Read-write obstacle touch sense literacy plate

Abstract

The utility model relates to the technical field of literacy plates, and provides a read-write obstacle touch literacy plate, which comprises a bottom plate, an adjusting mechanism and a clamping mechanism, the upper surface of the bottom plate is rotatably sleeved with a base, a detachable touch plate is arranged above the base, the inclination angle of the touch plate can be adjusted by arranging the adjusting mechanism, and the clamping mechanism is arranged on the bottom plate. A user with read-write disorder can adjust the position of the touch pad according to actual conditions, so that each user can carry out touch literacy training through the touch pad in a comfortable state, the touch pad can be clamped on the base by arranging the clamping mechanism, the touch pad is replaced in a clamping manner, and the user experience is improved. According to the touch learning device, the more convenient dismounting and combination effect is achieved, and the device can combine different touch panels on the base so as to present different sentences and chapters for touch learning. According to the technical scheme, the problem that the inclination angle of the character learning plate cannot be adjusted according to the requirements of a user in the prior art is solved.

Description

Technical Field

[0001] The utility model relates to the technical field of literacy boards, and in particular to a tactile literacy board for dyslexia. Background Art

[0002] Dyslexia is one of the most common learning disabilities. It is not necessarily related to a person's intelligence, but reflects a problem in the path to wisdom. Having dyslexia does not mean that these people cannot read or have low IQ. Most of the reasons are that the general literacy process of seeing, hearing, and writing cannot produce enough brain stimulation, resulting in the brain being unable to read.

[0003] In the prior art, there is a utility model with the authorization announcement number CN219225729U, and its name is: a tactile literacy board for dyslexia. When the touchpad assembly is inserted into the top of the extrusion column, the built-in bonding plate is squeezed and the character mold is squeezed out of the inner cavity of the character box. The user can touch the touchpad assembly to realize the literacy function. Multiple touchpad assemblies can be placed inside the box assembly for storage at the same time. By assembling multiple groups of touchpad assemblies into different combinations and assembling them into different sentences and lengths, touch learning can be carried out. It can also be assembled by itself and used for review to show the training effect.

[0004] However, the above device cannot adjust the inclination angle of the literacy board according to the needs of the user when in use, cannot meet the needs of different users, and cannot more conveniently disassemble and assemble the touch panel assembly, in order to further improve the practicality of the device. Utility Model Content

[0005] The utility model provides a tactile literacy board for people with dyslexia, which solves the problem in the related art that the tilt angle of the literacy board cannot be adjusted according to the needs of users.

[0006] The technical solution of the utility model is as follows: a tactile literacy board for dyslexia, comprising a base plate, an adjustment mechanism and a clamping mechanism, wherein a base is rotatably sleeved on the upper surface of the base plate, a detachable touch pad is installed above the base, the touch pad and the base are clamped by the clamping mechanism, the adjustment mechanism comprises a guide rail fixedly connected to the upper surface of the base plate and a threaded rod rotatably sleeved on the inner wall of the guide rail, a slider is threadedly connected to the outer surface of the threaded rod, a connecting plate is hinged to the upper surface of the slider through a pin shaft, and the other end of the connecting plate is hinged to the bottom surface of the base.

[0007] Furthermore, an anti-slip pad is fixedly connected to the bottom surface of the base plate, two guide posts are fixedly connected to the inner wall of the guide rail, and both sides of the slider are slidably mounted on the outer surfaces of the two guide posts. By providing the guide posts, the slider can be more stable when moving, and the tilt angle of the touchpad can be adjusted more smoothly.

[0008] Furthermore, one end of the threaded rod is fixedly connected to a handle, and the outer surface of the handle is coated with an anti-slip layer. By providing the handle, the contact area of ​​the rotating shaft end of the threaded rod can be increased, thereby facilitating the rotation of the threaded rod.

[0009] Furthermore, the clamping mechanism includes two guide blocks fixedly connected to the bottom surface of the touch pad and a limiting groove opened on the outer surface of the guide block. The upper surface of the base is provided with two guide grooves corresponding to the guide blocks. By setting the guide grooves, the guide blocks can be inserted into the guide grooves, which facilitates the clamping work of the base and the touch pad.

[0010] Furthermore, a limit block is slidably sleeved on the inner wall of each guide groove, a round block is fixedly connected to the outer surface of each limit block, and a telescopic spring is fixedly connected to the outer surface of each round block. The position of the limit block can be conveniently limited by setting the telescopic spring.

[0011] Furthermore, the two telescopic springs are respectively sleeved on the outside of the two limit blocks, and the outer surface of each round block is fixedly connected with a pull tab. By providing the pull tab, the contact area of ​​the round block can be increased, making it easier to pull the round block.

[0012] Furthermore, the bottom surface of the touch panel is provided with evenly distributed module grooves, and the inner wall of each module groove is installed with a movable touch module. The subsequent touch literacy work can be facilitated by providing the module grooves and the touch modules.

[0013] Furthermore, the inner wall of the base is fixedly connected with evenly distributed top columns, which are adapted to the module slot and the touch module. By setting the top columns, the touch module in the corresponding touch pad can be pushed out, making it convenient for users to get a full sense of touch, which is beneficial for dyslexic users to perform literacy work.

[0014] The working principle and beneficial effects of the utility model are:

[0015] 1. In the utility model, the inclination angle of the touch pad can be adjusted by setting an adjustment mechanism. Users with dyslexia can adjust the position of the touch pad according to actual conditions, so that each user can perform tactile literacy training through the touch pad in a comfortable state. The touch pad can be snapped onto the base by setting a snap-on mechanism, and the touch pad can be replaced by snapping, achieving a more convenient disassembly and assembly effect, so that the device can combine different touch pads on the base to present different sentences and lengths for touch learning. BRIEF DESCRIPTION OF THE DRAWINGS

[0016] The utility model is further described in detail below in conjunction with the accompanying drawings and specific implementation methods.

[0017] Figure 1 This is a schematic diagram of the front view structure of the utility model;

[0018] Figure 2 This is a rear view structural diagram of the utility model;

[0019] Figure 3 This is a schematic diagram of the base structure of the utility model;

[0020] Figure 4 This is a schematic diagram of the structure of the touch panel of the utility model when viewed from above;

[0021] Figure 5 This is a schematic diagram of the clamping mechanism of the utility model;

[0022] Figure 6 This is a schematic cross-sectional view of the touch module of the utility model.

[0023] In the figure: 1. bottom plate; 2. base; 3. touch pad; 4. adjustment mechanism; 401. guide rail; 402. threaded rod; 403. slider; 404. connecting plate; 405. guide column; 406. handle; 5. clamping mechanism; 501. guide block; 502. limit groove; 503. guide groove; 504. limit block; 505. round block; 506. telescopic spring; 507. pull tab; 6. anti-slip pad; 7. top column; 8. module slot; 9. touch module. DETAILED DESCRIPTION

[0024] The following will be combined with the embodiments of the utility model to clearly and completely describe the technical solutions in the embodiments of the utility model. Obviously, the described embodiments are only part of the embodiments of the utility model, not all of the embodiments. Based on the embodiments of the utility model, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the utility model.

[0025] Example 1

[0026] like Figure 1 to Figure 6 As shown, this embodiment proposes a bottom plate 1, an adjustment mechanism 4 and a clamping mechanism 5. A base 2 is rotatably sleeved on the upper surface of the bottom plate 1, and a detachable touch pad 3 is installed above the base 2. The touch pad 3 and the base 2 are clamped together by the clamping mechanism 5. The clamping method can realize more convenient replacement work, and the structure is simple and practical.

[0027] The adjustment mechanism 4 includes a guide rail 401 fixedly connected to the upper surface of the base plate 1 and a threaded rod 402 rotatably sleeved on the inner wall of the guide rail 401 , and a slider 403 is threadedly connected to the outer surface of the threaded rod 402 .

[0028] When the threaded rod 402 is rotated, the slider 403 is driven to move in the inner wall of the guide rail 401 .

[0029] The upper surface of the slider 403 is hinged with a connecting plate 404 through a pin shaft, and the other end of the connecting plate 404 is hinged to the bottom surface of the base 2. When the slider 403 moves in the guide rail 401, the inclination angle of the base 2 can be adjusted through the connecting plate 404, so that the inclination angle of the touch pad 3 can be adjusted.

[0030] In this way, users with dyslexia can adjust the touch pad 3 to a suitable angle according to their own situation to perform tactile literacy training, so that the device can meet the usage needs of different users and is more practical.

[0031] The bottom surface of the bottom plate 1 is fixedly connected with an anti-skid pad 6. The anti-skid pad 6 can increase the friction force of the bottom surface of the bottom plate 1, making the device more stable when in use.

[0032] Two guide posts 405 are fixedly connected to the inner wall of the guide rail 401, and the two sides of the slider 403 are slidably mounted on the outer surfaces of the two guide posts 405. By setting the guide posts 405, the slider 403 can be more stable when moving, and the tilt angle of the touch pad 3 can be adjusted more smoothly.

[0033] One end of the threaded rod 402 is fixedly connected to a handle 406 , and the outer surface of the handle 406 is coated with an anti-skid layer. By providing the handle 406 , the contact area of ​​the rotating shaft end of the threaded rod 402 can be increased, making it easier to rotate the threaded rod 402 .

[0034] Example 2

[0035] like Figure 1 to Figure 6 As shown, based on the same concept as the above-mentioned embodiment 1, this embodiment further proposes that the clamping mechanism 5 includes two guide blocks 501 fixedly connected to the bottom surface of the touch panel 3 and a limiting groove 502 provided on the outer surface of the guide block 501, and the upper surface of the base 2 is provided with two guide grooves 503 corresponding to the guide blocks 501.

[0036] By providing the guide groove 503 , the guide block 501 can be inserted into the guide groove 503 , so as to facilitate the assembly and installation of the base 2 and the touch panel 3 .

[0037] A limiting block 504 is slidably sleeved on the inner wall of each guide groove 503 , a round block 505 is fixedly connected to the outer surface of each limiting block 504 , and a telescopic spring 506 is fixedly connected to the outer surface of each round block 505 .

[0038] The two telescopic springs 506 are respectively sleeved on the outside of the two limit blocks 504, and the ends of the two telescopic springs 506 close to each other are fixedly connected to the two sides of the outer surface of the base 2 respectively. By setting the telescopic springs 506, the position of the limit block 504 can be conveniently limited.

[0039] When the limit block 504 is pulled, the corresponding telescopic spring 506 will be stretched. When the telescopic spring 506 is deformed, elastic force can be generated. With the help of the elastic force of the telescopic spring 506, the limit block 504 can be reset. Figure 5 As shown, the size of the limiting block 504 corresponds to the size of the limiting slot 502 , so that the limiting block 504 can be inserted into the limiting slot 502 to limit the guide block 501 , thereby facilitating the clamping work between the base 2 and the touch panel 3 .

[0040] A pull tab 507 is fixedly connected to the outer surface of each round block 505 . The pull tab 507 can increase the contact area of ​​the round block 505 , making it easier to pull the round block 505 .

[0041] The bottom surface of the touch panel 3 is provided with evenly distributed module slots 8, and the inner wall of each module slot 8 is installed with a movable touch module 9. The module slots 8 and the touch module 9 are provided to facilitate the subsequent touch-based literacy work.

[0042] The inner wall of the base 2 is fixedly connected with evenly distributed top columns 7, which are adapted to the module slots 8 and the touch modules 9. By setting the top columns 7, the touch modules 9 in the corresponding touch pad 3 can be pushed out, making it convenient for users to get a full sense of touch, which is beneficial for dyslexic users to perform literacy work.

[0043] It should be noted that the touch modules 9 on the surface of the touch pad 3 in the figure are not fully shown, but are only shown as examples. The touch modules 9 in each module slot 8 are different, so that dyslexic users can recognize more words through the device, and Figure 4 As shown, a groove is provided on the bottom surface of the touch pad 3 to avoid the situation where the top column 7 presses against the bottom surface of the touch pad 3 and the touch pad 3 cannot be installed normally.

[0044] Moreover, the number and position of the module slots 8 on the bottom surface of each different touch pad 3 are different, so that different touch pads 3 can be combined on the base 2 to present different sentences and lengths for touch learning and literacy.

[0045] Working principle: when in use, the touch pad 3 to be learned can be snapped onto the base 2. When installing, the two guide blocks 501 on the bottom surface of the touch pad 3 can be respectively inserted into the corresponding guide grooves 503. During this process, the guide blocks 501 will squeeze the limit blocks 504 outward. When the guide blocks 501 are fully inserted into the guide grooves 503, the limit blocks 504 will be reset with the elastic force generated by the deformation of the corresponding telescopic springs 506, so that the limit blocks 504 can bounce into the limit grooves 502, thereby limiting the guide blocks 501 and completing the installation of the touch pad 3. At the same time, the top column 7 inside the base 2 will be inserted into the module groove 8 opened on the bottom surface of the touch pad 3, thereby extending the touch module 9 from the inside of the module groove 8 to the position as shown in the figure. Figure 1 In the state shown, users with dyslexia can perform literacy training by touching the raised tactile module 9. Since each user has different habits, the inclination angle of the touch pad 3 needs to be adjusted so that the user can use the device to perform tactile literacy training in a comfortable state, thereby improving the use effect of the device. When the inclination angle of the touch pad 3 is adjusted, it can be achieved by rotating the handle 406. When the handle 406 is rotated, the threaded rod 402 will rotate. When the threaded rod 402 is rotated, the slider 403 will move in the inner wall of the guide rail 401, and then the base 2 can be driven to move through the connecting plate 404 hinged on the upper surface of the slider 403, thereby achieving the effect of adjusting the inclination angle of the base 2 and the touch pad 3.

[0046] The above are only preferred embodiments of the present invention and are not intended to limit the present invention. Any modifications, equivalent substitutions, improvements, etc. made within the spirit and principles of the present invention should be included in the protection scope of the present invention.

Claims

1. A tactile literacy board for dyslexia, characterized in that: The invention comprises a base plate (1), an adjustment mechanism (4) and a clamping mechanism (5); a base (2) is rotatably sleeved on the upper surface of the base plate (1); a detachable touch panel (3) is mounted above the base (2); the touch panel (3) and the base (2) are clamped together via the clamping mechanism (5); the adjustment mechanism (4) comprises a guide rail (401) fixedly connected to the upper surface of the base plate (1) and a threaded rod (402) rotatably sleeved on the inner wall of the guide rail (401); a slider (403) is threadedly connected to the outer surface of the threaded rod (402); a connecting plate (404) is hingedly connected to the upper surface of the slider (403) via a pin shaft; the other end of the connecting plate (404) is hingedly connected to the bottom surface of the base (2).

2. The tactile literacy board for dyslexia according to claim 1, characterized in that: The bottom surface of the base plate (1) is fixedly connected with an anti-skid pad (6), the inner wall of the guide rail (401) is fixedly connected with two guide posts (405), and the two sides of the slider (403) are respectively slidably sleeved on the outer surfaces of the two guide posts (405).

3. The tactile literacy board for dyslexia according to claim 1, characterized in that: One end of the threaded rod (402) is fixedly connected to a handle (406), and the outer surface of the handle (406) is coated with an anti-slip layer.

4. The tactile literacy board for dyslexia according to claim 1, characterized in that: The clamping mechanism (5) comprises two guide blocks (501) fixedly connected to the bottom surface of the touch panel (3) and a limiting groove (502) provided on the outer surface of the guide block (501); and the upper surface of the base (2) is provided with two guide grooves (503) corresponding to the guide blocks (501).

5. The tactile literacy board for dyslexia according to claim 4, characterized in that: A limiting block (504) is slidably sleeved on the inner wall of each guide groove (503), a round block (505) is fixedly connected to the outer surface of each limiting block (504), and a telescopic spring (506) is fixedly connected to the outer surface of each round block (505).

6. The tactile literacy board for dyslexia according to claim 5, characterized in that: The two telescopic springs (506) are respectively sleeved on the outside of the two limit blocks (504), and the outer surface of each round block (505) is fixedly connected with a pull tab (507).

7. The tactile literacy board for dyslexia according to claim 1, characterized in that: The bottom surface of the touch panel (3) is provided with evenly distributed module slots (8), and a movable touch module (9) is installed on the inner wall of each module slot (8).

8. The tactile literacy board for dyslexia according to claim 7, characterized in that: The inner wall of the base (2) is fixedly connected with evenly distributed top columns (7), and the top columns (7) are compatible with the module slots (8) and the touch modules (9).

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