A middle school mathematics teaching aid capable of dynamically demonstrating function image transformation
By designing teaching aids that can dynamically demonstrate the transformation of function graphs, real-time dynamic visualization of function graphs is achieved, solving the problem that the parameter change process is difficult to observe in traditional teaching, enhancing students' understanding and interest, and cultivating dynamic mathematical thinking and the ability to combine numbers and shapes.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- QINGZHOU TANFANG CENTRAL SCHOOL
- Filing Date
- 2026-06-10
- Publication Date
- 2026-07-31
AI Technical Summary
Current teaching methods for linear functions lack dynamic demonstrations, making it difficult for students to intuitively observe how the function graph changes with parameters. This leads to a lack of understanding of the meaning of parameters and the mechanism of function graph formation, weakening students' interest in exploration and their ability to combine numbers and shapes.
Design a teaching aid for junior high school mathematics that can dynamically demonstrate the transformation of function graphs. Through frame components, schematic mechanism, reading board, transformation mechanism and positioning mechanism, it realizes real-time dynamic visualization of function graphs. Teachers can adjust parameters k and b to guide students to observe the slope and translation process of the straight line.
By dynamically demonstrating the transformation of function graphs, students can gain a deeper understanding of the meaning of parameters and the mechanism of function graph formation, which can stimulate their interest in learning, improve the efficiency and quality of classroom teaching, and cultivate dynamic mathematical thinking and the ability to combine numbers and shapes.
Smart Images
Figure CN122493723A_ABST
Abstract
Description
Technical Field
[0001] This application relates to the technical field of mathematics teaching, and in particular to a teaching aid for junior high school mathematics that can dynamically demonstrate the transformation of function graphs. Background Technology
[0002] In mathematics, a function is a mathematical model that expresses a deterministic dependency between two variables and is a core concept in secondary school mathematics. Among them, the linear function, as the simplest form of function, is expressed as y = kx + b (where k and b are constants, and k ≠ 0), and its graph is a straight line, which is the starting point for students to learn about functions.
[0003] However, in current teaching of linear functions, the exploration of function graphs and properties generally suffers from significant drawbacks: a lack of dynamic demonstration. Teachers typically rely on "freehand drawing" or "pre-drawing," that is, temporarily drawing or preparing a limited number of static function graphs on the blackboard or whiteboard according to the steps of listing, plotting points, and connecting lines. This teaching method makes it difficult to demonstrate in real time and coherently the process of the function graph dynamically changing with the parameters k (slope) and b (intercept). Students cannot intuitively observe the change in the slope of the line when k changes, or the overall vertical shift of the line when b changes; they can only passively accept the conclusions. This not only makes it difficult to build the internal connections between knowledge points but also weakens students' interest in exploration and the cultivation of their ability to combine numbers and shapes. Summary of the Invention
[0004] This application aims to at least partially address one of the technical problems in the related art.
[0005] Therefore, one objective of this application is to propose a teaching aid for junior high school mathematics that can dynamically demonstrate the transformation of function graphs. By dynamically visualizing function graphs, abstract mathematical concepts are made concrete. Teachers can adjust parameters k and b in real time and continuously, guiding students to intuitively observe the entire process of the slope change and vertical translation of the line. This breaks through the limitations of traditional static diagrams, enabling students to deeply understand the meaning of parameters and the formation mechanism of function graphs, stimulating students' learning interest and motivation for exploration, effectively cultivating their dynamic mathematical thinking and ability to combine numbers and shapes, thereby improving the efficiency and quality of classroom teaching.
[0006] To achieve the above objectives, the first aspect of this application proposes a junior high school mathematics teaching aid capable of dynamically demonstrating function graph transformations, comprising a frame assembly, a back panel, a schematic mechanism, a reading board, a transformation mechanism, and a positioning mechanism. The frame assembly includes a base and an outer frame mounted on top of the base. The back panel is mounted within the outer frame and has coordinate scales. The schematic mechanism is mounted on the positioning mechanism, and the transformation mechanism is connected to the schematic mechanism. The reading board is detachably mounted on the top of the transformation mechanism. The transformation mechanism includes an adjusting column, a locking assembly, a meshing gear, and a positioning assembly. The meshing gear and the locking assembly are sequentially mounted on the adjusting column, with the locking assembly located above the meshing gear. The positioning assembly is located at the bottom of the adjusting column, and the positioning mechanism is mounted on the back panel.
[0007] This application provides a middle school mathematics teaching aid that dynamically demonstrates the transformation of function graphs. By dynamically visualizing the function graph, it concretizes abstract mathematical concepts. Teachers can adjust parameters k and b in real time and continuously, guiding students to intuitively observe the entire process of the slope change and vertical translation of the straight line. This breaks through the limitations of traditional static diagrams, enabling students to deeply understand the meaning of parameters and the formation mechanism of function graphs, stimulating their learning interest and motivation for exploration, effectively cultivating their dynamic mathematical thinking and ability to combine numbers and shapes, thereby improving the efficiency and quality of classroom teaching.
[0008] In addition, the junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to the above-mentioned application may also have the following additional technical features:
[0009] In one embodiment of this application, the schematic mechanism includes a moving bar, a rack plate, a screw, and a drive motor. The moving bar has a slot, and a bottom groove is formed on its bottom surface. The screw is rotatably disposed within the slot. The drive motor is disposed on one side of the moving bar, and its output shaft passes through the side wall of the moving bar and connects to the screw. One side of the rack plate is sleeved on the screw, and the teeth of the rack plate mesh with the conversion mechanism.
[0010] In one embodiment of this application, the engaging assembly includes a mounting post, a plurality of limiting blocks, and a plurality of protrusions, wherein the plurality of limiting blocks are mounted in a circumferential array on the surface of the mounting post about the central axis of the mounting post; the teeth of the limiting blocks and the rack plate are matched in size, and every two protrusions are provided on the limiting blocks; the mounting post is fixedly disposed on the adjusting post.
[0011] In one embodiment of this application, the positioning component includes a connecting ball, a housing, an extension tube, and locking blocks, wherein the connecting ball is installed at the bottom end of the adjusting column, and two locking blocks are symmetrically installed on both sides of the connecting ball; the extension tube is sleeved on the surface of the adjusting column and connected to the surface of the housing; an annular plate is installed at the bottom of the housing, and an annular locking groove is installed inside the annular plate.
[0012] In one embodiment of this application, the positioning mechanism is slidably disposed on the bottom groove. The positioning mechanism includes a mounting base, a pressing post, a first end face tooth, a second end face tooth, a limiting post, and a compression spring. One end of the pressing post is disposed at the bottom of the mounting base, and the other end of the pressing post passes through the middle of the first end face tooth and is connected to the second end face tooth. The outer edge of the first end face tooth is fixedly connected to the inner wall of the limiting post, and the outer edge of the second end face tooth is slidably connected to the inner wall of the limiting post. One end of the compression spring is fixedly connected to the bottom of the second end face tooth, and the other end of the compression spring is fixedly connected to the bottom wall of the limiting post. A connecting post is disposed at the bottom of the limiting post, and a magnetic block is disposed at the bottom of the connecting post.
[0013] In one embodiment of this application, the mounting base has a slot and a bottom groove that mate with the illustrated mechanism.
[0014] In one embodiment of this application, the back plate is a magnetic plate, and the back plate is a writable plate.
[0015] Additional aspects and advantages of this application will be set forth in part in the description which follows, and in part will be obvious from the description, or may be learned by practice of this application. Attached Figure Description
[0016] The above and / or additional aspects and advantages of this application will become apparent and readily understood from the following description of the embodiments taken in conjunction with the accompanying drawings, wherein:
[0017] Figure 1 This is a schematic diagram of the structure of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to this application;
[0018] Figure 2 This is a schematic diagram of the structure of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to this application.
[0019] Figure 3 This is a schematic diagram of the transformation mechanism of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to this application.
[0020] Figure 4This is a schematic diagram of the card-locking component of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to this application;
[0021] Figure 5 This is a schematic diagram of the positioning mechanism of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to this application.
[0022] Figure 6 This is a schematic diagram of the internal structure of a positioning mechanism for a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs, as described in this application.
[0023] Figure 7 This is a cross-sectional structural diagram of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to this application.
[0024] Figure 8 This is a schematic diagram of the positioning component of a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs, according to this application.
[0025] As shown in the figure: 1. Frame component; 11. Base; 12. Outer frame;
[0026] 2. Backplate; 21. Coordinate scale;
[0027] 3. Schematic diagram; 31. Moving bar; 311. Slot; 312. Bottom slot; 32. Rack plate; 33. Screw; 34. Drive motor; 4. Reading plate;
[0028] 5. Transformation mechanism; 51. Adjusting column; 52. Engaging assembly; 521. Mounting column; 522. Limiting block; 523. Protrusion; 53. Meshing gear; 54. Positioning assembly; 541. Connecting ball; 542. Housing; 543. Extension cylinder; 544. Engaging groove; 545. Engaging block;
[0029] 6. Positioning mechanism; 61. Mounting base; 62. Pressing post; 63. First end face tooth; 64. Second end face tooth; 65. Limiting post; 66. Connecting post; 67. Compression spring. Detailed Implementation
[0030] The embodiments of this application are described in detail below. Examples of these embodiments are shown in the accompanying drawings, wherein the same or similar reference numerals denote the same or similar elements or elements having the same or similar functions throughout. The embodiments described below with reference to the accompanying drawings are exemplary and intended to explain this application, and should not be construed as limiting this application.
[0031] The following description, in conjunction with the accompanying drawings, describes a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to an embodiment of this application.
[0032] like Figure 1-8As shown in the figure, a junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to an embodiment of this application may include a frame component 1, a back plate 2, a schematic mechanism 3, a reading plate 4, a transformation mechanism 5, and a positioning mechanism 6.
[0033] The frame assembly 1 may include a base 11 and an outer frame 12 mounted on the base 11. The back plate 2 is mounted inside the outer frame 12, and coordinate scale 21 is provided on the back plate 2. It should be noted that the back plate 2 is a magnetic plate and a writable plate.
[0034] For example, the backboard 2 can be a magnetic blackboard or whiteboard. Teachers can draw coordinate axes of different scales on the backboard 2 in advance as needed during teaching, so as to serve as a reference for moving the function graph later.
[0035] The schematic mechanism 3 is mounted on the positioning mechanism 6, and the transformation mechanism 5 is connected to the schematic mechanism 3.
[0036] It should be noted that the schematic mechanism 3 described in this embodiment is embedded inside the positioning mechanism 6 and is integrally formed with the top of the positioning mechanism 6.
[0037] The reading plate 4 is detachably mounted on top of the conversion mechanism 5.
[0038] It is understood that the reading plate 4 is L-shaped, with a 90° angle between the horizontal and vertical rods. The reading plate 4 can be connected to the conversion mechanism 5 via a key or by insertion. Furthermore, the reading plate 4 can be equipped with telescopic structures in both the horizontal and vertical directions to accommodate readings at different coordinate points.
[0039] As one possibility, infrared emitters may be provided at the ends of the horizontal and vertical rods of the reading plate 4 to project vertically onto the coordinate axes to obtain readings.
[0040] Furthermore, a damped rotating shaft is provided at the connection between the infrared emitter and the reading plate 4.
[0041] The transformation mechanism 5 may include an adjusting column 51, a locking component 52, a meshing gear 53, and a positioning component 54.
[0042] The meshing gear 53 and the engaging assembly 52 are sequentially disposed on the adjusting column 51, with the engaging assembly 52 located above the meshing gear 53; the positioning assembly 54 is disposed at the bottom of the adjusting column 51, and the positioning mechanism 6 is mounted on the back plate 2. It should be noted that the engaging assembly 52 is used to engage the schematic mechanism 3, and the meshing gear 53 is used to mesh with the schematic mechanism 3.
[0043] In one embodiment of this application, such as Figure 2 As shown, the schematic mechanism 3 may include a moving bar 31, a rack plate 32, a screw 33, and a drive motor 34. It should be noted that the schematic mechanism 3 is used to simulate the linear graph of a linear function.
[0044] The moving bar 31 has a slot 311 and a bottom groove 312. The slot 311 on the moving bar 31 is used to drive the rack plate 32 to move, which in turn drives the changing mechanism 5 and the reading plate 4 on the changing mechanism 5 to move.
[0045] The screw 33 is rotatably disposed inside the slot 311, and the drive motor 34 is disposed on one side of the moving bar 31. The output shaft of the drive motor 34 passes through the side wall of the moving bar 31 and is connected to the screw 33. It should be noted that the screw 33 is rotatably disposed in the slot 311 of the moving bar 31 via a bearing seat.
[0046] One side of the rack plate 32 is sleeved on the screw 33, and the teeth of the rack plate 32 mesh with the conversion mechanism 5.
[0047] Specifically, when the drive motor 34 rotates, the drive motor 34 can drive the screw 33 to rotate, which in turn drives the rack plate 32 to move on the screw 33, thereby driving the rack plate 32 and the conversion mechanism 5 to move simultaneously or driving the conversion mechanism 5 to rotate.
[0048] When the rack plate 32 meshes with the engaging assembly 52, the rack plate 32 can drive the entire conversion mechanism 5 to move through the engagement of the engaging assembly 52. When the rack plate 32 meshes with the meshing gear 53, the movement of the rack plate 32 can drive the meshing gear 53 to rotate, thereby driving the reading plate 4 to rotate.
[0049] In one embodiment of this application, such as Figure 4 As shown, the engaging assembly 52 may include a mounting post 521, a plurality of limiting blocks 522 and a plurality of protrusions 523.
[0050] Multiple limiting blocks 522 are arranged in a circular array around the central axis of the mounting post 521 on the surface of the mounting post 521; the tooth size of the limiting block 522 and the rack plate 32 are matched, and every two protrusions 523 are provided on the limiting block 522, and the mounting post 521 is fixedly arranged on the adjusting post 51.
[0051] Understandably, when the engaging component 52 moves down, the limiting block 522 on the engaging component 52 can engage with the teeth of the rack plate 32. At the same time, the protrusion 523 is elastic, which can make the engaging component 52 and the rack plate 32 engage more tightly.
[0052] Furthermore, such as Figure 7 and Figure 8 As shown, the positioning component 54 may include a connecting ball 541, a housing 542, an extension tube 543, and a locking block 545.
[0053] The connecting ball 541 is installed at the bottom end of the adjusting column 51, and the two engaging blocks 545 are symmetrically installed on both sides of the connecting ball 541. It should be noted that the engaging blocks 545 have a magnetic block at their top, enabling magnetic connection with the inner wall of the outer casing 542.
[0054] The extension tube 543 is sleeved on the surface of the adjusting column 51 and connected to the surface of the outer shell 542.
[0055] Understandably, the extension tube 543 is provided to position the moving position of the adjusting column 51. The outer shell 542 is embedded inside the bottom groove 312. The inner wall of the outer shell 542 may be made of metal, and the outer surface of the outer shell 542 may be provided with ball bearings so that it can move smoothly on the bottom groove 312.
[0056] An annular plate is installed at the bottom of the outer casing 542, and an annular snap-fit groove 544 is installed inside the annular plate.
[0057] It should be noted that when the engaging component 52 moves downward, it will cause the adjusting column 51 to move downward, and the connecting ball 541 to move downward. This allows the engaging block 545 to engage with the inside of the engaging groove 544. Since the engaging groove 544 is annular, the tolerance between the engaging block 545 and the engaging groove 544 is increased. Furthermore, through the mutual cooperation of the engaging component 52 and the positioning component 54, the meshing between the engaging component 52 and the rack plate 32 can be made more stable.
[0058] In one embodiment of this application, such as Figure 5 and Figure 6 As shown, the positioning mechanism 6 is slidably disposed on the bottom groove 312. The positioning mechanism 6 may include a mounting base 61, a pressing post 62, a first end face tooth 63, a second end face tooth 64, a limiting post 65, and a compression spring 67.
[0059] One end of the pressing post 62 is disposed at the bottom of the mounting base 61, and the other end of the pressing post 62 passes through the middle of the first end face tooth 63 and is connected to the second end face tooth 64.
[0060] The outer edge of the first end face tooth 63 is fixedly connected to the inner wall of the limiting post 65, and the outer edge of the second end face tooth 64 is slidably connected to the inner wall of the limiting post 65.
[0061] It should be noted that in this embodiment, the first end face tooth 63 and the second end face tooth 64 mesh with each other without the application of external force.
[0062] One end of the compression spring 67 is fixedly connected to the bottom of the second end face tooth 64, and the other end of the compression spring 67 is fixedly connected to the bottom wall of the limiting post 65.
[0063] It is understandable that, since the mounting base 61 is connected by the pressing post 62 and the second end face tooth 64, when the pressing post 62 is pressed, the first end face tooth 63 and the second end face tooth 64 can be separated, thereby facilitating the rotation of the mounting base 61.
[0064] The connecting post 66 is disposed at the bottom of the limiting post 65, and a magnetic block is disposed at the bottom of the connecting post 66. It should be noted that the positioning mechanism 6 is magnetically connected to the back plate 2 via the magnetic block disposed at the bottom of the connecting post 66. The magnetic block is a strong magnetic block.
[0065] Specifically, when it is necessary to adjust the value of k of a linear function, the teacher can press down on the mounting base 61. At this time, the mounting base 61 will drive the pressing column 62 to move downward, and the pressing column 62 will then drive the second end face tooth 64 to move downward, thereby disengaging the first end face tooth 63 from the second end face tooth 64, allowing the mounting base 61 to rotate freely, and thus driving the schematic mechanism 3 to rotate freely.
[0066] In one embodiment of this application, such as 5 and Figure 6 As shown, the mounting base 61 has a slot 311 and a bottom groove 312 that mate with the schematic mechanism 3. It can be understood that by opening the corresponding slot 311 and bottom groove 312 on the mounting base 61, the rack plate 32 and the changing mechanism 5 can move on the positioning mechanism 6, ensuring smooth movement.
[0067] Specifically, when a teacher needs to explain a linear function, they can first draw the corresponding coordinate scale 21 and place the schematic mechanism 3 on the back plate 2. At this time, the schematic mechanism 3 can simulate the function to demonstrate and teach the students.
[0068] In the normal state, the engaging assembly 52 and the rack plate 32 are engaged. At this time, the engaging block 545 is embedded in the engaging groove 544, realizing the mutual fixation between the transformation mechanism 5 and the rack plate 32. The drive motor 34 is started, which drives the screw 33 to rotate, thereby moving the rack plate 32 and the transformation mechanism 5 fixed to the rack plate 32. At this time, the top of the adjusting column 51 can be regarded as the corresponding point on the linear function. The reading plate 4 can be installed on the top of the adjusting column 51, with the horizontal plate of the reading plate 4 parallel to the X-axis and the vertical plate of the reading plate 4 parallel to the Y-axis. At this time, the ends of the horizontal and vertical plates can emit infrared lasers. The intersection of the infrared lasers with the X-axis and Y-axis is the value of the independent variable x and the dependent variable y of the corresponding point on the linear function.
[0069] When it is necessary to demonstrate the slope transformation of the function, press down on the mounting base 61. The mounting base 61 will move downward, causing the pressing column 62 and the compression spring 67 to move downward, thereby separating the first end face tooth 63 and the second end face tooth 64. At this time, rotating the mounting base 61 can adjust the angle of the schematic mechanism 3, that is, adjust the slope of the linear function.
[0070] It should be noted that when adjusting the slope of the function, the position of the reading plate 4 needs to be readjusted so that the horizontal plate of the reading plate 4 is parallel to the X-axis and the vertical plate of the reading plate 4 is parallel to the Y-axis. At this time, simply turn off the drive motor 34 and pull the adjusting column 51 upward. The adjusting column 51 will drive the meshing gear 53 to mesh with the rack plate 32, and the locking block 545 will be magnetically attracted to the top of the inner wall of the outer casing 542. Restart the drive motor 34. The rotation of the motor will drive the screw 33 to rotate. When the screw 33 rotates, it will drive the rack plate 32 to move. Since the meshing gear 53 and the rack plate 32 are meshed with each other, when the rack plate 32 moves, it will drive the meshing gear 53 to rotate, thereby driving the reading plate 4 to rotate.
[0071] As another possible scenario, when the slope k>0 and the schematic mechanism 3 intersects with the first and third quadrants, if the point on the adjusting column 51 moves from the first quadrant to the second and third quadrants, in order to ensure that the horizontal plate of the reading plate 4 is parallel to the X-axis and the vertical plate of the reading plate 4 is parallel to the Y-axis, it is necessary to drive the reading plate 4 to rotate counterclockwise by 90° and 180° respectively through the meshing gear 53 to obtain an accurate reading.
[0072] In summary, this application's embodiment of a middle school mathematics teaching aid that dynamically demonstrates the transformation of function graphs concretizes abstract mathematical concepts by dynamically visualizing function graphs. Teachers can adjust parameters k and b in real time and continuously, guiding students to intuitively observe the entire process of the line's slope change and vertical translation. This breaks through the limitations of traditional static diagrams, enabling students to deeply understand the meaning of parameters and the formation mechanism of function graphs, stimulating their learning interest and motivation for exploration, effectively cultivating their dynamic mathematical thinking and ability to combine numbers and shapes, thereby improving the efficiency and quality of classroom teaching.
[0073] In the description of this specification, the terms "first" and "second" are used for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of indicated technical features. Thus, a feature defined as "first" or "second" may explicitly or implicitly include at least one of that feature. In the description of this application, "multiple" means at least two, such as two, three, etc., unless otherwise explicitly specified.
[0074] In the description of this specification, the references to terms such as "one embodiment," "some embodiments," "example," "specific example," or "some examples," etc., refer to specific features, structures, materials, or characteristics described in connection with that embodiment or example, which are included in at least one embodiment or example of this application. In this specification, the illustrative expressions of the above terms do not necessarily refer to the same embodiment or example. Furthermore, the specific features, structures, materials, or characteristics described may be combined in any suitable manner in one or more embodiments or examples. Moreover, without contradiction, those skilled in the art can combine and integrate the different embodiments or examples described in this specification, as well as the features of different embodiments or examples.
[0075] Although embodiments of this application have been shown and described above, it is understood that the above embodiments are exemplary and should not be construed as limiting this application. Those skilled in the art can make changes, modifications, substitutions and variations to the above embodiments within the scope of this application.
Claims
1. A teaching aid for teaching middle school mathematics, which can dynamically demonstrate function image transformation, characterized in that, It includes a frame assembly (1), a back plate (2), a schematic mechanism (3), a reading plate (4), a transformation mechanism (5), and a positioning mechanism (6), wherein, The frame assembly (1) includes a base (11) and an outer frame (12) mounted on the base (11). The back plate (2) is installed inside the outer frame (12), and coordinate scale (21) is provided on the back plate (2). The schematic mechanism (3) is mounted on the positioning mechanism (6), and the transformation mechanism (5) is connected to the schematic mechanism (3); The reading plate (4) is detachably mounted on the top of the conversion mechanism (5); The conversion mechanism (5) includes an adjusting column (51), a locking assembly (52), a meshing gear (53), and a positioning assembly (54), wherein, The meshing gear (53) and the engaging assembly (52) are sequentially arranged on the adjusting column (51), and the engaging assembly (52) is located on the upper part of the meshing gear (53); The positioning component (54) is located at the bottom of the adjusting column (51), and the positioning mechanism (6) is mounted on the back plate (2).
2. The junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to claim 1, characterized in that, The schematic mechanism (3) includes a moving bar (31), a rack plate (32), a screw (33), and a drive motor (34), wherein, A slot (311) is provided on the moving strip (31), and a bottom groove (312) is provided on the bottom surface of the moving strip (31). The screw (33) is rotatably disposed inside the slot (311), and the drive motor (34) is disposed on one side of the moving bar (31). The output shaft of the drive motor (34) passes through the side wall of the moving bar (31) and is connected to the screw (33). One side of the rack plate (32) is sleeved on the screw (33), and the teeth of the rack plate (32) mesh with the conversion mechanism (5).
3. The junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to claim 2, characterized in that, The engaging assembly (52) includes a mounting post (521), multiple limiting blocks (522), and multiple protrusions (523), wherein, Multiple limiting blocks (522) are arranged in a circular array around the central axis of the mounting post (521) on the surface of the mounting post (521); The teeth of the limiting block (522) and the rack plate (32) are matched, and every two protrusions (523) are provided on the limiting block (522); The mounting post (521) is fixedly mounted on the adjusting post (51).
4. The junior high school mathematics teaching aid that can dynamically demonstrate the transformation of function graphs according to claim 1, characterized in that, The positioning assembly (54) includes a connecting ball (541), a housing (542), an extension tube (543), and a locking block (545), wherein, The connecting ball (541) is installed at the bottom end of the adjusting column (51), and the two engaging blocks (545) are symmetrically installed on both sides of the connecting ball (541); The extension tube (543) is sleeved on the surface of the adjusting column (51) and connected to the surface of the outer shell (542); An annular plate is installed at the bottom of the outer casing (542), and an annular snap-fit groove (544) is installed inside the annular plate.
5. A junior high school mathematics teaching aid capable of dynamically demonstrating function graph transformations according to claim 3, characterized in that, The positioning mechanism (6) is slidably disposed on the bottom groove (312). The positioning mechanism (6) includes a mounting base (61), a pressing post (62), a first end face tooth (63), a second end face tooth (64), a limiting post (65), and a compression spring (67). One end of the pressing post (62) is disposed at the bottom of the mounting base (61), and the other end of the pressing post (62) passes through the middle of the first end face tooth (63) and is connected to the second end face tooth (64); The outer edge of the first end face tooth (63) is fixedly connected to the inner wall of the limiting post (65), and the outer edge of the second end face tooth (64) is slidably connected to the inner wall of the limiting post (65). One end of the compression spring (67) is fixedly connected to the bottom of the second end face tooth (64), and the other end of the compression spring (67) is fixedly connected to the bottom wall of the limiting post (65). The connecting post (66) is located at the bottom of the limiting post (65), and a magnetic block is provided at the bottom of the connecting post (66).
6. A junior high school mathematics teaching aid capable of dynamically demonstrating function graph transformations according to claim 2, characterized in that, The mounting base (61) has a slot (311) and a bottom groove (312) that are connected to the schematic mechanism (3).
7. A junior high school mathematics teaching aid capable of dynamically demonstrating function graph transformations according to claim 1, characterized in that, The back plate (2) is a magnetic plate and the back plate (2) is a writable plate.