Reading stand of classroom desk
The design of the reading rack on the classroom desk solves the problems of comfortable reading and myopia prevention for students in the classroom. It ensures that the book page is perpendicular to the line of sight, reduces poor posture, adapts to students of different body sizes, and is easy to operate.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- ANHUI CHUNMING EDUCATION TECH CO LTD
- Filing Date
- 2025-12-31
- Publication Date
- 2026-04-21
AI Technical Summary
The design of desks in primary and secondary school classrooms makes it difficult to ensure students' comfortable reading while effectively preventing myopia. Existing auxiliary designs are either difficult to apply or complicated to operate in the classroom environment.
A reading rack for classroom desks has been designed, including a tray, a U-shaped groove, a protective cover, and a shaft. The tray can be rotated to adjust its angle with the horizontal plane. The connection between the protective cover and the shaft ensures stability and safety, and the operation is simple.
It achieves a near-perpendicular reading position between the book page and the student's line of sight, reducing poor posture, preventing myopia, adapting to students of different body types, and is simple to operate without taking up desktop space.
Smart Images
Figure CN121890833A_ABST
Abstract
Description
Technical Field
[0001] This invention relates to classroom desks in primary and secondary schools, specifically a reading rack for classroom desks. Background Technology
[0002] Classrooms in primary and secondary schools are the main places for students' learning activities. Classroom desks are an essential part of the equipment provided by the school for every student and are one of the most necessary components of students' classroom learning.
[0003] Currently, the main structural materials of desks in primary and secondary school classrooms are wood, plastic, or a combination of steel and wood, or steel and plastic, with a fixed horizontal surface. While students can hold their books upright for comfortable reading, holding them with both hands or one hand is clearly inconvenient (for example, when writing notes). Therefore, in most cases, students can only read with their books flat on the horizontal table to free their hands. Due to the potential influence of the flat book position, students often unconsciously shift their heads (eyes) and necks forward, and their backs naturally bend forward. After a long time, students will experience latent or overt fatigue, and this can easily lead to myopia over the years. How to effectively and simply achieve healthy reading for school students has been a long-standing problem.
[0004] Currently, there are several simple assistive designs on the market that aim to alleviate myopia by correcting students' posture. However, these are mostly suitable for home learning and are difficult to apply in schools due to the specific environment of the classroom. Chinese patent application 202522080493.0 (Classroom Desk for Healthy Reading and Writing) improves the angle between the student's line of sight and the book's pages by setting a fixed slope (e.g., 12°) on the desktop, allowing the book to rest against the desktop (and preventing it from slipping off thanks to a long vertical panel at the bottom). This achieves relatively healthy reading (while also promoting healthy writing). This solution eliminates the need for students to hold the book, which is an improvement. Its main advantage is its ease of implementation. However, because the desktop slope is prioritized for healthy writing, its reading service is not yet fully adequate. Chinese patent application 202522080494.5 (Classroom Desk with Reading Stand) proposes a reading stand device installed at the front of a horizontal desktop. The angle between the reading stand and the desktop can be adjusted a limited number of times, ensuring that the student's line of sight is nearly perpendicular to the page of the book being read. This eliminates the incentive for unhealthy forward leaning and helps students maintain a natural, upright, and healthy posture. However, this reading stand has 11 specialized components. + Expanding or closing requires a total of 4 mixed single and double hand movements. + Even when not in use, its stacked structure still occupies some space above the desk. Summary of the Invention
[0005] The objective of this invention is to provide a simple device to assist students in healthy reading in the classroom.
[0006] This design scheme: a reading rack for a classroom desk, located on the front side of the desk panel, comprising:
[0007] A support plate with a shaft on the bottom side;
[0008] The desktop panel has a U-shaped groove and a hollow body that are screwed to both ends of the support plate shaft on the front side;
[0009] Secure the desktop panel and ensure that the end of the tray shaft is always within the U-groove of the desktop panel.
[0010] The achievement and stable maintenance of the maximum angle between the main surface of the pallet and the horizontal tabletop is due to the support of the upper flat layer in the middle of the protective shell on the pallet's inverted line.
[0011] The void between the two U-shaped slots is sealed by a flat bottom layer or by an extension of the desktop panel.
[0012] The upper end of the column that bears the unexpected weight of the forward crossbar is supported by the bottom flat layer of the protective shell and abuts against the bottom surface of the upper flat layer.
[0013] The allowable range of the angle between the main surface of the pallet and the horizontal plane under working conditions is [95°, 175°], the optimized range is [115°, 125°], and the typical optimized value is 120°.
[0014] The tray includes a surface perpendicular to the main surface of the tray to support the book being read.
[0015] The upper side of the desktop panel has a shallow recess to accommodate the main surface of the tray, and the edge of the shallow recess has an opening that allows the operator to manually lift the main surface of the tray within the shallow recess.
[0016] The main surface of the pallet is edged with a semi-soft material, and a semi-soft gasket is attached to the top of the protective cover.
[0017] The bottom surface of the shallow hollow area of the desktop panel is covered by a smooth and clean thin plate.
[0018] The basic connection relationship of this reading rack design is as follows: the underside of the tray is fixedly connected to the shaft (such as by welding) or the shaft and the tray are integrated into one unit (the shaft is a self-winding tube with a partial extension area of the carbon steel cold plate tray, which can be just two sections). The two ends of the shaft are mounted on the left and right U-grooves on the front side of the desktop. The two ends of the shaft are fastened to the protective control shaft on the front side of the desktop and cannot be dislodged from the left and right U-grooves of the desktop. The tray shaft can rotate within the U-grooves.
[0019] When not in use, the main surface of the reading rack is flat against the upper part of the desktop or rests in the shallow open area at the front of the desktop. At this time, the desktop is flat and does not hinder students' daily writing or placing of items.
[0020] Using this reading rack: When the reading rack is closed (not in use), the operator (student in the seat) lifts the main surface of the tray in the shallow open area of the desktop with a single finger (the two ends of the tray shaft rotate in the left and right U-grooves on the front side of the desktop). After the main surface of the tray rotates more than 90°, it continues to rotate until the curve of the tray is supported by the top of the upper flat layer in the middle of the casing (note that at this time, the two ends of the tray shaft are still pressed into the U-grooves by the small fixed plates of the casing). At this time, the main surface of the tray is already at the maximum allowed angle of elevation (the angle with the horizontal plane). Obviously, the main surface of the tray will stably maintain the current state of the obtuse angle ([95°, 165°]) with the horizontal desktop. Place the book to be read on the tray and lean it against the main surface of the tray. At this time, the page of the book is perpendicular or nearly perpendicular to the line of sight of the student in the seat, which has achieved the basic state of healthy reading (looking straight ahead).
[0021] Adjustment of the obtuse angle between the main surface of the tray and the horizontal plane: When the classroom desk product carrying this design's reading rack is assembled and shipped from the factory, a semi-soft pad is attached and fixed to the upper flat layer in the middle of the casing. At this time, the maximum angle between the main surface of the tray and the horizontal desktop is achieved (the upper flat layer in the middle of the casing supports the curved line on the tray). For students who are particularly short in the class, an additional pad (silicone sheets of various thicknesses are widely available on the market) can be added (attached) on top of the semi-soft pad in the upper flat layer in the middle of the casing. This reduces the angle between the main surface of the tray and the horizontal plane, meaning that the reading page is closer to perpendicular to the student's line of sight when leaning against the main surface of the tray (during the transition of the main surface of the tray from the non-working folded state to the working unfolded state, the impact noise from the curved line on the tray hitting the upper flat layer in the middle of the casing can still be eliminated). For students who are particularly tall in the class, the seat can be slightly adjusted away from the main surface of the tray, so that the student's line of sight is also closer to perpendicular to the reading page when leaning against the main surface of the tray.
[0022] (Before the classroom desks leave the factory, if the upper flat layer of the outer casing is not attached to the semi-soft pad, and the corner line on the tray is directly attached to the upper flat layer of the outer casing, the angle between the main surface of the tray and the horizontal tabletop should be uniformly set to 135°. Students in the classroom can then attach (adhere to) a semi-soft pad of the required thickness (which can be a widely available transparent silicone sheet) to the upper flat layer of the outer casing according to their own sitting posture and height to achieve the most suitable reading experience. When the corner line on the tray is pressed against the semi-soft pad, the applicant, after repeated testing, recommends an angle of 120° between the main surface of the tray and the horizontal plane.)
[0023] The positive effects of this design are as follows: Guided by the addition of new functions, this reading rack integrates with the desktop, requiring only two additional dedicated components: a tray and a protective cover. The protective cover features a reliable and concealed closed-loop lock on the front side of the desktop. Its two ends force the tray's axle to rotate only within the U-shaped groove of the desktop. The upper flat layer in its middle section abuts against the curved line on the tray, ensuring the tray's main surface remains stable at its maximum angle. Its lower flat layer seals the hollow bottom of the desktop, preventing small items from falling. Its lower flat layer supports the uprights, ensuring the safe unloading of unexpected weight from the upper surface. Its overall design effectively conceals the continuous structure in the middle of the front side of the desktop, achieving a minimalist appearance similar to a traditional desk. Six functions are highly integrated within the protective cover. The reading rack's single-step transition between its working unfolded and non-working folded states requires only one finger movement from the operator, making it extremely simple to use. When not in use, the tray rests on the shallow hollow area of the desktop, resulting in a flat desktop resembling the simplicity of a traditional desk. In the context of ordinary primary and secondary school classrooms in China, this design universally optimizes and solves the problems of students' healthy reading and inhibiting the development of myopia. Attached Figure Description
[0024] Figure 1a is a schematic diagram of the basic framework of a classroom desk. Figures 1b-c are intuitive views of the desk panel of this design from different perspectives. Figures 1d-e are enlarged views of parts A and B of Figure 1b.
[0025] Figures 2a-b are perspective views of tray a from different angles, Figure 2c is a perspective view of part C in Figure 2b, Figure 2d is a perspective view of tray b, and Figures 2e-f are schematic diagrams of trays different from Figures 2a and 2d.
[0026] Figures 3a-b are intuitive views of shell a and shell b, respectively. Figure 3c is a cross-sectional view of the RR position in Figure 3a. Figure 3d is a cross-sectional view of the QQ position in Figure 3b. Figure 3e is an enlarged view of part C in Figure 3b. Figure 3f is a schematic diagram of the forming node of shell b shown in Figure 3b. Figure 3g is a schematic diagram of the final forming method in Figure 3f.
[0027] Figure 4a -b are schematic diagrams showing different states of the assembly relationship between the tray and the tabletop. Figure 4c is a different perspective. Figure 4a Figure 4d is an enlarged view of part E in Figure 4c, Figure 4e is a schematic diagram of Figure 4d before the medium block is assembled, and Figure 4f is an enlarged schematic diagram of part D in Figure 4b.
[0028] Figure 5a is a schematic diagram of the positional relationship between the desktop panel, the casing, and the limit position support plate. Figure 5b is an enlarged schematic diagram of part F in Figure 5a. Figure 5c is a schematic diagram similar to Figure 5a, but with the desktop panel's void body sealed by the extended area of the desktop panel. Figure 5d is a schematic diagram of the support plate's edge wrapping condition.
[0029] Figure 6a is a schematic diagram of a desk with a series of uprights on the front side of the desk body, and Figure 6b is a simplified enlarged view of the part of Figure 6a where the uprights are located.
[0030] Figure 7a is a perspective view of the casing c, Figure 7b is a partial perspective view of Figure 7a G, and Figures 7c-d are schematic diagrams of the casing c before and after assembly with a desktop panel, respectively.
[0031] Figures 8a-b are intuitive diagrams of a split desktop panel connected by hinges from different perspectives. Figure 8c is a schematic diagram of an application state of the desk where the desktop panel in Figure 8b is located.
[0032] Figure 9a is a visual representation of a single horizontal desktop board with the reading rack of this design. Figure 9b is a schematic diagram of a desk in the working state of the reading rack, which is conducive to healthy writing. Figure 9c is a schematic diagram of a desk in the non-working state of the reading rack, which is conducive to healthy writing. Figure 9d is a schematic diagram of a desk in the non-working state of the reading rack, with the desktop of Figure 9c horizontal. Detailed Implementation
[0033] Example 1. See Figure 1a: A primary and secondary school classroom desk includes a table body (11) made of rolled steel sheet and table legs (12) made of steel square tube. The upper left and right sides of the table body are rolled with top pieces (111). The top pieces (111) are attached to and welded to the upper side rod (13) of the lower steel square tube. The front side of the horizontal bottom of the table body (11) is welded to the front crossbar (14). The left and right ends of the front crossbar (14) are welded to the table legs (12). The front and rear ends of the upper side rod (13) are welded to the table legs (12).
[0034] See Figure 1a: The side upper rod (13) and the table belly top plate (111) exhibit a consistent folded line deformation, and a series of vertical through holes (112) are arranged at the same position on the top and bottom (the series of through holes of the side upper rod (13) are covered by the through holes (112) of the table belly top strip).
[0035] Referring to Figures 1b-c: The desktop panel (2) is an integral board (e.g., integral injection molding or one-time calendering of wood). The front panel and the near panel of the desktop panel (2) form an obtuse dihedral angle (refer to Figure 1b: 90 < m < 180, or the plane where the front panel and the near panel are located forms an acute angle, which is the supplement of the obtuse angle m°, and the preferred practical value is 12°). A series of countersunk holes (25) are provided on the bottom side of the desktop panel (2) corresponding to the side upper rod (13) and nuts are pre-embedded (the so-called "inlay" in the injection molding process, or screwing internal and external thread nuts into the wood board). In the desk in Figure 1a, the screw passes through the side upper rod (13) and the through hole (112) of the top plate of the table belly from bottom to top and is screwed into the nut in the countersunk hole (25) of the desktop panel (2). Then the desktop panel (2) is reliably fixed to the desk frame.
[0036] See Figures 1b and 1d-e: The desktop panel (2) of this design has left and right U-grooves (21) and left and right vertical holes (24) on the front side. There is a void (26) between the two U-grooves of the desktop panel (2). The U-grooves (21), vertical holes (24) and nearby local structures on both sides are symmetrical on the left and right. There is a shallow void area (22) at the front of the desktop panel (2). The edge of the shallow void area (22) is provided with a void (23).
[0037] See Figures 2a-c: The main body of the pallet (3) is made of cold-rolled sheet metal or obtained by pressing. It includes a main surface (31) and a table surface (32). The corner back side of the intersection of the mutually perpendicular main surface (31) and table surface (32) is an upper bend line (33). The bottom side of the pallet (3) is provided with a shaft (35). The shaft (35) can be a long oval tube. The shaft (35) is welded to the edge of the connecting surface (34). See Figure 2d: The extended area (or partial extended area) of the connecting surface (34) of the pallet is rolled into a shaft (shaft tube, thus eliminating the welding in the forming of Figure 2a). The function of this pallet is exactly the same as that of the pallet in Figure 2a.
[0038] See Figures 2e-f: The main face is directly fixed with a shaft (35) or a self-rolled shaft tube, which is the simplest (basic) support plate.
[0039] See Figures 3a and 3b: The retainer (4) is a carbon steel cold-rolled sheet forming part. Its upper flat layer (42) is vertically connected to the upright plate (41). The fixed small plate (43) extends downward to fix the nut column (44) (this nut column can be a blind hole nut, which is vertically riveted to the original hole position of the fixed small plate (43) and then welded to the lower side. The original hole position of the fixed small plate (43) is blocked and disappeared due to riveting, so it is not seen in the figure). The bottom block (46) is provided with a through hole (461), which is coaxial with the nut column (44). See Figures 3c-d: The difference between the retainer (4) in Figure 3a and the retainer (4) in Figure 3b is the middle section section. That is, the retainer in Figure 3b also has a bottom flat layer (45), which is parallel to the upper flat layer (42) and vertically connected to the upright plate (41).
[0040] Referring to Figures 1b-c, the void (26) between the two U-slots (21) of the desktop panel (2) has no bottom plate. In this case, the protective shell shown in Figure 3b is selected to match it (see Figure 5b); if the void between the two U-slots is sealed by the extended area of the desktop panel (2) (see Figure 7a), then the protective shell shown in Figure 3a is selected to match it (see Figure 5c).
[0041] See Figure 4a -b: When the end of the shaft (35) of the tray shown in Figures 2a-c is placed into the left and right U-grooves (21) of the desktop plate (2), the U-grooves (21) obviously do not restrict the rotation of the shaft (35). Figure 4aFigure 4b shows the extreme position of the main surface (31) of the tray. The main surface (31) of the tray shown in Figure 4b rests on the shallow void (22) of the tabletop (2). The operator can also lift the main surface (31) of the tray with a single finger from the open space (23) of part D in Figure 4b, so that it forms an obtuse angle with the horizontal plane where the shallow void (22) is located. Figure 4a The location shown.
[0042] but Figure 4a In this instantaneous state, to prevent the shaft (35) from detaching from the U-groove (21) due to the weight of the support plate, and to prevent the support plate (3) from continuing to tilt and fall, the protective shell (4) in the state shown in Figure 3f (this state is the node state in the workshop processing) is selected, so that the nut column (44) fixed by the fixed plate (43) is inserted into the vertical hole (24) of the desktop plate from top to bottom, and the bottom flat layer (45) of the protective shell can fall into the void (26) without any obstruction, thereby sealing the void (26) from the bottom layer (note that at this time the bottom block (46) with the through hole (461) and the upright plate (41) are on the same plane, but the boundary line between it and the upright plate (41) is already in a discontinuous connection state (as shown in Figure 3f). (The parts are obtained by direct cutting during laser cutting). The product assembler can manually bend the bottom block (46) 90° (perpendicular to the upright plate (41), as shown in Figure 3g). When the bottom block (46) is parallel to the fixed plate (43), the through hole (461) is exactly coaxial with the nut column (44). Take the screw and pass it from bottom to top through the bottom block through hole (461) and the vertical hole (24) of the tabletop until it is tightly screwed into the fixed plate nut column (44). At this time, the structure of the housing (4) is as shown in Figure 3b. At this time, the shaft (35) in the U groove (21) is pressed by the area of the fixed plate (43) (or a semi-soft medium block (5) is added at the opening of the U groove (21) (see Figure 4e). → Figure 4d → Figure 4c), the medium block (5) is pressed by the area of the fixed small plate (43), and the end of the shaft (35) is pressed by the toughness of the medium block (5), so the end of the shaft (35) cannot be removed from the U groove (21); at this time, the flat layer (42) on the shell supports the curved line (33) on the tray, so the main surface (31) of the tray has the maximum angle with the horizontal plane, that is Figure 4a The condition remained stable.
[0043] See Figure 5c: The upper flat layer (42) of the middle section of the casing (4) (the section between the two end fixed plates (43)) is sandwiched by a semi-soft edge strip (36), that is, the edge strip (36) material layer is between the upper flat layer (42) of the casing and the corner line (33) on the pallet, so there is no impact noise when the main surface (31) of the pallet lifted from the shallow air area (22) rotates until it touches the upper flat layer (42) of the casing. See Figure 3b, the casing (4) should have good structural strength and impact resistance, that is, its cold plate material should have an appropriate thickness (after testing, a cold plate material thickness of 2mm for the casing (4) is already quite ideal).
[0044] Referring to Figure 5d, similar to the above, the three sides of the main surface (31) of the pallet are sealed with edge strips (36). When it falls into the shallow air zone, there is no impact noise. When the operator lifts the main surface (31) of the pallet again from the shallow air zone (22), what he touches is only the semi-soft edge strip (36) of the carbon steel thin plate (such as 1.2-1.5mm thick), which is safe, gentle and does not hurt the hands.
[0045] See Figures 6a-b: During the use of the desk, the desktop area where the protective shell (4) is located may be unexpectedly subjected to temporary pressure or impact (such as the weight of a student lying on the desktop, or the impact when students are playing). Although the protective shell (4) has been fixedly connected to the desktop board (2), in order to further enhance the pressure resistance of the protective shell (4), several columns (15) are vertically supported between the front crossbar (14) and the protective shell (4) (see Figure 6b of the partial simplified schematic diagram of Figure 6a). Specifically: the two ends of the front crossbar (14) are welded and fixed to the table legs (12), and one side of the front crossbar (14) is welded to the rolled surface of the horizontal bottom edge of the table belly; the uprights (15) are inserted (connected) to the front crossbar (14); in the final assembly of the desk product, the series of small holes of the bottom flat layer (45) of the protective shell are arranged in an orderly manner from top to bottom to fit the upper end of each upright (15), and each upright (15) is limited (upright) in space and its upper end abuts against the lower side of the upper flat layer (42) of the protective shell (the rear protective shell (4) is fixed to the desktop board (2), completing the assembly of the reading rack of this design). It can be seen that the series of uprights (15) reliably transmits the unexpected sudden gravity that may come from the upper flat layer (42) of the protective shell to the front crossbar (14) and transfers it to the table legs (12) to bear. Of course, the series of columns (15) that are supported between the front crossbar (14) and the protective shell (4) will also effectively prevent and stop items from falling into the table belly (11).
[0046] The allowable range of the angle between the main surface of the reading rack and the horizontal plane is [95°, 175°], and its optimized range is [115°, 125°], with a typical optimized value of 120°. The book to be read, placed on the tabletop (32), rests against the main surface (31), which is suitable for students to read easily in a natural sitting posture. The students' line of sight is almost perpendicular to the book page (provided that the desk height meets the national standard for desks of students of the corresponding grade).
[0047] The unfolding or closing of the reading rack on the front of the desktop requires only one operation, and the desktop remains flat even when the tray is closed. The use of the edge strip (36) and media block (5) in this design meets the noise-free or silent requirements of classroom teaching in primary and secondary schools. (See Figures 1a-c...) Figure 4a As shown in Figures -b and 6a, the near side of the desktop panel has a small-angle slope (12° acute angle is commonly used in the industry), which is suitable for students' healthy writing while seated. The desktop panel is fixed to the desk frame, posing no safety risks during use. This desk product is suitable for lower grade students.
[0048] Example 2. See Figures 7a-b: The front side of the desktop panel is provided with a horizontal blind hole (28), and a nut is built into the horizontal blind hole (28); the matching housing c is different from that shown in Figures 3a-b. It does not have the "bottom flat layer (45)" and "bottom block (46)" structure, but screws can be threaded through both ends of the vertical surface and screwed into the nuts in the horizontal blind hole (28). The original screws are threaded from the bottom side of the desktop panel through the vertical hole (24) of the desktop panel and screwed into the nut column (44) fixed on the fixed small plate (43). It can still reliably complete the pressing of the end of the support plate shaft (35) in the U groove (21). The curved line (33) on the support plate still relies on the support of the flat layer (42) on the housing c, so that the main surface is stable and self-maintained when it presents the maximum elevation angle.
[0049] Referring to Figure 7a, the portion of the void body (26) below the shaft (35) in Example 1 is enclosed by the extended area of the bottom side of the desktop board, so it can be seen that the shell c in this example does not require the bottom flat layer (45) structure in shell b.
[0050] This example desk product is suitable for use by lower grade students. See Example 1 for further details.
[0051] Example 3. See Figures 8a-c: The desktop is composed of a horizontal board at the front and a sloping board at the near end of the desk frame. The sloping board is movably connected to the horizontal board by means of a hinge (6). The horizontal board is fixed to the desk frame. In this design, the reading rack is mounted on the front side of the horizontal board. (Especially in higher grades with a lot of course materials) When you want to find the books and materials piled up in the desk, you can lift the sloping board to easily take them out; when not taking out anything, the sloping board on the desk frame is suitable for healthy writing.
[0052] In this example, the horizontal panel is more suitable for injection molding, while the sloping panel can be made of wood. When the horizontal panel is made of wood, the bottom surface of its shallow void area may be relatively rough, which can be covered by a flat cold-rolled sheet.
[0053] This example desk product is suitable for students in junior high school and above. See Example 1 for further details.
[0054] Example 4. Referring to Figure 9a, the desktop is a single flat panel, and the reading rack in this design is mounted on the front side of the desktop. Chinese Patent 2025220804911 (A Desk Facilitating Healthy Writing) provides a desktop slope support system in this example. As seen in Figures 9b-c, the reading rack in this design can be used in conjunction with the desktop slope support system without hindrance. Referring to Figure 9d, the desktop slope support system is concealed and folded away, and the desktop on the desk frame returns to its normal horizontal position. See Example 1 for the remainder.
[0055] It is also worth noting that:
[0056] ① When using this reading stand, students can bring their own simple clips to hold at least one side of the book's thickness, or use other books to hold the book horizontally against the bottom edge of the book being read. In this way, the wind blowing on the left and right sides will not significantly affect the reading of the intended pages.
[0057] ② The main components of this reading rack, such as the tray and the cover, are made of cold-rolled carbon steel, which is durable and not easily damaged. In special circumstances, if damaged, the screws that fix the cover can still be removed and replaced.
[0058] ③ The use of the reading rack in this design works in conjunction with the healthy writing service for students at their seats, clearly enhancing the design connotation and service standards of desks for primary and secondary schools.
[0059] ④ Taking the stable maintenance of the maximum elevation angle suitable for reading on the main surface of the reading rack tray as an example, there are several other specific methods different from those described in the above embodiments based on the concept of this application. There are also many other deliberately staggered variations in other parts, but they are all essentially equivalent parallel concepts of this design scheme. The specific variations that are not optimized (such as insufficient safety and reliability or insufficient aesthetics) will not be elaborated in this article.
Claims
1. A reading rack for a classroom desk, located on the front side of the desk panel, characterized in that... Including: A support plate with a shaft on the bottom side; The desktop panel has a U-shaped groove and a hollow body that are screwed to both ends of the support plate shaft on the front side; Secure the desktop panel and ensure that the end of the tray shaft is always within the U-groove of the desktop panel.
2. A reading rack for a classroom desk according to claim 1, characterized in that: a tray The achievement and stable maintenance of the maximum angle between the main surface and the horizontal tabletop are due to the support of the upper flat layer in the middle of the protective shell by the curve line on the support plate.
3. A reading rack for a classroom desk according to claim 1, characterized in that: The void between the two U-shaped slots is sealed by a flat bottom layer or by an extension of the desktop panel.
4. A reading rack for a classroom desk according to claim 1, characterized in that: The upper end of the column that bears the unexpected weight of the forward crossbar is supported by the bottom flat layer of the protective shell and abuts against the bottom surface of the upper flat layer.
5. A reading rack for a classroom desk according to claim 1, characterized in that: The allowable range of the angle between the main surface of the pallet and the horizontal plane under working conditions is [95°, 175°], the optimized range is [115°, 125°], and the typical optimized value is 120°.
6. A reading rack for a classroom desk according to claim 1, characterized in that: The tray includes a surface perpendicular to the main surface of the tray to support the book being read.
7. A reading rack for a classroom desk according to claim 1, characterized in that: The upper side of the desktop panel has a shallow recess to accommodate the main surface of the tray, and the edge of the shallow recess has an opening that allows the operator to manually lift the main surface of the tray within the shallow recess.
8. A reading rack for a classroom desk according to claim 1, characterized in that: The main surface of the pallet is edged with a semi-soft material, and a semi-soft gasket is attached to the top of the protective cover.
9. A reading rack for a classroom desk according to claim 1, characterized in that: The bottom surface of the shallow hollow area of the desktop panel is covered by a smooth and clean thin plate.