Language learning teaching aid

Abstract

The embodiment of the utility model provides a language learning teaching aid. According to the scheme, the multiple learning card sets which are originally independently stored are assembled and bound to the bottom plate with the binding areas divided in advance, so that the multiple learning card sets and the bottom plate form a brand-new language learning teaching aid. Various learning cards are not scattered any more, and only the learning cards in different binding areas need to be turned over during teaching. And when the learning cards are stored, all that is needed is to turn over the learning cards to initial states, so that the learning cards cannot be disordered in the learning process and cannot be lost after being used for learning, and the learning cards are very easy to store. In addition, according to the scheme, various learning cards are bound after the order is disrupted, it is ensured that the multiple learning cards belonging to the same learning card group are located at different positions of the learning card piles of all binding areas, and the teaching effect is further improved.

Description

Technical Field

[0001] The present application relates to teaching aid technology, and in particular, to a language learning teaching aid. Background Art

[0002] Three-step cards, also known as three-segment cards, are an educational tool used in the Montessori method to help young children learn and master language. They are divided into picture cards, name cards, and combination cards. Picture cards contain a picture of an object; name cards contain the name of the object; and combination cards contain a combination of the image and the name of the object.

[0003] Because young children need to learn about many categories of things, such as plants, animals, the environment, and the human body, educational activities require over a hundred three-step or three-segment cards. However, existing three-step or three-segment learning aids, such as picture cards, name cards, and combination cards, are all separate, making it extremely inconvenient to use and organize hundreds of cards for teaching. Utility Model Content

[0004] To solve the above problems, the embodiment of the present application aims to provide a language learning teaching aid.

[0005] The present invention provides a language learning teaching aid, including:

[0006] The bottom plate is pre-divided into N binding areas, corresponding to N types of learning cards;

[0007] At least two sets of learning cards, each set contains one card of each of N types, one of which is a main learning card containing complete learning information, and the remaining N-1 cards are secondary learning cards containing scattered learning information, all of which can form a complete learning information;

[0008] Each learning card is randomly sorted and then bound in a flip-up manner to a pre-divided binding area on the bottom plate.

[0009] This application has the following beneficial effects:

[0010] In the solution provided by the embodiments of the present application, by binding multiple sets of learning cards that were originally stored independently to a base plate with pre-divided binding areas, the multiple learning card sets and the base plate form a brand-new language learning teaching aid. The various learning cards are no longer scattered, and teaching only requires flipping through the learning cards in different binding areas. When storing, the learning cards only need to be flipped back to their original state, ensuring that the learning cards will not be mixed up during learning and will not be lost after use, making storage very easy.

[0011] In order to further improve the teaching effect, this solution binds various learning cards after shuffling their order, ensuring that multiple learning cards belonging to the same set of learning cards are located in different positions of the learning card piles in each binding area. BRIEF DESCRIPTION OF THE DRAWINGS

[0012] The drawings described herein are used to provide further understanding of the present application and constitute a part of the present application. The illustrative embodiments of the present application and their descriptions are used to explain the present application and do not constitute improper limitations on the present application.

[0013] Figure 1 A schematic diagram of a base plate of a language learning teaching aid provided in an embodiment of the present application is shown;

[0014] Figure 2 A schematic diagram of a learning card set of a language learning teaching aid provided in an embodiment of the present application is shown;

[0015] Figure 3 Schematic diagrams of various learning card sets in various teaching scenarios provided by embodiments of the present application are shown;

[0016] Figure 4 Shows multiple examples of main learning cards with scale indication pictures in various teaching scenarios provided by the embodiments of the present application;

[0017] Figure 5 A schematic diagram of a language learning teaching aid with loose-leaf rings provided in an embodiment of the present application is shown.

[0018] icon:

[0019] Bottom plate 1, binding area 11, binding area 12, binding area 13, left binding piece 14, right binding piece 15, learning card set 2, main learning card 21, auxiliary learning card (picture) 22, auxiliary learning card (text) 23. DETAILED DESCRIPTION

[0020] In order to make the technical solutions and advantages of the embodiments of the present application more clearly understood, the exemplary embodiments of the present application are further described in detail below with reference to the accompanying drawings. Obviously, the described embodiments are only part of the embodiments of the present application, and are not an exhaustive list of all the embodiments. It should be noted that the embodiments and features in the embodiments of the present application can be combined with each other unless they conflict.

[0021] In the description of this application, it should be understood that the terms "vertical", "horizontal", "inside", "outside", "up", "down", "front", "back", "left", "right", "center", "longitudinal", "transverse", "length", "width", "thickness", etc., indicating the orientation or position relationship, are based on the orientation or position relationship shown in the accompanying drawings, and are only for the convenience of describing this application and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, be constructed and operated in a specific orientation, and therefore cannot be understood as a limitation on this application.

[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 the technical features being referred to. Thus, a feature defined as "first" or "second" may explicitly or implicitly include one or more of the features. Throughout the description of this application, "plurality" means two or more, unless otherwise specifically defined.

[0023] In this application, unless otherwise specified or limited, the terms "mounted," "connected," "connect," "fixed," etc. should be understood broadly. For example, they may refer to fixed connection, detachable connection, or integral connection; mechanical connection or electrical connection; direct connection, indirect connection through an intermediate medium, or internal communication between two components. Those skilled in the art will understand the specific meanings of the above terms in this application based on specific circumstances.

[0024] Before introducing the language learning teaching aids provided in the embodiments of the present application, the Montessori education method will be described.

[0025] The preschool years are a golden period for language development. Early language skills significantly impact a child's future cognitive, emotional, and social development. Building a solid language foundation requires a positive language environment and supportive interactions. Therefore, teaching aids and learning tools suitable for preschoolers that promote language development have long been a research hotspot in preschool education.

[0026] The Three-Step Language Cards, also known as the Three-Segment Language Cards, are an educational tool used in the Montessori method to help young children learn and master language. The Montessori method, founded by Italian educator Maria Montessori, believes that young children have the ability to self-educate and self-correct during the learning process, allowing them to learn and master knowledge independently. Based on this philosophy, Montessori designed a series of teaching aids and activities to support this natural learning process, including the Three-Step Language Cards. In professional Montessori teaching, the Three-Step Language Cards are divided into picture cards, name cards, and combination cards. Picture cards contain a picture of an object; name cards contain the object's name; and combination cards contain a combination of a picture and its name.

[0027] With the application and development of three-step cards, three-step cards for learning fields such as plants, animals, the environment, and the human body have emerged one after another. Whether at home or in educational institutions, the use of three-step cards in teaching can reach hundreds of learning cards. How to store them, prevent loss, and avoid confusion has become an urgent problem.

[0028] The present application provides a language learning teaching aid, including:

[0029] The base plate is pre-divided into N binding areas, corresponding to N types of learning cards. N here is a positive integer, and the choice of the number is mainly based on the specific teaching scenario. For example, in the Montessori teaching scenario, N is usually 3, which is suitable for three-step card or three-segment card teaching. That is to say, in this scenario, the base plate has three binding areas, and the corresponding learning cards also have three categories, corresponding to picture cards (with pictures), name cards (with text) and combination cards (with pictures and text). The A, B and AB here are only used to identify different learning cards.

[0030] like Figure 1 As shown, this is a baseboard for a language learning teaching aid used in Montessori teaching scenarios. Baseboard 1 is divided into three binding areas: binding area 11, binding area 12, and binding area 13. Correspondingly, in this embodiment, there are three types of learning cards corresponding to the three binding areas. The learning card set will be described below.

[0031] Study cards in a set are divided into main study cards and supplementary study cards, determined by the content depicted on the card. A study card set contains only one main study card, which contains the complete study information; the remaining study cards are supplementary study cards, each containing only a portion of the complete study information, known as fragmented study information. The fragmented study information contained in each supplementary study card in a set is different, but when combined, it equals the complete study information contained on the main study card.

[0032] The reason for configuring the learning content contained in the primary and secondary learning cards in this manner is that when children learn the language learning teaching aid provided in this embodiment, they need to select primary and secondary learning cards from multiple learning card sets. Therefore, a language learning teaching aid requires at least two learning card sets to achieve the teaching objectives.

[0033] refer to Figure 2 , which is a set of learning cards 2 used as a language learning teaching aid in Montessori teaching scenarios. The main learning card 21 in the figure contains complete learning information in the form of pictures and text, corresponding to the combination card in Montessori teaching scenarios in this embodiment; the sub-learning card (picture) 22 contains fragmented learning information in the form of pictures within the complete learning information, corresponding to the picture card in Montessori teaching scenarios in this embodiment; and the sub-learning card (text) 23 contains fragmented learning information in the form of text within the complete learning information, corresponding to the name card in Montessori teaching scenarios in this embodiment.

[0034] The specific pictures and corresponding descriptions you choose depend mainly on what you want to teach your children, such as animals, plants, environment, food, family, body, clothing, etc. For example, in the context of teaching children about animals, you can choose pictures of lions, tigers, leopards, elephants, etc. as pictures and the names of the animals as text. Figure 3 As shown, it shows four sets of learning card samples in four teaching scenarios.

[0035] To address the problem of children not understanding the actual size of objects shown in pictures during learning, in one embodiment, the complete learning information contained in the main learning card also includes scale indicator pictures. These scale indicator pictures are designed based on the body or body parts familiar to children. Using scale indicator pictures as a reference to learn about new objects can, on the one hand, guide children to use their mental images of objects to imagine, promoting the development of their imagination. On the other hand, it can also help children more accurately understand new objects, gain information about the actual size of these objects in real life, and form a more contextualized overall impression of the new objects.

[0036] For example, when the main image is an apple, the scale indicator image can be a palm, so that children can form an imagination of the actual size of the apple by observing the proportional relationship between the apple and the palm in the picture. For another example, when the main image is an elephant, the scale indicator image can be a human body, so that children can form an imagination of the actual size of the elephant by understanding the proportional relationship between the elephant and the human body. Figure 4 As shown, it shows multiple main learning card samples with main body pictures and proportion indicator pictures in various teaching scenarios.

[0037] It should be noted that Figure 4 The examples shown are for display purposes only. In actual use, the proportions may be determined based on the size of the learning card, the size of the picture, the content of the picture, etc.

[0038] In order to prevent young children from choosing the main and secondary learning cards belonging to the same set of learning cards based on the position of the learning cards rather than the content on the cards, thereby weakening the teaching effect, each type of learning cards should be randomly sorted before binding them to the base board.

[0039] For ease of description, assume that a language learning teaching material provided in one embodiment has three sets of animal-related learning cards, each set containing one main learning card and two secondary learning cards. For any type of learning card, the card farthest from the base is defined as the first learning card, and the card closest to the base is defined as the third learning card. After random sorting, the contents of the first through third main learning cards are, in order, an elephant picture with elephant text, a tiger picture with tiger text, and a lion picture with lion text; while the contents of the first through third secondary learning cards (picture) are, in order, a tiger picture, a lion picture, and an elephant picture; and the contents of the first through third secondary learning cards (text) are, in order, lion text, elephant text, and tiger text. In this way, the main learning cards and secondary learning cards belonging to the same learning card set are placed in different positions in the main and secondary learning card sequences, improving teaching effectiveness.

[0040] After introducing the composition of the learning card set, the following will introduce how to bind the learning card set to the base plate.

[0041] Whether it is the main learning card or the secondary learning card, it can be bound to the base plate by various binding methods, as long as the binding method can ensure that all the main learning cards and secondary learning cards can be viewed and do not block each other. For example, each learning card can be bound to the base plate by glue binding, which has the advantage of not requiring additional binding parts. Of course, binding can also be completed by binding parts. In order to facilitate young children to flip the learning cards during the learning process and to ensure the service life of the binding parts, loose-leaf rings can be selected as binding parts. To match the loose-leaf rings, binding holes can be made on the learning cards, and then the loose-leaf rings can be passed through the binding holes on the learning cards to achieve binding.

[0042] In the solution provided by the embodiments of the present application, by binding multiple sets of learning cards that were originally stored independently to a base plate with pre-divided binding areas, the multiple sets of learning cards and the base plate constitute a new language learning teaching aid, and the various learning cards are no longer scattered. When teaching, it is only necessary to flip the learning cards in different binding areas. When storing, it is also only necessary to flip the learning cards to their original state. This ensures that the various learning cards will not be mixed up during the learning process and will not be lost after use, and it is very easy to store.

[0043] To further reduce the size of language learning aids, refer to Figure 5 In one embodiment, there are two binding members, which are arranged on the left and right sides of the base plate, namely the left binding member 14 and the right binding member 15. The binding area 11, the binding area 12, and the binding area 13 pre-divided by the base plate are located between the left binding member 14 and the right binding member 15. The main learning card 21 is bound to the binding area 11 by the left binding member 14, the secondary learning card (picture) 22 is bound to the binding area 12 by the upper part of the right binding member 15, and the secondary learning card (text) 23 is bound to the binding area 13 by the lower part of the right binding member 15.

[0044] The reason for this layout of the various learning cards is that, on the one hand, the images on the main learning card 21 are above the text. Therefore, by keeping the positional relationship between the secondary learning card (image) 22 and the secondary learning card (text) 23 consistent with the main learning card 21, it can make learning more convenient for children. On the other hand, this layout can make the various learning cards more compact, making the overall volume of the language learning teaching aids more compact and easier to store. In addition, with this layout, when viewing the various learning cards, the learning cards need to be flipped outward from the base plate. Therefore, the complete learning information is printed on the side of the main learning card away from the base plate, and the scattered learning information is printed on the side of the secondary learning card away from the base plate.

[0045] Although the preferred embodiments of the present application have been described, those skilled in the art may make additional changes and modifications to these embodiments once they have learned the basic creative concept. Therefore, the appended claims are intended to be interpreted as including the preferred embodiments and all changes and modifications that fall within the scope of the present application.

[0046] Obviously, those skilled in the art may make various changes and modifications to this application without departing from the spirit and scope of this application. Thus, if these modifications and variations of this application fall within the scope of the claims of this application and their equivalents, this application is intended to include these modifications and variations.

Claims

1. A language learning teaching aid, characterized in that: include: The bottom plate is pre-divided into N binding areas, corresponding to N types of learning cards; At least two sets of learning cards, each set of learning cards containing one of each of N types of learning cards, one of which is a main learning card containing complete learning information, and the remaining N-1 cards are secondary learning cards containing scattered learning information that can constitute the complete learning information; Each type of learning card is randomly sorted and then bound in a flip-able manner in a pre-divided binding area of the bottom plate.

2. The language learning teaching aid according to claim 1, characterized in that Also includes: A binding member provided in each of the binding areas; Each type of learning card is bound to the corresponding binding area by the binding piece.

3. The language learning teaching aid according to claim 2, characterized in that The binding parts include a left binding part and a right binding part, which are arranged on two sides of the bottom plate opposite to each other; The N binding areas pre-divided on the bottom plate are located between the left binding piece and the right binding piece.

4. The language learning teaching aid according to claim 3, characterized in that When N is 3, each main learning card is bound to the base plate through the left binding piece, one type of secondary learning card is bound to the base plate through the upper part of the right binding piece, and another type of secondary learning card is bound to the base plate through the lower part of the right binding piece.

5. The language learning teaching aid according to claim 1, characterized in that The scattered learning information is all printed on the side of the auxiliary learning card away from the bottom plate, and the complete learning information is all printed on the side of the main learning card away from the bottom plate.

6. The language learning teaching aid according to claim 1, wherein: The complete learning information includes a picture and text describing the picture.

7. The language learning teaching aid according to claim 6, characterized in that When N is 3, the scattered learning information included in one secondary learning card is the picture, and the scattered learning information included in another secondary learning card is the text describing the picture.

8. The language learning teaching aid according to claim 7, characterized in that: The auxiliary learning card whose scattered learning information is the picture is located above the auxiliary learning card whose scattered learning information is the text.

9. The language learning teaching aid according to any one of claims 6 to 8, characterized in that: The images include one of animals, plants, environment, food, home, body and clothing.

10. The language learning teaching aid according to claim 9, characterized in that: The complete learning information also includes a scale indication picture.

Images