Learning tool set material for manufacturing tunnel three-dimensional book

Abstract

The utility model provides a learning tool set material for manufacturing a tunnel three-dimensional book, and belongs to the technical field of learning tools. Comprising a box body, a cover plate is arranged on one side of the box body, a plurality of folding plates are sequentially hinged between the cover plate and the two sides of the box body, each folding plate can be symmetrically folded, a hollowed-out theme card is inserted between every two mutually-aligned folding plates, a pair of observation holes is formed in the cover plate, and the observation holes are communicated with the cover plate. A first storage cavity is formed in the side, facing the cover plate, in the box body, the first storage cavity penetrates through the end face, facing the cover plate, of the box body, and the pair of folding plates close to the box body is hinged to the two side walls in the first storage cavity correspondingly. According to the tunnel type three-dimensional book, different sets of hollowed-out theme cards are inserted to form different tunnel type three-dimensional books, different three-dimensional theme images can be simulated, innovative scientific education ideas are provided, and the tunnel type three-dimensional book has a good teaching effect and is convenient to fold, store and store.

Description

Technical Field

[0001] The utility model relates to the technical field of learning tools, and particularly relates to a learning tool kit for making a tunnel pop-up book. Background Art

[0002] A pop-up book, also known as a lift-the-flap book, a novelty book or a movable book, is a form of book with a three-dimensional effect. Through ingenious mechanism designs, the pages in the book can be presented three-dimensionally, bringing a brand-new reading experience to readers. A pop-up book is not only a children's toy, but also a creative and interesting art form, suitable for readers of all ages to appreciate and for teaching.

[0003] In the prior art, the utility model with the application number 201922282324.X provides a pop-up book, which includes at least three pages. The page located at the front of the pop-up book is the first page, and the page located at the rear of the pop-up book is the last page. The two opposite sides of the page are respectively a binding side and a turning side, and the binding sides of the pages are connected to each other. This pop-up book of the utility model is in the shape of a multi-sided column when opened, and the pop-up book can be placed upright on the table to view the content on the pages and the folding pages, presenting a three-dimensional visual effect. The content in the book is presented through three-dimensional images, with strong interest and combining education with entertainment, which is beneficial for children to learn and understand. However, it is not difficult to find that the three-dimensional images that this pop-up book can present are limited to the number of pages and folding pages, which is not convenient for displaying three-dimensional image content of different themes, the teaching content is limited, and it is easy for children to lose the interest in exploration. Therefore, the present application provides a learning tool kit for making a tunnel pop-up book to meet the requirements. Summary of the Utility Model

[0004] The technical problem to be solved by the utility model is to provide a learning tool kit for making a tunnel pop-up book to solve the problems that the displayed content of the existing pop-up book is fixed and the teaching content is limited.

[0005] To solve the above technical problem, the utility model provides the following technical solutions:

[0006] A learning tool kit for making a tunnel pop-up book includes a box body. One side of the box body is provided with a cover plate. A plurality of folding plates are sequentially hinged between the two sides of the cover plate and the box body. Each folding plate can be symmetrically folded. A hollowed-out theme card is inserted between two aligned folding plates. A pair of viewing holes are opened on the cover plate.

[0007] Optionally, a first storage cavity is opened on one side of the box body facing the cover plate. The first storage cavity penetrates through one end face of the box body facing the cover plate. A pair of folding plates close to the box body are respectively hinged to the two inner side walls of the first storage cavity.

[0008] Optionally, a second storage cavity capable of accommodating a hollowed-out theme card is provided on one side of the box body far from the cover plate. The second storage cavity penetrates through the top wall of the box body, and a box cover for covering the second storage cavity is provided on the top wall of the box body.

[0009] Optionally, restraint straps are provided on both outer side walls of the box body corresponding to the folding plates, and mutually adhesive mother and son magic tapes are provided on a pair of the restraint straps respectively.

[0010] Optionally, a handle is provided on the top of the box cover, sliders are provided at both ends of the lower surface of the box cover, and guide grooves are provided at the top of the side wall of the box body. The sliders are slidably matched with the guide grooves.

[0011] Optionally, a connecting rod is jointly hinged between two adjacent folding plates. A slot is provided on the connecting rod, and the hollowed-out theme card is inserted and matched with the slot.

[0012] Optionally, a first hinge shaft is provided on both sides of the connecting rod, and the folding plate is hinged to the first hinge shaft.

[0013] Optionally, the folding plate is divided into two halves, and a second hinge shaft is jointly hinged between the two folding plates. The second hinge shaft is located on the side of the folding plate facing the outside of the box body.

[0014] Optionally, the folding range of the folding plate is 0 to 160°.

[0015] Optionally, a pair of blocking plates capable of blocking the viewing holes are provided on the surface of the cover plate away from the box body. A pair of ear blocks are symmetrically provided on the circumference of the blocking plate. One of the ear blocks is hinged to the position of the cover plate below the viewing hole, and a first magnetic attraction block is embedded in the other ear block. A second magnetic attraction block capable of magnetically attracting the first magnetic attraction block is embedded at the position of the cover plate above the viewing hole. An auxiliary handle is provided on the blocking plate.

[0016] Compared with the prior art, the utility model has at least the following beneficial effects:

[0017] In the above solution, by providing a cover plate and a plurality of foldable folding plates, pulling the cover plate away from the box body drives the plurality of folding plates to unfold. The hollowed-out theme card in the second storage cavity is taken out and inserted between multiple groups of connecting rods. The picture information on the overlapping hollowed-out theme cards can be observed through the viewing holes, forming a tunnel-style pop-up book, simulating a three-dimensional image. Different sets of hollowed-out theme cards can simulate tunnel-style pop-up books with different information, providing an innovative scientific education concept, and the operation is simple. Children can operate and learn independently, having a good teaching effect.

[0018] Through the settings of the first storage cavity and the second storage cavity, multiple sets of hollow theme cards can be stored in the second storage cavity for teaching use. After the hollow theme cards are removed, by pushing the cover plate, multiple folding plates can be folded and retracted into the first storage cavity. Using the restraint belt to restrain the cover plate and seal the first storage cavity can achieve the retraction of the teaching kit, which is convenient for storage. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] The drawings incorporated herein and constituting a part of the specification illustrate embodiments of the present invention and, together with the specification, are further used to explain the principles of the present invention and enable those skilled in the relevant art to implement and use the present invention.

[0020] Figure 1 It is a three-dimensional structure schematic diagram of a learning kit for making a tunnel pop-up book;

[0021] Figure 2 is Figure 1 an enlarged structure schematic diagram of part A in

[0022] Figure 3 is Figure 1 an enlarged structure schematic diagram of part B in

[0023] Figure 4 It is a structure schematic diagram of the folding part of the folding plate;

[0024] Figure 5 It is a structure schematic diagram of the cover plate.

[0025] [Reference Numerals]

[0026] 1. Box body; 2. First storage cavity; 3. Second storage cavity; 4. Box cover; 5. Folding plate; 6. Hollow theme card; 7. Cover plate; 8. Observation hole; 9. Plugging plate; 10. Restraint belt; 11. Handle; 12. Connecting rod; 13. Slot; 14. First hinge shaft; 15. Guide groove; 16. Slide block; 17. Second hinge shaft; 18. Ear block; 19. First magnetic attraction block; 20. Second magnetic attraction block; 21. Auxiliary handle.

[0027] As shown in the figure, in order to clearly show the structure of the embodiments of the present invention, specific structures and devices are marked in the figure, but this is only for schematic purposes and is not intended to limit the present invention to this specific structure, device and environment. Those of ordinary skill in the art can adjust or modify these devices and environments according to specific needs. DETAILED DESCRIPTION OF THE EMBODIMENTS

[0028] The following will describe in detail a learning kit for making a tunnel pop-up book provided by the present utility model in conjunction with the accompanying drawings and specific embodiments. At the same time, it should be noted here that in order to make the embodiments more detailed, the following embodiments are the best and preferred embodiments. For some well-known technologies, those skilled in the art can also adopt other alternative methods for implementation; moreover, the accompanying drawings are only for more specific description of the embodiments and are not intended to specifically limit the present utility model.

[0029] It should be noted that in the specification, references to "one embodiment", "an embodiment", "exemplary embodiments", "some embodiments", etc. indicate that the described embodiments may include specific features, structures, or characteristics, but not necessarily every embodiment includes such specific features, structures, or characteristics. Additionally, when describing a specific feature, structure, or characteristic in connection with an embodiment, implementing such feature, structure, or characteristic in connection with other embodiments (whether or not explicitly described) should be within the knowledge of those skilled in the relevant art.

[0030] Generally, terms can be understood, at least in part, from their use in context. For example, at least in part depending on the context, the term "one or more" as used herein can be used to describe any feature, structure, or characteristic in a singular sense, or can be used to describe a combination of features, structures, or characteristics in a plural sense. Additionally, the term "based on" can be understood as not necessarily intended to convey a set of exclusive factors, but rather, at least in part depending on the context, can allow for the existence of other factors that may not be explicitly described.

[0031] It can be understood that the meanings of "on...", "above...", and "over..." in the present utility model should be interpreted in the broadest manner, such that "on..." not only means "directly on" something, but also includes the meaning of being "on" something with intervening features or layers therebetween, and "above..." or "over..." not only means "above" or "over" something, but also can include the meaning of being "above" or "over" something with no intervening features or layers therebetween.

[0032] Furthermore, spatial relative terms such as "under...", "below...", "lower", "above...", "upper", etc. are used herein for convenience of description to describe the relationship of one element or feature to another or other elements or features, as shown in the accompanying drawings. Spatial relative terms are intended to cover different orientations in the use or operation of the device in addition to the orientation depicted in the drawings. The device can be oriented in other ways, and the spatial relative descriptive terms used herein can be similarly interpreted accordingly.

[0033] As Figures 1 to 5As shown in the figure, an embodiment of the present utility model provides a learning tool set for making a tunnel pop-up book, including a box body 1. A cover plate 7 is provided on one side of the box body 1. A plurality of folding plates 5 are sequentially hinged between the two sides of the cover plate 7 and the box body 1. Each folding plate 5 can be symmetrically folded. A hollowed-out theme card 6 is inserted between two mutually aligned folding plates 5. A pair of viewing holes 8 are opened on the cover plate 7. Pull the cover plate 7 away from the box body 1 to drive the plurality of folding plates 5 to unfold. Insert the hollowed-out theme card 6 between multiple pairs of folding plates 5. Through the viewing holes 8, the picture information on the multiple overlapping hollowed-out theme cards 6 can be observed, forming a tunnel-style pop-up book to simulate a three-dimensional image. Different sets of hollowed-out theme cards 6 can simulate tunnel-style pop-up books with different information, providing an innovative scientific education concept, and the operation is simple. Children can operate and learn independently, with good teaching effects.

[0034] As Figure 1 and Figure 2 shown, on the side of the box body 1 facing the cover plate 7, a first storage cavity 2 is opened. The first storage cavity 2 penetrates through one end face of the box body 1 facing the cover plate 7. A pair of folding plates 5 close to the box body 1 are respectively hinged to the two inner side walls of the first storage cavity 2. On the two outer side walls of the box body 1 corresponding to the folding plates 5, restraint straps 10 are provided. Mutual adhesive mother and son magic tapes are respectively provided on the pair of restraint straps 10.

[0035] On the side of the box body 1 away from the cover plate 7, a second storage cavity 3 capable of accommodating the hollowed-out theme cards 6 is opened. The second storage cavity 3 penetrates through the top wall of the box body 1. A box cover 4 for covering the second storage cavity 3 is provided on the top wall of the box body 1. Through this structural method, multiple sets of hollowed-out theme cards 6 can be stored in the second storage cavity 3 for the teaching of assembling the pop-up book. After use, the hollowed-out theme cards 6 can be loaded into the second storage cavity 3, the box cover 4 can be closed, and at the same time, the cover plate 7 can be pushed to fold and retract the multiple folding plates 5 into the first storage cavity 2, and the cover plate 7 can be restrained by the restraint straps 10 to seal and block the first storage cavity 2, realizing the collection of this teaching set for convenient storage.

[0036] As Figures 1 to 3 shown, a handle 11 is provided on the top of the box cover 4. Sliders 16 are provided at both ends of the lower surface of the box cover 4. A guide groove 15 is opened on the top of the side wall of the box body 1. The sliders 16 are slidably matched with the guide groove 15 to facilitate the opening and closing of the box cover 4. A connecting rod 12 is jointly hinged between two adjacent folding plates 5. Specifically, first hinge shafts 14 are provided on both sides of the connecting rod 12. The folding plates 5 are hinged to the first hinge shafts 14. A slot 13 is opened on the connecting rod 12. The hollowed-out theme card 6 is inserted and matched with the slot 13 to facilitate the positioning and insertion of the hollowed-out theme card 6 after the multiple folding plates 5 are unfolded.

[0037] As Figure 1 and Figure 4As shown, the folding plate 5 is divided into two halves. A second hinge shaft 17 is commonly hinged between the two folding plates 5. The second hinge shaft 17 is located on the outer side of the folding plate 5 facing the outside of the box body 1. The folding range of the folding plate 5 is 0 to 160°. Thus, after pulling the cover plate 7 to unfold multiple folding plates 5, the folding part of the folding plate 5 can be recessed toward the inner side of the box body 1, and the connecting rod 12 protrudes toward the outer side of the box body 1, which is beneficial to the insertion of the hollow theme card 6.

[0038] As Figure 1 and Figure 5 shown, a pair of blocking plates 9 capable of blocking the viewing holes 8 are provided on the side of the cover plate 7 away from the box body 1. A pair of ear blocks 18 are symmetrically arranged on the circumference of the blocking plate 9. One of the ear blocks 18 is hinged to the cover plate 7 at a position below the viewing hole 8, and a first magnetic block 19 is embedded in the other ear block 18. A second magnetic block 20 capable of magnetically attracting the first magnetic block 19 is embedded in the cover plate 7 at a position above the viewing hole 8. An auxiliary handle 21 is provided on the blocking plate 9. In this structural manner, when the blocking plate 9 is rotated so that the first magnetic block 19 and the second magnetic block 20 are magnetically attracted, the blocking plate 9 can block the viewing hole 8 to prevent mosquitoes or dust from entering through the viewing hole 8 when the teaching material is closed. During teaching use, pushing the blocking plate 9 to rotate can open the viewing hole 8 for observation.

[0039] The working principle of the technical solution provided by the present utility model is as follows:

[0040] During use, pull the cover plate 7 away from the box body 1 to drive multiple folding plates 5 to unfold. Then, take out the hollow theme card 6 in the second storage cavity 3 and insert it between multiple connecting rods 12. After rotating the blocking plate 9 away from the viewing hole 8, the picture information on the multiple overlapping hollow theme cards 6 can be observed through the viewing hole 8, forming a tunnel-style pop-up book, simulating a three-dimensional image, and providing an innovative scientific education concept. After use, pull out the hollow theme card 6 from the connecting rod 12 and put it into the second storage cavity 3, close the box cover 4, and at the same time push the cover plate 7 to fold and close multiple folding plates 5 and put them into the first storage cavity 2. Use the restraint strap 10 to restrain the cover plate 7 and seal the first storage cavity 2 to realize the closing of the teaching kit, which is convenient for storage.

[0041] The present utility model covers any substitutions, modifications, equivalent methods, and solutions made within the essence and scope of the present utility model. For the public to have a thorough understanding of the present utility model, specific details are described in detail in the preferred embodiments of the present utility model. However, those skilled in the art can fully understand the present utility model without these detailed descriptions. In addition, well-known methods, processes, procedures, components, and circuits are not described in detail to avoid unnecessary confusion to the essence of the present utility model.

[0042] The above are only the preferred embodiments of the present utility model. It should be noted that for those of ordinary skill in the art, without departing from the principle of the present utility model, several improvements and modifications can be made, and these improvements and modifications should also be regarded as the protection scope of the present utility model.

Claims

1. A teaching kit for making a tunnel stereoscopic book, comprising a box body, characterized in that: A cover plate is provided on one side of the box body, and a plurality of folding plates are hinged in sequence between the cover plate and the two sides of the box body, each of the folding plates can be folded symmetrically, a hollow theme card is inserted between two aligned folding plates, and a pair of viewing holes are opened on the cover plate.

2. The teaching kit for making a tunnel stereoscopic book according to claim 1, characterized in that: A first storage cavity is provided in the box body on one side facing the cover plate, and the first storage cavity passes through an end surface of the box body facing the cover plate. A pair of folding plates close to the box body are hinged to two side walls inside the first storage cavity respectively.

3. The teaching kit for making a tunnel stereoscopic book according to claim 1, characterized in that: A second storage cavity capable of accommodating hollow theme cards is provided on one side of the box body away from the cover plate, the second storage cavity runs through the top wall of the box body, and a box cover for covering the second storage cavity is provided on the top wall of the box body.

4. The teaching kit for making a tunnel stereoscopic book according to claim 2, characterized in that: The two outer side walls of the box body corresponding to the folding plate are both provided with binding belts, and a pair of the binding belts are respectively provided with mutually bonded Velcro strips.

5. The teaching kit for making a tunnel stereoscopic book according to claim 3, characterized in that: A handle is arranged on the top of the box cover, sliders are arranged at both ends of the lower surface of the box cover, a guide groove is arranged on the top of the side wall of the box body, and the slider is slidably matched with the guide groove.

6. The teaching kit for making a tunnel stereoscopic book according to claim 1, characterized in that: A connecting rod is hinged between two adjacent folding plates. A slot is provided on the connecting rod. The hollow theme card is plugged into the slot.

7. The teaching kit for making a tunnel stereoscopic book according to claim 6, characterized in that: A first hinge shaft is provided on both sides of the connecting rod, and the folding plate is hinged to the first hinge shaft.

8. The teaching kit for making a tunnel stereoscopic book according to claim 1, characterized in that: The folding plate is divided into two halves, and a second hinge axis is hinged between the two folding plates. The second hinge axis is located on the side of the folding plate facing the outside of the box body.

9. The teaching kit for making a tunnel stereoscopic book according to claim 8, characterized in that: The folding range of the folding plate is 0 to 160 degrees.

10. The teaching kit for making a tunnel stereoscopic book according to claim 1, characterized in that: A pair of blocking plates capable of blocking the viewing hole is arranged on one side of the cover plate away from the box body, and a pair of ear blocks are symmetrically arranged on the circumference of the blocking plate, one of the ear blocks is hinged to the cover plate at a position below the viewing hole, and a first magnetic block is embedded on the other ear block, and a second magnetic block capable of magnetically attracting the first magnetic block is embedded at a position of the cover plate above the viewing hole, and an auxiliary handle is arranged on the blocking plate.

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