Teaching aid

Abstract

The utility model discloses a teaching aid, which comprises a teaching aid body and a movable piece, a rectangular main board is arranged in the teaching aid body, and a plurality of positioning parts are arranged on four sides of the teaching aid body; the movable piece is of a strip-shaped structure, and the two ends of the movable piece can be connected with any two positioning parts on the different edges of the teaching aid body respectively so as to be matched with the rectangular main board to achieve conversion of different patterns. When a user operates the teaching aid, the two ends of the movable piece can be connected with the two different positioning parts on the different edges of the teaching aid body respectively according to the requirement for graph display, and different graph transformation is achieved through cooperation of the movable piece and the rectangular main board. Compared with the prior art, the teaching aid can display at least more than two different figures by adjusting the position of the movable part, can highlight the relation among the figures, enables students to find the relation among the different figures through the change of the figures, increases the interestingness of learning, and meets the requirements of continuous exploration and thinking of the students.

Description

Technical Field

[0001] The utility model relates to the technical field of teaching equipment, and particularly relates to a teaching aid. Background Art

[0002] As a tool for teachers to assist teaching, teaching aids play an irreplaceable role by other means. No matter which subject it is, there can be certain teaching aids as auxiliary tools. Teachers can truly incorporate teaching aids into the teaching process according to needs, base on reality, select and use teaching aids in a timely manner, which can stimulate students' interest in learning, highlight the teaching key points, break through the teaching difficulties, optimize the classroom teaching structure, develop students' innovative thinking ability, and effectively improve the teaching quality and efficiency.

[0003] In current mathematics teaching, the method of graphic demonstration is extremely important. Especially for the understanding of geometric figures, by transforming the figures, students can not only intuitively see the laws of figure changes, but also have a deeper memory through the figure changes. However, the current teaching aids used in mathematics have the following defects:

[0004] 1) Most of the current teaching aids are single figures, such as squares, triangles, parallelograms, etc. For example, the tangram can be specifically referred to. Single figures mainly emphasize the understanding of figures and do not highlight the connections between various figures;

[0005] 2) The figures shown by the current teaching aids are fixed figures, lacking variability, which is not conducive to students discovering the connections between different figures through figure changes.

[0006] 3) The current teaching aids lack interest and continuous exploration. Their uses are relatively single and cannot meet the needs of students' continuous exploration.

[0007] Therefore, how to provide a teaching aid that can not only highlight the connections between various figures, enable students to discover the connections between different figures through figure changes, increase the learning interest, and thus meet the needs of students' continuous exploration and thinking is a technical problem that those skilled in the art urgently need to solve. Content of the Utility Model

[0008] In view of this, the purpose of the utility model is to provide a teaching aid that can not only highlight the connections between various figures, enable students to discover the connections between different figures through figure changes, increase the learning interest, and thus meet the needs of students' continuous exploration and thinking.

[0009] To achieve the above purpose, the utility model provides the following technical solutions:

[0010] A teaching aid, comprising:

[0011] A teaching aid body, in which there is a rectangular main board, and a plurality of positioning parts are arranged on four sides of the teaching aid body;

[0012] A movable part, the movable part is a strip structure, and both ends of the movable part can be respectively connected to any two positioning parts on different sides of the teaching aid body to cooperate with the rectangular main board to realize the transformation of different graphics.

[0013] Optionally, a plurality of scales are further arranged on four sides of the teaching aid body, and each scale corresponds to one of the positioning parts.

[0014] Optionally, there are at least two movable parts, at least one is arranged along the length direction of the rectangular main board, and one is arranged along the width direction of the rectangular main board.

[0015] Optionally, it further includes a circular plate, and the circular plate is placed inside the rectangular main board to cooperate with the movable part to realize the transformation of different graphics;

[0016] An angle and a circumferential scale line are further arranged along the circumference of the circular plate.

[0017] Optionally, the teaching aid body is a rectangular display board, and the rectangular display board includes the rectangular main board and a frame, and a plurality of the positioning parts and the scales are arranged on the frame, and the positioning parts and the scales are arranged in one-to-one correspondence.

[0018] Optionally, the thickness of the rectangular main board is the same as that of the frame, or the thickness of the rectangular main board is less than the thickness of the frame.

[0019] Optionally, the teaching aid body includes a rectangular lining board and a rectangular display board, the rectangular display board is fixed on the rectangular lining board, and the rectangular main board is placed on the rectangular display board.

[0020] Optionally, the area of the rectangular lining board is larger than the area of the rectangular display board, and the rectangular lining board is connected to the upper end surface of the rectangular display board;

[0021] The scale is arranged on the rectangular display board, and the positioning part is arranged on the rectangular lining board.

[0022] Optionally, the rectangular lining board includes a lining board frame and a lining board groove, and the rectangular display board is arranged in the lining board groove.

[0023] Optionally, the area of the rectangular lining board is equal to the area of the rectangular display board, the scale is arranged on the rectangular lining board or the rectangular display board, and the positioning part is arranged on the rectangular lining board or the rectangular display board.

[0024] Optionally, the teaching aid body is a circular display board, which includes a circular frame and a rectangular main board, and the rectangular main board is arranged inside the circular frame;

[0025] The positioning part is arranged on the circular frame, and the scale is arranged on the circular frame or the rectangular main board.

[0026] Optionally, the movable part is an elastic strip.

[0027] Optionally, the positioning part is a card slot, or a hook, or a hanging post.

[0028] Optionally, the teaching aid body is made of cardboard, or metal, or plastic, or acrylic material

[0029] It can be seen from the above technical solutions that when the user operates the teaching aid, according to the needs of graphic display, the two ends of the movable part can be respectively connected to two different positioning parts on different sides of the teaching aid body, and different graphic transformations can be realized through cooperation with the rectangular main board.

[0030] Compared with the prior art, the teaching aid disclosed in the embodiment of the present invention can display at least two or more different graphics by adjusting the position of the movable part, can highlight the connection between each graphic, and through the change of the graphics, students can find the connection between different graphics, increasing the interest of learning, so as to meet the needs of students for continuous exploration and thinking. Description of the Drawings

[0031] In order to more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the following briefly introduces the drawings required for use in the description of the embodiments or the prior art. Obviously, the following drawings are only the embodiments of the present invention. For those of ordinary skill in the art, other drawings can be obtained according to the provided drawings without creative efforts.

[0032] Figure 1 It is a schematic structural diagram of the teaching aid disclosed in an embodiment of the present invention;

[0033] Figure 2 It is a schematic structural diagram of the teaching aid disclosed in another embodiment of the present invention;

[0034] Figure 3 It is a schematic structural diagram of the teaching aid body disclosed in an embodiment of the present invention;

[0035] Figure 4 It is a schematic structural diagram of the teaching aid body disclosed in another embodiment of the present invention;

[0036] Figure 5 Structural schematic diagram of the circular plate disclosed in the embodiment of the present utility model;

[0037] Figure 6 Structural schematic diagram of the teaching aid disclosed in the third embodiment of the present utility model.

[0038] Among them, the names of each component are as follows:

[0039] 100 - Teaching aid body, 101 - Rectangular main board, 102 - Frame, 200 - Movable part, 300 - Circular plate, 400 - Positioning part. Specific implementation manner

[0040] In view of this, the core of the present utility model is to provide a teaching aid, which can not only highlight the connection between each figure, enable students to discover the connection between different figures through the change of figures, increase the learning interest, and thus meet the needs of students for continuous exploration and thinking.

[0041] 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 making creative efforts shall fall within the protection scope of the present utility model. Please refer to Figures 1 to 6 .

[0042] Please refer to Figure 1 , the teaching aid disclosed in the embodiment of the present utility model includes a teaching aid body 100 and a movable part 200. Among them, the teaching aid body 100 has a rectangular main board 101 inside, and a plurality of positioning parts 400 are provided on the four sides of the teaching aid body 100. The movable part 200 is in a strip structure, and both ends of the movable part 200 can be respectively connected to any two positioning parts 400 on different sides of the teaching aid body 100 to cooperate with the rectangular main board 101 to realize the transformation of different figures.

[0043] When the user operates the teaching aid, according to the need for figure display, both ends of the movable part 200 can be respectively connected to two different positioning parts 400 on different sides of the teaching aid body 100, and different figure transformations can be realized through cooperation with the rectangular main board 101.

[0044] Compared with the prior art, the teaching aid disclosed in the embodiment of the present utility model can display at least two or more different figures by adjusting the position of the movable part 200, can highlight the connection between each figure, and through the change of figures, enable students to discover the connection between different figures, increase the learning interest, and thus meet the needs of students for continuous exploration and thinking.

[0045] For example, when the user operates the teaching aid, they can select one side as the fixed side and adjust one of the movable parts 200. The teaching aid can present changes from a rectangle to a square, and then to a trapezoid, a triangle, etc. Through the changes of the above-mentioned figures, students can discover the connections between different figures, thereby increasing the fun of learning.

[0046] In order to accurately display the changes between different figures, a plurality of scales are further provided on the four sides of the teaching aid body 100 disclosed in the embodiment of the present invention. Among them, each scale is provided corresponding to a positioning part 400.

[0047] For example, when the user needs to adjust a rectangle to a square, they only need to adjust at least one movable part 200 so that the lengths of two adjacent sides are equal. The setting of the scale can enable the user to quickly position the side length. Furthermore, through the use of this teaching aid, the user can find that in fact, a square is a special rectangle with equal adjacent sides.

[0048] The embodiment of the present invention does not limit the specific number of the movable parts 200. The movable parts 200 can be one, two, or more. Those skilled in the art can select according to actual needs.

[0049] As a preferred embodiment, at least two movable parts 200 disclosed in the embodiment of the present invention are provided. Among them, at least one is arranged along the length direction of the rectangular main board 101, and one is arranged along the width direction of the rectangular main board 101.

[0050] Preferably, there are 3 movable parts 200 disclosed in the embodiment of the present invention. One is arranged along the length direction of the rectangular main board 101, and two are arranged along the width direction of the rectangular main board 101.

[0051] By moving the movable parts 200, all shapes of triangles can be presented, which can solve the limitation of the shape of the triangle in the existing learning tools. Moreover, in this teaching aid, it can also be found that no matter how the triangle changes, the height of the triangle remains unchanged. As long as the base remains unchanged, the area will not change. Students only need to move their fingers to understand that the areas of triangles with the same base and the same height are equal, and there is no need to draw so many blackboard writings to present it, which not only reflects simplicity but also reflects understandability.

[0052] As a further embodiment, please specifically refer to Figure 2 and Figure 5 , the teaching aid disclosed in the embodiment of the present invention further includes a circular plate 300. Among them, the circular plate 300 is placed inside the rectangular main board 101 to cooperate with the movable parts 200 to realize the transformation of different figures.

[0053] Among them, angle and circumferential scale lines are also provided along the circumference of the circular plate 300.

[0054] With such a setting, it is not only limited to exploring the changes and connections between figures, but also can realize the derivation of the area of figures, the calculation of the areas of the circumscribed circle and inscribed circle of a square, etc.

[0055] Among them, by the different positions of the circular plate 300 within the rectangular main board 101, the smallest square outside the circle and the largest square inside the circle are respectively formed outside and inside the circle by the movable member 200, and the radius data of the circle is read out through the scales on the circular plate 300 and the teaching aid body 100, and the relationship between the areas of the circle, the square outside the circle and the square inside the circle is studied.

[0056] Moreover, the teaching aid disclosed in the embodiment of the present utility model can intuitively display various basic figures, such as triangles, parallelograms, rectangles, squares, trapezoids, circles, etc., helping students to establish a clear spatial concept in their minds. Students can freely combine, disassemble and reconstruct figures, and feel the change relationships between various figures. This process helps to cultivate their spatial imagination ability and creativity. At the same time, it has diversity and flexibility and can be promoted and used in different grades.

[0057] The embodiment of the present utility model does not limit the specific structure of the teaching aid body 100, and any structure that meets the usage requirements of the present utility model is within the protection scope of the present utility model.

[0058] As a first embodiment, please refer to Figure 3 , the teaching aid body 100 disclosed in the embodiment of the present utility model is a rectangular display board. Among them, the rectangular display board includes a rectangular main board 101 and a frame 102. A plurality of positioning parts 400 and scales are provided on the frame 102, and the positioning parts 400 and the scales are arranged in one-to-one correspondence.

[0059] Among them, the thickness of the rectangular main board 101 and the frame 102 may be the same or different, and any structure that meets the usage requirements of the present utility model is within the protection scope of the present utility model.

[0060] As a preferred embodiment, the thickness of the rectangular main board 101 disclosed in the embodiment of the present utility model is less than the thickness of the frame 102, that is to say, the rectangular main board 101 is embedded in the frame 102. With such a setting, the whole teaching aid body 100 can be more convenient to operate.

[0061] As a second embodiment of the present utility model, please refer to Figure 4, the teaching aid body 100 disclosed in the embodiments of the present utility model is composed of two parts. Specifically, the teaching aid body 100 includes a rectangular lining board and a rectangular display board, and the rectangular display board is fixed on the rectangular lining board. With such a setting, the strength of the whole teaching aid can be improved.

[0062] As one specific embodiment, the area of the rectangular lining board disclosed in the embodiments of the present utility model is larger than the area of the rectangular display board, and the rectangular lining board is connected to the upper end face of the rectangular display board.

[0063] Among them, the scale is set on the rectangular display board, and the positioning part 400 is set on the rectangular lining board.

[0064] With such a setting, it is not only convenient for processing, but also the settings of the scale and the positioning part 400 do not interfere with each other, further improving the processing efficiency and convenience.

[0065] Of course, the scale can also be set on the rectangular lining board. Since the rectangular display board is placed on the upper part of the rectangular lining board, in order to clearly see the scale, the rectangular display board needs to be made of a transparent material, or the area of the rectangular display board is reduced so that it can avoid the scale.

[0066] In fact, the positioning part 400 can also be set on the rectangular display board. Those skilled in the art do not limit this, and any structure that meets the usage requirements of the present utility model is within the protection scope of the present utility model.

[0067] The embodiments of the present utility model do not limit the specific setting methods of the rectangular display board and the rectangular lining board, and any structure that meets the usage requirements of the present utility model is within the protection scope of the present utility model.

[0068] Among them, the rectangular lining board disclosed in the embodiments of the present utility model includes a lining board frame and a lining board groove, and the rectangular display board is arranged in the lining board groove.

[0069] Specifically, the rectangular lining board and the rectangular display board can be connected by bonding, by snap connection, or by other connection structures. Those skilled in the art can choose according to actual needs.

[0070] As another embodiment, the area of the rectangular lining board disclosed in the embodiments of the present utility model is equal to the area of the rectangular display board, the scale is set on the rectangular lining board or the rectangular display board, and the positioning part 400 is set on the rectangular lining board or the rectangular display board.

[0071] With such a setting, those skilled in the art can choose the settings of the scale and the positioning part 400 according to actual needs to achieve rapid processing.

[0072] The shape of the teaching aid body 100 disclosed in the embodiments of the present utility model is not limited to a rectangle, and can also be various other shapes such as a circle, a triangle, a parallelogram, etc.

[0073] As the third embodiment of the present utility model, please refer to Figure 6 , the teaching aid body 100 disclosed in the embodiments of the present utility model is a circular display board. Specifically, the circular display board includes a circular frame and a rectangular main board 101, and the rectangular main board 101 is arranged inside the circular frame.

[0074] Among them, the positioning part 400 is arranged on the circular frame, and the scale is arranged on the circular frame or the rectangular main board 101.

[0075] The movable member 200 disclosed in the embodiments of the present utility model can be an elastic strip, or can be a non-elastic strip, and those skilled in the art can select according to actual needs.

[0076] As a preferred embodiment, the movable member 200 disclosed in the embodiments of the present utility model is preferably an elastic strip.

[0077] Specifically, the movable member 200 can be a rubber band, can be a spring, and of course can also be other rubber parts, etc.

[0078] Of course, the difference in the movable member 200 directly determines the different structural settings of the positioning part 400. Therefore, the positioning part can be a card slot, can be a hook, or can be a hanging post.

[0079] When the movable member 200 uses a rubber band, the positioning part 400 needs to be configured as a card slot, and the card slot is arranged on the edge of the teaching aid body 100, and the rubber band can be sleeved on the card slot to achieve positioning.

[0080] When the movable member 200 uses a spring or an elastic member with other structures, the positioning part 400 needs to be configured as a hook or a hanging post.

[0081] Specifically, hanging rings need to be respectively arranged at both ends of the spring or the elastic member, and the hanging rings at both ends are respectively hung on the hook or the hanging post.

[0082] Of course, there are also movable members 200 and positioning parts 400 with other structures, which will not be listed one by one in this case. As long as the structures that can meet the above functions are within the protection scope of the present utility model.

[0083] The embodiments of the present utility model do not limit the specific material of the teaching aid body 100. The teaching aid body 100 can be cardboard, can be metal, can be plastic, or can be acrylic material, and those skilled in the art can select according to actual needs.

[0084] The embodiments of the present utility model do not specifically limit the users, and can be anyone such as teachers, students, etc.

[0085] Finally, it should also be noted that in this text, relational terms such as first and second are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any actual relationship or order between these entities or operations. Moreover, the term "comprising" or any other variant thereof is intended to cover non-exclusive inclusion, so that a process, method, article or device comprising a series of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such process, method, article or device.

[0086] The various embodiments in this specification are described in a progressive manner. Each embodiment focuses on the differences from other embodiments. For the same or similar parts among the various embodiments, reference can be made to each other.

[0087] The above description of the disclosed embodiments enables those skilled in the art to implement or use the present utility model. Various modifications to these embodiments will be obvious to those skilled in the art, and the general principles defined herein can be implemented in other embodiments without departing from the spirit or scope of the present utility model. Therefore, the present utility model will not be limited to the embodiments shown herein, but will be accorded the widest scope consistent with the principles and novel features disclosed herein.

Claims

1. A teaching aid, characterized in that Comprising: A teaching aid body, within which there is a rectangular main board, and on four sides of the teaching aid body, a plurality of positioning parts are provided. A movable part, which is in a strip structure, and two ends of the movable part can be respectively connected to any two positioning parts on different sides of the teaching aid body to cooperate with the rectangular main board to achieve transformation of different figures.

2. The teaching aid according to claim 1, characterized in that On four sides of the teaching aid body, a plurality of scales are further provided, and each scale is arranged corresponding to one of the positioning parts.

3. The teaching aid according to claim 1, characterized in that, There are at least two movable parts, at least one is arranged along the length direction of the rectangular main board, and one is arranged along the width direction of the rectangular main board.

4. The teaching aid according to claim 1, characterized in that, It further includes a circular board, which is placed within the rectangular main board to cooperate with the movable part to achieve transformation of different figures. Along the circumference of the circular board, angle and circumferential scale lines are further provided.

5. The teaching aid according to claim 2, wherein The teaching aid body is a rectangular display board, and the rectangular display board includes the rectangular main board and a frame. A plurality of the positioning parts and the scales are provided on the frame, and the positioning parts and the scales are arranged in one-to-one correspondence.

6. The teaching aid according to claim 5, wherein The thickness of the rectangular main board is the same as that of the frame, or the thickness of the rectangular main board is less than the thickness of the frame.

7. The teaching aid according to claim 2, characterized in that, The teaching aid body includes a rectangular lining board and a rectangular display board. The rectangular display board is fixed on the rectangular lining board, and the rectangular main board is placed on the rectangular display board.

8. The teaching aid according to claim 7, wherein The area of the rectangular lining board is larger than the area of the rectangular display board, and the rectangular lining board is connected to the upper end face of the rectangular display board. The scales are arranged on the rectangular display board, and the positioning parts are arranged on the rectangular lining board.

9. The teaching aid according to claim 8, wherein, The rectangular lining board includes a lining board frame and a lining board groove, and the rectangular display board is arranged within the lining board groove.

10. The teaching aid according to claim 8, wherein The area of the rectangular lining board is equal to the area of the rectangular display board, the scales are arranged on the rectangular lining board or the rectangular display board, and the positioning parts are arranged on the rectangular lining board or the rectangular display board.

11. The teaching aid according to claim 2, characterized in that, The teaching aid body is a circular display board, and the circular display board includes a circular frame and a rectangular main board. The rectangular main board is arranged within the circular frame. The positioning parts are arranged on the circular frame, and the scales are arranged on the circular frame or the rectangular main board.

12. The teaching aid according to claim 1, characterized in that, The movable part is an elastic strip.

13. The teaching aid according to claim 1, characterized in that The positioning part is a card slot, or a hook, or a hanging post.

14. The teaching aid according to claim 1, characterized in that The material of the teaching aid body is cardboard, or metal, or plastic.

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