Auxiliary learning device based on learning disorder

Abstract

The utility model relates to the technical field of auxiliary learning, in particular to an auxiliary learning device based on learning obstacles, which comprises a main body, the side surface of the main body is sleeved with a rubber sleeve, and the top of the main body is movably connected with a top cap. According to the auxiliary learning device based on learning obstacles, a good holding feeling is provided for a user through a rubber sleeve and a rubber protrusion which are connected to the side surface in a sleeving mode, hand fatigue and discomfort caused by long-time use are reduced, the user can be kept in a normative use state through the design of a vertical line and a gradienter at the bottom of the top cap, and the use experience of the user is improved. The stability and accuracy are greatly improved, a learner can develop correct writing postures and habits, a first clamping groove in the top of the main body is combined with a second fixing block at the bottom of the top cap, the top cap is rapidly disassembled and assembled, a user can conveniently replace or clean the top cap according to needs, meanwhile, a small iron block can be placed in the storage box, the weight is increased, and the storage box is convenient to use. The device is especially important for children with insensitive hands.

Description

Technical Field

[0001] The utility model relates to the technical field of auxiliary learning, in particular to an auxiliary learning device based on learning disabilities. Background Technique

[0002] The auxiliary learning device for learning disabilities is an e-learning tool that can quickly recognize text, provide you with information such as the pronunciation and definition of words, help you better understand unfamiliar words, be able to translate one language into another language, facilitate reading foreign language books or materials, and can read aloud the text to help you improve your listening and language sense.

[0003] During the use of the auxiliary learning device for learning disabilities, there is not enough weight to achieve the required input of the main body, the outer package is smooth, and there is no variety of tactile inputs. Because many children with learning disabilities are mainly due to sensory integration disorders, resulting in inattentive learning. For this reason, we propose an auxiliary learning device based on learning disabilities. Content of the Utility Model

[0004] The purpose of the utility model is to provide an auxiliary learning device based on learning disabilities to solve the problems raised in the above background technique that during the use of the auxiliary learning device for learning disabilities, there is not enough weight to achieve the required input of the main body, the appearance is smooth, and there is no variety of tactile inputs. Because many children with learning disabilities are mainly due to sensory integration disorders, resulting in inattentive learning. To achieve the above purpose, the utility model provides the following technical solutions: The auxiliary learning device based on learning disabilities includes a main body, a rubber sleeve is sleeved on the side surface of the main body, a top cap is movably connected to the top of the main body, a storage box is fixedly connected to the other side surface of the main body, a storage groove is opened inside the storage box, a first fixing block is fixedly connected to the bottom of the top cap, a vertical line is fixedly connected to the bottom of the first fixing block, a level is fixedly connected to the bottom of the vertical line, a first card slot is opened at the top of the main body, a second fixing block is fixedly connected to the bottom of the top cap, rubber protrusions are fixedly connected to the side surface of the rubber sleeve, a protective sleeve is fixedly connected to the bottom of the main body, a second card slot is opened at the bottom of the protective sleeve, and a pen tip is fixedly connected to the bottom end of the protective sleeve. Through the rubber sleeve and rubber protrusions sleeved on the side surface, a good grip is provided for the user, reducing hand fatigue and discomfort during long-term use. The design of the vertical line and level at the bottom of the top cap allows the user to maintain a standard use state, greatly improving stability and accuracy, and helping learners develop correct writing postures and habits. The combination of the first card slot at the top of the main body and the second fixing block at the bottom of the top cap realizes the quick disassembly and assembly of the top cap, facilitating the user to replace or clean the top cap according to needs. At the same time, small iron blocks can be placed inside the storage box to increase weight, which is particularly important for some children with insensitive hands.

[0005] Further preferably, a third card slot is provided at the bottom end of the nib, and a soft light is movably connected to the bottom end of the nib. The addition of the soft light provides a better lighting effect for learners in insufficient light or when specific lighting conditions are required. The soft light helps to reduce eye fatigue and protect eyesight, which is particularly important for learners who study or read for a long time.

[0006] Further preferably, a trigger rod is fixedly connected to the side surface of the soft light, and the trigger rod completely passes through the third card slot. The introduction of the trigger rod enables the user to easily control the on-off state of the soft light. By simply pushing or pulling the trigger rod, the user can quickly turn on or off the soft light without having to search for other switches or buttons. This intuitive and convenient operation method reduces the usage difficulty and is particularly suitable for learners with inflexible hand operations or easily distracted attention.

[0007] Further preferably, a trigger switch is fixedly connected inside the protective cover, and a spring is fixedly connected to the top of the trigger switch. The design of the spring keeps the trigger switch in a natural state when not activated, avoiding misoperation caused by accidental touch. This design improves the safety of the device and reduces the risks that may be brought by improper operation.

[0008] Compared with the prior art, the beneficial effects of the present utility model are as follows:

[0009] In the present utility model, the rubber sleeve and rubber protrusions sleeved on the side surface provide a good grip for the user, reducing hand fatigue and discomfort during long-term use. The vertical line and level design at the bottom of the top cap allow the user to maintain a standard usage state, greatly improving stability and accuracy, and helping learners develop correct writing postures and habits. The combination of the first card slot at the top of the main body and the second fixing block at the bottom of the top cap realizes the quick disassembly and assembly of the top cap, facilitating the user to replace or clean the top cap according to needs. At the same time, small iron blocks can be placed inside the storage box to increase the weight, which is particularly important for some children with insensitive hands.

[0010] In the present utility model, the addition of the soft light provides a better lighting effect for learners in insufficient light or when specific lighting conditions are required. The soft light helps to reduce eye fatigue and protect eyesight, which is particularly important for learners who study or read for a long time. Furthermore, the introduction of the trigger rod enables the user to easily control the on-off state of the soft light. By simply pushing or pulling the trigger rod, the user can quickly turn on or off the soft light without having to search for other switches or buttons. This intuitive and convenient operation method reduces the usage difficulty and is particularly suitable for learners with inflexible hand operations or easily distracted attention. Description of the Drawings

[0011] Figure 1 This is the schematic diagram of the main three-dimensional structure of the present utility model;

[0012] Figure 2 This is the schematic diagram of the partial sectional structure of the present utility model Figure 1 ;

[0013] Figure 3 This is the schematic diagram of the partial sectional structure of the present utility model Figure 2 。

[0014] In the figure: 1, main body; 2, rubber sleeve; 3, top cap; 4, storage box; 5, storage groove; 6, first fixing block; 7, vertical line; 8, level; 9, first card slot; 10, second fixing block; 11, rubber bulge; 12, protective sleeve; 13, second card slot; 14, pen tip; 15, third card slot; 16, soft light; 17, trigger rod; 18, trigger switch; 19, spring. Specific embodiments

[0015] Next, the technical solutions in the embodiments of the present utility model will be clearly and completely described in conjunction with the accompanying drawings in the embodiments of the present utility model. Obviously, the described embodiments are only a part of the embodiments of the present utility model, rather than all the embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative efforts shall fall within the protection scope of the present utility model.

[0016] Please refer to Figures 1 - 3, the present utility model provides a technical solution: including the main body 1, a rubber sleeve 2 is sleeved on the side surface of the main body 1, a top cap 3 is movably connected to the top of the main body 1, a storage box 4 is fixedly connected to the other side surface of the main body 1, a storage groove 5 is provided inside the storage box 4, a first fixing block 6 is fixedly connected to the bottom of the top cap 3, a vertical line 7 is fixedly connected to the bottom of the first fixing block 6, a level 8 is fixedly connected to the bottom of the vertical line 7, a first card slot 9 is provided at the top of the main body 1, a second fixing block 10 is fixedly connected to the bottom of the top cap 3, a rubber protrusion 11 is fixedly connected to the side surface of the rubber sleeve 2, a protective sleeve 12 is fixedly connected to the bottom of the main body 1, a second card slot 13 is provided at the bottom of the protective sleeve 12, and a pen tip 14 is fixedly connected to the bottom end of the protective sleeve 12. The rubber sleeve 2 is sleeved on the side surface of the main body 1, providing a soft touch and reducing hand fatigue and discomfort caused by long-term holding, which is particularly important for learners with sensitive hands or holding difficulties. The rubber protrusion 11 increases the friction when holding, not only preventing the device from slipping, but also stimulating the hand nerves. The top cap 3, the first fixing block 6, the vertical line 7, and the level 8. The top cap 3 is connected to the main body 1 through the first fixing block 6 and the second fixing block 10. The level 8 connected to the bottom of the vertical line 7 is used to keep the device vertical or horizontal during writing or drawing, improving the stability and accuracy of writing. During use, rotating the top cap 3 can fix the top cap 3 on the main body 1 through the second fixing block 10 and the first card slot 9. Iron blocks of different weights can be placed inside the storage box 4 to increase the overall weight through the iron blocks. The protective sleeve 12 and the pen tip 14. The protective sleeve 12 wraps around the bottom of the device, providing additional protection and at the same time fixing the pen tip 14 to ensure smooth and stable writing. The soft light lamp 16 and the third card slot 15. The soft light lamp 16 is movably connected inside the third card slot 15 at the bottom end of the pen tip 14, providing soft lighting for learners in insufficient light or under specific lighting conditions, reducing eye fatigue and protecting eyesight. The trigger rod 17 is fixedly connected to the side surface of the soft light lamp 16 and completely penetrates through the third card slot 15. Users can easily control the on-off state of the soft light lamp 16 by pushing the trigger rod 17 to meet personalized lighting needs.

[0017] In this embodiment, as Figure 1 and Figure 3 shown, a third card slot 15 is provided at the bottom end of the pen tip 14, a soft light lamp 16 is movably connected to the bottom end of the pen tip 14, a trigger rod 17 is fixedly connected to the side surface of the soft light lamp 16, and the trigger rod 17 completely penetrates through the third card slot 15.

[0018] In this embodiment, as Figure 1 and Figure 3 shown, a trigger switch 18 is fixedly connected inside the protective sleeve 12, and a spring 19 is fixedly connected to the top of the trigger switch 18.

[0019] Usage method and advantages of the present utility model: For this auxiliary learning device based on learning disabilities, during use, the working process is as follows:

[0020] As Figure 1 , Figure 2 and Figure 3 shown, the rubber sleeve 2 is sleeved on the side surface of the main body 1, providing a soft touch and reducing hand fatigue and discomfort caused by long-term holding. This is particularly important for learners with sensitive hands or holding difficulties. The rubber protrusions 11 increase the friction when holding, not only preventing the device from slipping but also stimulating the hand nerves. The top cap 3, the first fixing block 6, the vertical line 7, and the level 8. The top cap 3 is connected to the main body 1 through the first fixing block 6 and the second fixing block 10. The level 8 connected to the bottom of the vertical line 7 is used to enable the user to maintain the correct usage posture. The level 8 is set between zero degrees and forty-five degrees, and an alarm will be triggered to remind when exceeding this angle, improving the stability and accuracy of writing. During use, the top cap 3 can be fixed on the main body 1 through the second fixing block 10 and the first card slot 9 by rotating the top cap 3. Iron blocks of different weights can be placed inside the storage box 4 to increase the overall weight through the iron blocks. The protective cover 12 and the pen tip 14. The protective cover 12 wraps around the bottom of the device, providing additional protection and at the same time fixing the pen tip 14 to ensure smooth and stable writing. The soft light 16 and the third card slot 15. The soft light 16 is movably connected to the third card slot 15 at the bottom end of the pen tip 14, providing soft lighting for learners in insufficient light or when specific lighting conditions are required, reducing eye fatigue and protecting eyesight. The trigger rod 17 is fixedly connected to the side surface of the soft light 16 and completely penetrates the third card slot 15. The user can easily control the on / off state of the soft light 16 by pushing the trigger rod 17 to meet personalized lighting needs.

[0021] The above shows and describes the basic principles, main features, and advantages of the present utility model. Technical staff in this industry should understand that the present utility model is not limited by the above embodiments. The above embodiments and descriptions in the specification are only preferred examples of the present utility model and are not used to limit the present utility model. Without departing from the spirit and scope of the present utility model, the present utility model will have various changes and improvements, and these changes and improvements all fall within the scope of the present utility model claimed. The scope of protection claimed by the present utility model is defined by the appended claims and their equivalents.

Claims

1. An auxiliary learning device based on learning disabilities, comprising a main body (1), characterized in that: A rubber sleeve (2) is sleeved on the side surface of the main body (1). A top cap (3) is movably connected to the top of the main body (1). A storage box (4) is fixedly connected to the other side surface of the main body (1). A storage groove (5) is formed inside the storage box (4). A first fixing block (6) is fixedly connected to the bottom of the top cap (3). A vertical line (7) is fixedly connected to the bottom of the first fixing block (6). A spirit level (8) is fixedly connected to the bottom of the vertical line (7). A first card slot (9) is formed in the top of the main body (1). A second fixing block (10) is fixedly connected to the bottom of the top cap (3). Rubber protrusions (11) are fixedly connected to the side surface of the rubber sleeve (2). A protective sleeve (12) is fixedly connected to the bottom of the main body (1). A second card slot (13) is formed in the bottom of the protective sleeve (12). A pen tip (14) is fixedly connected to the bottom end of the protective sleeve (12).

2. The auxiliary learning device based on learning disabilities according to claim 1, wherein: A third card slot (15) is formed in the bottom end of the pen tip (14). A soft light lamp (16) is movably connected to the bottom end of the pen tip (14).

3. The auxiliary learning device based on learning disabilities according to claim 2, wherein: A trigger rod (17) is fixedly connected to the side surface of the soft light lamp (16). The trigger rod (17) completely passes through the third card slot (15).

4. The auxiliary learning device based on learning disabilities according to claim 1, characterized in that: A trigger switch (18) is fixedly connected to the inside of the protective sleeve (12). A spring (19) is fixedly connected to the top of the trigger switch (18).

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