A teaching aid for tracing lines, surfaces, and solids in layers and its usage method

Abstract

This invention discloses a teaching aid for layered line and surface tracing and its usage method, including a light-emitting board, a line drawing guide card, a coloring positioning card, a volume silhouette card, a decorative auxiliary card, and a handle. The surface of the line drawing guide card is provided with an outline track. The coloring positioning card includes a first color block positioning card and a second color block positioning card. The decorative auxiliary cards include fruit and leaf decoration auxiliary cards and joy, anger, sorrow, and happiness decoration auxiliary cards. This invention, by setting a hollow outline track on the line drawing guide card, uses physical boundaries to limit the range of pen strokes, allowing students to easily draw complete outlines along the track without needing solid basic drawing skills. Simultaneously, the hollowed-out coloring area of ​​the coloring positioning card precisely corresponds to the outline track, and the pen is blocked by the solid part of the card, effectively avoiding coloring deviations and going out of bounds, helping students quickly master basic line drawing and coloring skills and enhancing their learning confidence.

Description

Technical Field

[0001] This invention belongs to the field of teaching aids technology, and in particular relates to a teaching aid for tracing the layered decoration of lines, surfaces, and solids, and its method of use. Background Technology

[0002] Art classes in schools for students with intellectual disabilities face a series of unique challenges. Students in these schools lag significantly behind those in mainstream schools in cognitive abilities, fine motor skills, and attention span. Research indicates that students with intellectual disabilities experience difficulties in hand-eye coordination, color perception, and language comprehension and expression due to their intellectual and mental impairments, leading to difficulties in drawing. Therefore, the following four issues are particularly prominent in actual teaching: First, students face difficulties in line control. Some students have an unsteady grip on the pen, struggling to control direction and pressure, resulting in crooked, broken, and disjointed lines, even with simple geometric shapes. This hinders subsequent drawing activities. Second, many students color beyond the boundaries, failing to understand what "boundaries" are and frequently going outside the lines, creating a messy artwork. This not only affects the aesthetics but also undermines their confidence due to repeated negative feedback, leading to a fear of drawing. Third, students struggle to understand abstract concepts. Describing concepts like "volume," "light and shadow," and "decoration" verbally is insufficient for concrete practice, especially evident in children with intellectual disabilities and autism. Fourth, significant individual differences exist among students. In the same classroom, students range from those with difficulty holding a pen to those with some drawing ability. Ensuring effective development for each student at their individual starting point is a core challenge for art teachers in special education schools.

[0003] Currently, there is a very limited range of professional teaching aids available for art instruction in schools for students with intellectual disabilities. While common tracing books and simple drawing templates offer some guidance, they have significant shortcomings: First, they cannot be differentiated according to students' abilities, meaning all students face the same level of difficulty; second, they lack physical constraints, failing to provide immediate feedback on students' failures; and third, they are not conducive to transfer of skills, often leaving students at the tracing stage and hindering the development of independent creative abilities. Summary of the Invention

[0004] The purpose of this invention is to provide a teaching aid for tracing layered lines and surfaces and its usage method, so as to solve the technical problems mentioned in the background art.

[0005] To achieve the above objectives, the specific technical solution of the present invention is as follows: a teaching aid for tracing lines, surfaces, and volumes in layers, including a light-emitting board, a line drawing guide card, a coloring positioning card, a volume silhouette card, a decorative auxiliary card, and a handle. The surface of the line drawing guide card is provided with an outline track. The coloring positioning card includes a first color block positioning card and a second color block positioning card. The decorative auxiliary card includes a fruit pulp and leaf decorative auxiliary card and a joy, anger, sorrow, and happiness decorative auxiliary card.

[0006] Preferably, the light-emitting panel has a frame around its four edges.

[0007] Preferably, the size of the light-emitting plate is equal to the size of the line drawing guide card, the first color block positioning card, the second color block positioning card, the volume silhouette card, the fruit pulp and leaf decoration auxiliary card, and the joy, anger, sorrow and happiness decoration auxiliary card.

[0008] Preferably, a magnet is provided at the lower right corner of the light-emitting plate, the line drawing guide card, the first color block positioning card, the second color block positioning card, the volume silhouette card, the fruit pulp and leaf decoration auxiliary card, and the joy, anger, sorrow and happiness decoration auxiliary card, and the bottom of the handle is magnetically connected to the magnet.

[0009] Preferably, the width of the contour track is 3mm.

[0010] Preferably, the surfaces of the first color block positioning card and the second color block positioning card are provided with a coloring area corresponding to the outline track on the line drawing guide card.

[0011] This invention also relates to a method of using a teaching aid for tracing layered lines and surfaces, comprising the following steps: S1. First, place the drawing paper on the light-emitting board, then place the line drawing guide card on the drawing paper. Students put the pen tip into the hollowed-out outline track and draw a complete outline along the outline track. S2. Take out the line drawing guide card, place the coloring positioning card on the drawing paper, and then apply the corresponding color to the corresponding coloring area. S3. Take out the coloring positioning card, place the volume silhouette card on the drawing paper, and color the cutout area of ​​the volume silhouette card with the corresponding color. S4. Take out the volume silhouette card and place the auxiliary decoration card on the drawing paper. Students can choose to add different patterns according to their wishes.

[0012] The present invention provides a teaching aid for tracing layered lines and surfaces, and its method of use, which has the following advantages: 1. This invention sets a hollow outline track on the line drawing guide card, using physical boundaries to limit the range of pen strokes, allowing students to easily draw complete outlines along the track without needing solid basic drawing skills; at the same time, the hollow coloring area of ​​the coloring positioning card corresponds precisely to the outline track, and the pen is blocked by the solid part of the card, effectively avoiding coloring deviation and going out of bounds, helping students quickly master basic line drawing and coloring skills, and enhancing their learning confidence.

[0013] 2. The hollowed-out area on the volume silhouette card of this invention corresponds precisely to the shadow part of the line drawing guide card, transforming the abstract art concept of "light and shadow relationship" into a concrete operation of deepening color blocks. This allows students to intuitively experience the formation principle of volume in practice, breaking the limitation of traditional teaching in conveying three-dimensional cognition, helping students establish the connection between two-dimensional and three-dimensional, and gradually improving their spatial perception ability.

[0014] 3. The decorative auxiliary cards of this invention are divided into fruit pulp and leaf decorative auxiliary cards and joy, anger, sorrow and happiness decorative auxiliary cards, providing a variety of decorative materials. Students can choose to add them according to their own wishes, breaking away from the constraints of fixed templates. After completing the basic tracing and coloring, they can carry out personalized creations, which not only makes the works more distinctive and beautiful, but also gradually cultivates their aesthetic judgment and innovative thinking in the process of independent selection and creative matching.

[0015] 4. The light-emitting panel of this invention is the same size as various cards, and a magnet is set in the lower right corner. The handle is connected to the card by magnetic attraction, which makes it easy for students to hold and operate, quickly switch between various cards, and reduce the cumbersomeness of the operation process. The frame design can protect the light-emitting panel and extend the service life of the teaching aid. The overall structure is simple, easy to disassemble and easy to store, and it is suitable for various scenarios such as classroom teaching and after-school practice, thus improving teaching efficiency.

[0016] 5. The teaching aid of this invention adopts a layered operation process of "line drawing - coloring - volume shaping - decoration", which is in line with the students' cognitive pattern from basic to advanced. It gradually guides students to master the core skills of outline drawing, color matching, volume representation and creative decoration. It can not only help students quickly complete qualified works, but also gradually establish the basic cognition of "correspondence between color and shape" and "relationship between two-dimensional and three-dimensional", laying a solid foundation for subsequent art learning. Attached Figure Description

[0017] To more clearly illustrate the technical solutions of the embodiments of the present invention, the accompanying drawings used in the embodiments will be briefly introduced below. It should be understood that the following drawings only show some embodiments of the present invention and should not be regarded as a limitation of the scope. For those skilled in the art, other related drawings can be obtained from these drawings without creative effort.

[0018] Figure 1This is a schematic diagram of the overall structure of the present invention.

[0019] The markings in the diagram are as follows: 1. Light-emitting panel; 2. Border; 3. Line drawing guide card; 4. First color block positioning card; 5. Second color block positioning card; 6. Volume silhouette card; 7. Fruit pulp and leaf decoration auxiliary card; 8. Joy, anger, sorrow and happiness decoration auxiliary card; 9. Outline track; 10. Coloring area; 11. Handle; 12. Magnet block. Detailed Implementation

[0020] In the following description, only certain exemplary embodiments are briefly described. As those skilled in the art will recognize, the described embodiments can be modified in various ways without departing from the spirit or scope of the embodiments of the invention. Therefore, the drawings and description are considered to be exemplary in nature and not restrictive.

[0021] In the description of the embodiments of the present invention, it should be understood that the terms "length", "vertical", "horizontal", "top", "bottom", etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the drawings. They are only for the convenience of describing the embodiments of the present invention and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on the embodiments of the present invention.

[0022] Furthermore, 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 technical features indicated. Thus, a feature defined as "first" or "second" may explicitly or implicitly include one or more of that feature. In the description of embodiments of the present invention, "a plurality of" means two or more, unless otherwise explicitly specified.

[0023] In this embodiment of the invention, unless otherwise explicitly specified and limited, the terms "installation," "connection," "linking," and "fixing," etc., should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can refer to a mechanical connection, an electrical connection, or a communication connection; they can refer to a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components. Those skilled in the art can understand the specific meaning of the above terms in this embodiment of the invention according to the specific circumstances.

[0024] The following disclosure provides many different implementations or examples for carrying out different structures of the embodiments of the present invention. To simplify the disclosure of the embodiments of the present invention, specific examples of components and arrangements are described below. Of course, these are merely examples and are not intended to limit the embodiments of the present invention. Furthermore, reference numerals and / or reference letters may be repeated in different examples of the embodiments of the present invention; such repetition is for simplification and clarity and does not in itself indicate a relationship between the various implementations and / or arrangements discussed.

[0025] To better understand the purpose, structure, and function of this invention, the following detailed description, in conjunction with the accompanying drawings, provides a teaching aid for layered tracing of lines and surfaces and its method of use.

[0026] like Figure 1 As shown, this invention provides a teaching aid for tracing lines, surfaces, and volumes using a layered approach. It includes a light-emitting board 1, a line drawing guide card 3, a coloring positioning card, a volume silhouette card 6, decorative auxiliary cards, and a handle 11. The volume silhouette card 6 has a hollowed-out area corresponding to the shaded area of ​​the graphic on the line drawing guide card 3, giving the flat image a sense of volume. This transforms the abstract concept of light and shadow into a concrete operation of deepening color blocks, allowing students to directly experience volume and improve their understanding from two-dimensional to three-dimensional. The surface of the line drawing guide card 3 has an outline track 9. The coloring positioning card includes a first color block positioning card 4 and a second color block positioning card 5. The decorative auxiliary cards include fruit and leaf decorative auxiliary cards 7 and joy / anger / sorrow decorative auxiliary cards 8. These decorative auxiliary cards add character to the artwork, providing different decorative materials such as leaves and facial expressions. Students can choose to add these according to their preferences, creating personalized works that are not only more exquisite but also beneficial for cultivating students' aesthetic abilities. The light-emitting board 1 has a border 2 around its edges. The light-emitting board 1 can be equipped with a rechargeable battery or connected directly to a power cord. The size of the light-emitting board 1 is the same as that of the line drawing guide card 3, the first color block positioning card 4, the second color block positioning card 5, the volume silhouette card 6, the fruit pulp and leaf decoration auxiliary card 7, and the joy, anger, sorrow and happiness decoration auxiliary card 8. A magnet block 12 is provided at the lower right corner of the light-emitting board 1, the line drawing guide card 3, the first color block positioning card 4, the second color block positioning card 5, the volume silhouette card 6, the fruit pulp and leaf decoration auxiliary card 7, and the joy, anger, sorrow and happiness decoration auxiliary card 8. The bottom of the handle 11 is magnetically connected to the magnet block 12. The width of the contour track 9 is 3mm. In this invention design, the contour track 9 is a hollow apple contour line. This teaching aid utilizes physical boundaries and well-defined pen stroke range to lower the entry threshold. Both the first color block positioning card 4 and the second color block positioning card 5 have coloring areas 10 on their surfaces that correspond to the outline track 9 on the line drawing guide card 3. Coloring is done within the hollowed-out coloring areas. Even if there is a deviation in the coloring action, the brush will be blocked by the solid part of the card, ensuring that the color does not exceed the boundary. This design effectively avoids the problem of coloring outside the boundary and helps students gradually establish the basic understanding of "color and shape correspondence".

[0027] This invention also relates to a method of using a teaching aid for tracing layered lines and surfaces, comprising the following steps: S1. First, place the drawing paper on the light-emitting board, then place the line drawing guide card on the drawing paper. Students put the pen tip into the hollowed-out outline track and draw a complete outline along the outline track. S2. Take out the line drawing guide card, place the coloring positioning card on the drawing paper, and then apply the corresponding color to the corresponding coloring area. S3. Take out the coloring positioning card, place the volume silhouette card on the drawing paper, and color the cutout area of ​​the volume silhouette card with the corresponding color. S4. Take out the volume silhouette card and place the auxiliary decoration card on the drawing paper. Students can choose to add different patterns according to their wishes.

[0028] The working principle of this type of layered tracing teaching aid for lines and surfaces and its usage: It is understood that the present invention has been described through some embodiments, and those skilled in the art will recognize that various changes or equivalent substitutions can be made to these features and embodiments without departing from the spirit and scope of the invention. Furthermore, under the teachings of the present invention, these features and embodiments can be modified to adapt to specific situations and materials without departing from the spirit and scope of the invention. Therefore, the present invention is not limited to the specific embodiments disclosed herein, and all embodiments falling within the scope of the claims of this application are within the protection scope of the present invention.

Claims

1. A teaching aid for tracing layered lines and surfaces, characterized in that: It includes a light-emitting panel (1), a line drawing guide card (3), a coloring positioning card, a volume silhouette card (6), a decorative auxiliary card, and a handle (11); among which, The surface of the line drawing guide card (3) is provided with a contour track (9); The coloring positioning card includes a first color block positioning card (4) and a second color block positioning card (5); The decorative auxiliary cards include fruit pulp and leaf decorative auxiliary cards (7) and joy, anger, sorrow and happiness decorative auxiliary cards (8).

2. The teaching aid for tracing layered lines and surfaces according to claim 1, characterized in that: The light-emitting panel (1) has a frame (2) around its four edges.

3. The teaching aid for tracing layered lines and surfaces according to claim 1, characterized in that: The dimensions of the light-emitting plate (1) are all equal to those of the line drawing guide card (3), the first color block positioning card (4), the second color block positioning card (5), the volume silhouette card (6), the fruit pulp and leaf decoration auxiliary card (7), and the joy, anger, sorrow and happiness decoration auxiliary card (8).

4. The teaching aid for tracing layered lines and surfaces according to claim 1, characterized in that: The lower right corner of the light-emitting plate (1), the line drawing guide card (3), the first color block positioning card (4), the second color block positioning card (5), the volume silhouette card (6), the fruit pulp and leaf decoration auxiliary card (7) and the joy, anger, sorrow and happiness decoration auxiliary card (8) are all provided with magnet blocks (12), and the bottom of the handle (11) is magnetically connected to the magnet blocks (12).

5. The teaching aid for tracing layered lines and surfaces according to claim 1, characterized in that: The width of the contour track (9) is 3mm.

6. The teaching aid for tracing layered lines and surfaces according to claim 1, characterized in that: The surfaces of the first color block positioning card (4) and the second color block positioning card (5) are provided with coloring areas (10) corresponding to the contour track (9) on the line drawing guide card (3).

7. A method for using a teaching aid for tracing layered lines and surfaces, characterized in that: Includes the following steps: S1. First, place the drawing paper on the light-emitting board, then place the line drawing guide card on the drawing paper. Students put the pen tip into the hollowed-out outline track and draw a complete outline along the outline track. S2. Take out the line drawing guide card, place the coloring positioning card on the drawing paper, and apply the corresponding color to the corresponding coloring area. S3. Take out the coloring positioning card, place the volume silhouette card on the drawing paper, and color the cutout area of ​​the volume silhouette card with the corresponding color. S4. Take out the volume silhouette card and place the auxiliary decoration card on the drawing paper. Students can choose to add different patterns according to their wishes.

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