020] It should be noted that all uses of "first" and "second" in the embodiments of the present invention are for the purpose of distinguishing two entities or parameters with the same name but different names. It is clear that "first" and "second" are only for the convenience of expression and should not be construed as limiting the embodiments of the present invention. Subsequent embodiments will not explain this in detail.

[0021] The directional and positional terms used in this invention, such as "up," "down," "front," "back," "left," "right," "inner," "outer," "top," "bottom," and "side," are merely for reference to the accompanying drawings. Therefore, the directional and positional terms used are for illustrating and understanding this invention, and not for limiting the scope of protection of this invention.

[0022] In the application of traditional sliding multimedia teaching blackboards, the structural design results in physical obstruction of the display area edges during switching, limiting the field of vision for students on both sides of the classroom. Simultaneously, the movement of the board occupies valuable teaching space, reducing the utilization rate of the writing and display areas. This problem directly affects the teaching coverage, student visual experience, and space utilization efficiency. Specifically, the sliding rails form fixed obstacles on both sides of the screen, preventing students at the edges from obtaining a continuous, unobstructed view. Furthermore, during the board's movement, some writing or display areas are temporarily obstructed, thus limiting the effective use of teaching resources.

[0023] For example, in a standard classroom layout, when the physical blackboard is pushed to one side to expose the multimedia display screen, the fixed guide rails are located at the edges of the screen, causing students near the side walls to be unable to observe the content at the edges of the screen due to limited viewing angles. In writing mode, the guide rail structure occupies the area in front of the screen during the blackboard's movement, partially occupying the usable writing area. Furthermore, the pushing and pulling action requires additional lateral displacement space, further compressing the effective teaching area at the front of the classroom. In this scenario, students' line of sight is blocked by the guide rail components, and writing operations cannot fully utilize the screen's coverage area due to space constraints, thus affecting the continuity of teaching activities and the rationality of space allocation.

[0024] In this regard, this application proposes that, Figure 1-4 As shown, this is an embodiment of a foldable and flip-type modular multimedia teaching blackboard of the present invention, which includes a main body 1. The main body 1 is provided with a control module, a blackboard module 2 and a multimedia display module 3. The multimedia display module 3 is rotatably mounted on the main body 1, and the blackboard module 2 is rotatably mounted on both sides of the multimedia display module 3.

[0025] The overall operation mechanism of this foldable, flip-type modular multimedia teaching blackboard relies on its optimized structural layout design. The main body 1, serving as the core support frame, is constructed as an integrated platform, on which the control module, blackboard module 2, and multimedia display module 3 are fixedly mounted. The multimedia display module 3 is mounted on the main body 1 via a rotating connection, allowing it to rotate around its axis. This eliminates the need for lateral displacement during function switching, avoiding edge obstruction problems caused by protruding guide rails in traditional push-pull structures. The blackboard module 2 is rotatably positioned on both sides of the multimedia display module 3, covering or exposing the screen surface through a flipping motion. This layout ensures full utilization of the front area of ​​the screen during writing without encroaching on additional space, thus eliminating the ineffective gaps caused by board movement in push-pull structures.

[0026] In one specific implementation, the main body 1 can be made of a high-strength aluminum alloy frame, and its surface is treated with anti-corrosion to enhance durability; the rotating mechanism of the blackboard module 2 can specifically adopt an adjustable damping hinge structure, which is installed on the two side frames of the multimedia display module 3, so that teachers can quickly complete the flipping operation according to teaching needs, while ensuring the stability of the blackboard module 2 during the rotation process.

[0027] This technical solution effectively solves the problem of blind spots for students during the switching process of existing sliding multimedia teaching blackboards, ensuring that students in all positions in the classroom can obtain a continuous and unobstructed field of vision, avoiding reading difficulties caused by limited viewing angles; at the same time, the flip-type layout of blackboard module 2 avoids the occupation of writing area, significantly improves the space utilization of display and writing areas, and achieves seamless connection of function switching, thereby optimizing the overall applicability of the teaching environment.

[0028] This application further proposes that the main body 1 is provided with a drive component electrically connected to the control module, the drive component is connected to a rotating shaft 32, and the multimedia display module 3 is rotatably mounted on the rotating shaft 32, so that the multimedia display module 3 can rotate left and right along the axis of the rotating shaft 32.

[0029] The drive component refers to the actuator used to provide rotational power, which can be implemented using a stepper motor, servo motor, or hydraulic drive device.

[0030] Through the above solution, this application can realize the automatic and precise rotation adjustment of the multimedia display module 3, respond to the dynamic changes of ambient light in a timely manner, effectively eliminate screen glare, maintain high contrast and clarity of the displayed content, significantly reduce students' visual fatigue, and improve teaching effectiveness.

[0031] In practical applications, the aforementioned solution in this application uses the rotation of the multimedia display module 3 to adjust the viewing angle in order to solve the problem of blind spots. However, the screen glare and reflection caused by ambient light are not effectively addressed, resulting in reduced display contrast, loss of detail, and visual fatigue for students.

[0032] In this regard, this application further proposes that a first polarizer 31 is mounted on the surface of the multimedia display module 3.

[0033] The solution of this application can effectively block the polarized reflected light formed by ambient light on the screen surface through the directional light transmission characteristics of the first polarizer 31. These reflected lights are usually generated by light sources such as classroom ceiling lights and have a specific polarization direction, while the light waves of the displayed content can pass through the first polarizer 31, thereby maintaining the stability of display contrast and clarity during the rotation of the multimedia display module 3, avoiding the limitation of traditional light-blocking measures that can only macroscopically reduce brightness.

[0034] The above solutions can significantly reduce screen glare and specular reflection caused by ambient light, improve the contrast and clarity of displayed content, effectively alleviate visual fatigue caused by prolonged viewing, and improve the readability and viewing comfort of teaching content.

[0035] This application further proposes that a second polarizer is also included at the light outlet of the classroom ambient lighting source, wherein the polarization direction of the second polarizer matches the polarization direction of the first polarizer.

[0036] Because ambient light is restricted to a specific polarization direction after passing through the second polarizer, and is consistent with the polarization direction of the first polarizer, stray light reaching the screen surface is greatly reduced; reflected light with mismatched polarization directions will be filtered out by the first polarizer, thereby effectively reducing specular reflection, bright spots and glare caused by overhead lights or oblique side lights, and significantly improving display contrast and clarity.

[0037] Unlike traditional light-blocking panels or curtains that reduce glare by lowering overall brightness, the dual polarization matching structure can selectively optimize the optical performance of the screen area while maintaining the overall classroom lighting brightness and teaching atmosphere. This avoids the impact of an overly dark environment on blackboard reading or classroom activities.

[0038] With the above solution, when the multimedia module automatically adjusts its rotation angle or the light shield extends or retracts through the control system, the polarization matching structure can continuously suppress reflection at various angles, enabling the system to obtain stable display quality under different lighting and viewing angles, thereby improving the applicability and intelligence level of the overall light environment control system.

[0039] This application further proposes that a light shield 41 electrically connected to the control module is retractably provided above the multimedia display module 3.

[0040] Through the above solution, this application can effectively reduce glare and specular reflection caused by ambient light, improve display contrast and detail clarity, reduce visual fatigue of students, and at the same time realize local dynamic shading function to ensure the visual comfort and information readability of multimedia display module 3 under different lighting conditions.

[0041] This application further proposes that a storage rack 4 is provided above the main body 1, and a drive motor electrically connected to the control module is provided inside the storage rack 4. The drive motor is connected to a telescopic rod 42, and the light-shielding plate 41 is installed on the telescopic rod 42 and is made of flexible material.

[0042] The storage rack 4 is a closed structure for storing the light shield 41 when not in use. It can be made of a metal frame or an engineering plastic box. The purpose is to provide a dustproof and physical protection environment to prevent the light shield 41 from being exposed and causing dust accumulation or external damage. The light shield 41, made of flexible material, is a light shielding component with bendable characteristics. It can be made of silicone or flexible polymer film.

[0043] After receiving the extension command, the control module drives the stepper motor to rotate, and converts the rotational motion into linear motion through the screw mechanism, which drives the silicone light shield 41 to move at a constant speed in the vertical direction, so as to achieve precise coverage and quick storage of the light shielding area.

[0044] This application further proposes that the main body 1 is rotatably connected to two sides of a flip plate 5, and the blackboard module 2 is detachably mounted on the flip plate 5.

[0045] The fact that the main body 1 is rotatably connected to the two sides of the flip plate 5 means that the flip plate 5 is rotatably connected to the main body 1 through a rotating mechanism, which can be achieved by using a hinge, shaft or bearing or other structure.

[0046] During the teaching process, when it is necessary to use the blackboard for writing, the flip board 5 can be rotated to an appropriate position so that students can see the content on the blackboard better.

[0047] This application further proposes that the flip plate 5 is provided with a plurality of magnets 51, and the blackboard module 2 is magnetic and is used to magnetically and detachably connect with the magnets 51.

[0048] The blackboard module 2 contains magnetic materials or can be magnetized. It can use an iron back plate or a composite material with embedded magnetic particles to form an effective attraction with the magnet 51, so as to achieve a quick connection. The magnetic detachable connection is a detachable connection method that is achieved by magnetic attraction. It can be achieved by the combination of the magnet 51 and the ferromagnetic material. The purpose is to simplify the installation and disassembly process and complete the operation without additional tools.

[0049] The blackboard module is designed in a standardized and serialized manner, and can include, but is not limited to, various functional models such as chalkboards, whiteboards, soft magnetic boards, and grid boards. Users can quickly change them according to teaching needs, realizing the modularization and customization of blackboard functions.

[0050] Through the above solution, this application simplifies the installation and disassembly of the blackboard module 2, which can be completed quickly without the aid of tools. It can also be quickly replaced when the blackboard is damaged, avoiding the problem of large-scale repairs required when the traditional blackboard is damaged, and will not affect teaching efficiency.

[0051] In another embodiment, this application also discloses a light environment system for a foldable and flip-type modular multimedia teaching blackboard. Implemented using the aforementioned foldable and flip-type modular multimedia teaching blackboard, it includes several light sensors 6 evenly distributed on the main body 1 and electrically connected to a control module. The light sensors 6 are used to collect the ambient light brightness in the teaching environment and send it to the control module, which then drives the rotation angle of the multimedia display module 3 and / or the extension length of the light shield 41 through the control module.

[0052] This embodiment combines multiple light sensors 6 evenly distributed on the main body 1 with the control module in a closed-loop feedback manner, thereby dynamically adjusting the rotation angle of the multimedia display module 3 and the extension length of the light shield 41 according to the ambient light brightness data, realizing local dynamic light shielding of the display area and optimization of screen orientation.

[0053] Specifically, since ambient light in classrooms is often uneven due to the positions of windows and overhead lights, the multi-point distributed light sensors 6 can comprehensively capture the light distribution characteristics of different areas, avoiding the limitation of a single sensor failing to reflect the actual overall light received by the screen, and ensuring the comprehensiveness and accuracy of data acquisition. Based on the real-time data sent by the light sensors 6, the control module drives the rotation angle of the multimedia display module 3, allowing the screen to dynamically adjust its orientation according to the direction of light incidence. For example, when strong light enters from the side, rotating the screen reduces the reflection angle of direct light on the surface, effectively suppressing glare and specular reflection, and improving image contrast and readability. Simultaneously, the control module drives the extension and retraction of the light shield 41, enabling on-demand adjustment of the light shielding measures. In areas of localized strong light, only the light shield 41 is extended to block light from a specific direction without affecting the overall classroom lighting, avoiding the shortcomings of traditional fixed light shielding devices that cannot balance display effects and classroom atmosphere. The light sensors 6 are distributed on the top and bottom sides of the multimedia display module 3. By detecting the difference in light between the top and bottom positions, they can accurately identify the incident angle and intensity gradient of light. For example, the top sensor captures the direct light from the top light and the bottom sensor senses the reflected light, thereby guiding the control module to more accurately coordinate the screen rotation and the extension and retraction of the light shield 41, ensuring that the adjustment action is highly matched with the changes in ambient light.

[0054] The above technical solutions effectively solve the problems of screen glare, specular reflection, and reduced contrast caused by changes in ambient light in multimedia teaching environments. They enable dynamic and localized adjustment of the orientation of display modules and shading measures, thereby optimizing the visual experience and reducing students' visual fatigue.

[0055] This application further proposes that there are at least two light sensors 6, which are distributed on the upper and lower sides of the multimedia display module 3.

[0056] The system has at least two light sensors 6, which can be implemented using photodiode arrays, photoresistor groups, or partial pixel areas of CMOS image sensors. The purpose is to eliminate random errors and local interference from single-point measurements through spatially distributed multi-point sampling, ensuring the representativeness of the ambient light brightness signal. The distribution on the upper and lower sides of the multimedia display module 3 means that the light sensors 6 are set in the upper and lower boundary areas of the display module. Specifically, they can be embedded in the top and bottom inner sides of the display module frame. The purpose is to capture the difference in light intensity in the vertical direction to reflect the light gradient characteristics formed by the superposition effect of direct overhead light and reflected light from windows in the classroom environment.

[0057] Specifically, the solution of this application achieves synchronous monitoring of the vertical light intensity distribution of the screen area by setting at least two light sensors 6 on the upper and lower sides of the multimedia display module 3. When the ambient light forms a vertical gradient in the classroom, the upper sensor mainly responds to the direct light from the overhead light, and the lower sensor mainly responds to the reflected light from the window. The control module receives and compares the light intensity signals of the two sensors to calculate the spatial variation characteristics of the ambient light, and then drives the rotation angle of the multimedia display module 3 and / or the extension length of the light shield 41, so that the display module automatically adjusts to the optimal viewing position and controls the light shield 41 to extend to an appropriate length, thereby dynamically offsetting the glare effect and optimizing the visibility of the displayed content.

[0058] The light sensor 6 is a silicon-based photodiode. Two sensors are installed on the inner sides of the upper and lower edges of the frame of the multimedia display module 3, respectively. The upper sensor faces the light source at the top of the classroom, and the lower sensor faces the window. They are connected to the control module through a flexible circuit. The control module dynamically adjusts the angle of the rotation axis 32 of the display module and the travel of the telescopic rod 42 of the light shield 41 according to the difference between the two sensor signals.

[0059] Through the above solution, this application can accurately identify the spatial variation characteristics of ambient light in the vertical direction, thereby precisely adjusting the rotation angle of the multimedia display module 3 and the extension length of the light shield 41, effectively suppressing screen glare and maintaining the clarity of the displayed content, improving students' visual comfort and teaching effectiveness.

[0060] Furthermore, when the light-shielding panel is fully deployed to optimize multimedia display, a locally optimized dark environment can be created in the podium area. In this environment, the multimedia screen becomes the primary visual focus, effectively enhancing students' attention. Simultaneously, to address the potential impact of reduced ambient light on student reading and writing, the lighting environment constructed by this system is compatible with and encourages the use of personal lighting. Students can clearly view the screen content without interference from stray light and comfortably read textbooks or take notes using their own small reading lamps or other light sources. This achieves optimal decoupling between the "collective focus on the screen" and the "individual writing and reading" lighting environment, further enhancing the teaching experience.

[0061] The above description discloses only preferred embodiments of the present invention and should not be construed as limiting the scope of the present invention. Therefore, equivalent variations made in accordance with the claims of the present invention are still within the scope of the present invention.

[0062] While the invention has been described with reference to several specific embodiments, it should be understood that the invention is not limited to the disclosed specific embodiments. The invention is intended to cover various modifications and equivalent arrangements included within the spirit and scope of the appended claims.

Claims

1. A foldable flip modular multimedia teaching blackboard, characterized in that: The utility model relates to a teaching aid, including main part, be equipped with control module, blackboard module and multimedia display module on the main part, the multimedia display module rotation is equipped with on the main part, blackboard module rotation is equipped with in multimedia display module both sides.

2. The foldable flip modular multimedia teaching blackboard as claimed in claim 1, wherein: The main body is provided with a driving component electrically connected with the control module, the driving component is connected with a rotating shaft, and the multimedia display module is rotatably arranged on the rotating shaft, so that the multimedia display module can rotate left and right along the axis of the rotating shaft.

3. The foldable flip modular multimedia teaching blackboard as claimed in claim 1 or 2, wherein: The surface of the multimedia display module is provided with a first polarizer.

4. The foldable flip modular multimedia teaching blackboard as claimed in claim 3, wherein: The utility model also includes a second polarizer arranged at the light outlet of the classroom environment lighting source, the polarization direction of the second polarizer matches the polarization direction of the first polarizer.

5. The foldable flip modular multimedia teaching blackboard as claimed in claim 1, wherein: A light shield plate electrically connected with the control module is telescopically arranged above the multimedia display module.

6. The foldable flip modular multimedia teaching blackboard as claimed in claim 5, wherein: A storage rack is arranged above the main body, a driving motor electrically connected with the control module is arranged in the storage rack, the driving motor is connected with a telescopic rod, the light shield plate is mounted on the telescopic rod and is made of flexible material.

7. The foldable flip modular multimedia teaching blackboard as claimed in claim 1, wherein: Flip plates are rotatably connected to the two sides of the main body, and the blackboard module is detachably arranged on the flip plates.

8. The foldable flip modular multimedia teaching blackboard as claimed in claim 7, wherein: Magnets are arranged on the flip plates, and the blackboard module has magnetism for detachable connection with the magnets.

9. A light environment system for a foldable flip modular multimedia teaching blackboard, implemented by the foldable flip modular multimedia teaching blackboard of any one of claims 1-8, characterized in that: A plurality of light sensors electrically connected with the control module are uniformly distributed on the main body, the light sensors are used for collecting the ambient brightness in the teaching environment and sending to the control module, and then the rotating angle of the multimedia display module and / or the telescopic length of the light shield plate are driven by the control module.

10. The light environment system of the foldable flip modular multimedia teaching blackboard of claim 9, wherein: The number of the light sensors is at least two and is distributed on the upper and lower sides of the multimedia display module.

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