Literacy training teaching aid

Abstract

The utility model provides a literacy training teaching aid. The literacy training teaching aid comprises a plurality of combined cards of shapes, sounds and characters; each combined card of the shapes, the sounds and the characters comprises a shape side card and a sound side card corresponding to the shapes, the sounds and the characters; each of the shape side card and the sound side card comprises a double-layer pattern layer, and the double-layer pattern layers are a partial character pattern layer and a partial image pattern layer respectively; and the two layers of image layers respectively contained in the form-side card and the sound-side card of the form-side card and the sound-side card are matched and complementary, and can be combined to form images corresponding to the fonts of the form-side card and the semantics of the form-side card and the sound-side card. According to the literacy training teaching aid provided by the embodiment of the utility model, the ability characteristics of the shape side and the sound side can be reasonably utilized, and the positive character method consciousness training of the shape, the sound and the characters can be enhanced. According to the technical scheme, common students can obviously feel the learning effect, and children with reading disorder can learn how to extract and integrate the Chinese character component information from the whole shape and pronunciation character, so that the rules of the shape and pronunciation character can be smoothly learned, and the character learning training effect of the children is improved.

Description

Technical Field

[0001] The utility model relates to the technical field of Chinese character reading and writing ability training, in particular to a teaching aid for character literacy training. Background Art

[0002] The basic unit of Chinese language is the Chinese character, of which about 80% to 90% are phono-semantic characters. Therefore, learning phono-semantic characters is crucial for school-age children and adults who need to learn Chinese characters.

[0003] Existing teaching aids for learning phono-semantic characters are usually presented in the form of spelling cards. These cards include multiple opaque radical cards and multiple opaque phonetic cards. However, when a pair of radical and phonetic cards is needed to form a corresponding phono-semantic character, the two cards must be placed side by side. This results in the radical and phonetic components being far apart, creating an overall disharmony in the character structure. This leads to a certain difference from the actual written structure of the character, which can easily cause children to misremember the written text, resulting in an unsightly visual appearance and poor literacy skills. Utility Model Content

[0004] In order to solve the above problems, the purpose of the embodiments of the present invention is to provide a teaching aid for literacy training.

[0005] The embodiment of the utility model provides a teaching aid for literacy training, comprising a plurality of combination cards of phono-semantic characters; each combination card of a phono-semantic character comprises a radical card and a phonetic component card corresponding to the phono-semantic character; the radical card and the phonetic component card both comprise a double-layer layer, which comprises a partial glyph layer and a partial image layer respectively; the double-layer layers respectively comprised by the radical card and the phonetic component card that together constitute a phono-semantic character are matched and complementary, so that the partial glyph layer and the partial image layer comprised by the radical card can be combined with another partial glyph layer and another partial image layer comprised by the phonetic component card to form the glyph of the phono-semantic character that conforms to a normal structure and an image corresponding to the semantics of the phono-semantic character.

[0006] Optionally, the radical card and the phonetic component card are both transparent cards; when the radical card and the phonetic component card that together constitute a phono-semantic character are overlapped and placed, the two do not block each other.

[0007] Optionally, for the radical card and the phonetic component card that together constitute a phono-semantic character, the blank area of the radical card has a stroke that is consistent with the outline of the double-layer area of the phonetic component card; the blank area of the phonetic component card has a stroke that is consistent with the outline of the double-layer area of the radical card; so that the radical card and the phonetic component card cooperate with each other when they are combined to form a combination card of the phono-semantic character with a stroke effect.

[0008] Optionally, the stroke of the radical card is consistent with the outline of part of the character shape of the phonetic component card; the stroke of the phonetic component card is consistent with the outline of part of the character shape of the radical card; so that when the radical card and the phonetic component card are combined, the phono-semantic character with a stroke effect is obtained.

[0009] Optionally, the card outline of the combination card of the phono-semantic character corresponds to the semantics of the phono-semantic character.

[0010] Optionally, each phono-semantic character combination card further includes a pinyin card.

[0011] Optionally, the teaching aid further comprises: answer cards, wherein the answer cards are image cards corresponding to the semantics of several phono-semantic characters.

[0012] Optionally, the teaching aid further comprises: a card sleeve for placing the combination cards of the phono-semantic characters, and a visual window is provided on one side of the card sleeve.

[0013] Optionally, the teaching aid further comprises: a connectable component, which is installed on the radical card and the phonetic component card and is used to combine and fix the radical card and the phonetic component card.

[0014] Optionally, the connectable component is a magnetic component.

[0015] In the above-mentioned scheme provided by the embodiment of the present invention, based on its detachable structural design, a phono-semantic character can be split into a radical and a phonetic component for use respectively, and a double-layer design is adopted so that the radical card and the phonetic component card corresponding to the combination card of a phono-semantic character respectively contain a partial glyph layer of the phono-semantic character and a partial image layer corresponding to the semantics. When the radical card and the phonetic component card are correctly combined together, a phono-semantic character that not only contains the correct glyph that conforms to the normal structure but also contains the correct semantic image can be formed. When the radical card and the phonetic component card are pieced together to form the combination card of the phono-semantic character, there will not be a gap caused by the blank space of a large number of existing cards between the radical and the phonetic component, so that the radical and the phonetic component can be presented in the correct writing position, and the glyph of the phono-semantic character with a coordinated overall structure can be pieced together, and an image that conforms to the semantics of the phono-semantic character can also be pieced together at the same time, thereby leaving a correct written visual memory for children. The combination card of the phono-semantic character is not only visually beautiful, but also conducive to improving the correct literacy effect of children. In addition, the teaching aid also makes rational use of the capabilities of the radical and phonetic component themselves (that is, phono-semantic characters include radicals and phonetic components, the radical can provide information about the semantics of Chinese characters, and the phonetic component can provide information about the phonetics of Chinese characters), while strengthening the orthographic awareness training for phono-semantic characters, so that when students use the teaching aid for literacy training, they can train the three levels of component awareness, component position awareness, and component function awareness through the process of splitting and combining combination cards. This not only enables ordinary students to clearly feel the learning results, but also improves students' literacy learning efficiency; for children with dyslexia, using this set of literacy training teaching aids can also better learn how to extract and integrate Chinese character component information from the phono-semantic character as a whole, and then smoothly learn the rules of phono-semantic characters, thereby improving the effectiveness of such children's literacy training.

[0016] In order to make the above-mentioned objects, features and advantages of the present invention more obvious and easy to understand, preferred embodiments are given below and described in detail with reference to the accompanying drawings. BRIEF DESCRIPTION OF THE DRAWINGS

[0017] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the following briefly introduces the drawings required for use in the embodiments or the description of the prior art. Obviously, the drawings described below are only some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative work.

[0018] Figure 1 A schematic diagram of a phono-semantic character combination card in a literacy training teaching aid provided by an embodiment of the present utility model is shown;

[0019] Figure 2A schematic diagram showing a phono-semantic character combination card including a phono-semantic radical card and a phonetic radical card in a literacy training teaching aid provided by an embodiment of the present utility model is shown;

[0020] Figure 3 A schematic diagram of a phono-semantic character combination card including a phono-semantic radical card and a phonetic radical card in the literacy training teaching aid provided by an embodiment of the present utility model is shown;

[0021] Figure 4 A schematic diagram showing a radical card and a phonetic component card included in a combination card of a phono-semantic character with a stroke effect in a literacy training teaching aid provided by an embodiment of the present utility model is shown;

[0022] Figure 5 A schematic diagram of a card sleeve in a literacy training teaching aid provided by an embodiment of the present utility model is shown.

[0023] icon:

[0024] A-radical card, B-phonetic component card, 1-card sleeve, 2-visual window. DETAILED DESCRIPTION

[0025] In the description of the present invention, it should be understood that the terms "center", "longitudinal", "lateral", "length", "width", "thickness", "up", "down", "front", "back", "left", "right", "vertical", "horizontal", "top", "bottom", "inside", "outside", "clockwise", "counterclockwise" and the like to indicate orientations or positional relationships based on the orientations or positional relationships shown in the accompanying drawings, and are only for the convenience of describing the present invention 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 should not be understood as a limitation on the present invention.

[0026] 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 specified as "first" or "second" may explicitly or implicitly include one or more of such features. In the description of this utility model, "plurality" means two or more, unless otherwise specifically defined.

[0027] In this utility model, unless otherwise specified or limited, the terms "installed," "connected," "connect," "fixed," etc. should be understood in a broad sense. For example, they can refer to fixed connection, detachable connection, or integral connection; mechanical connection or electrical connection; direct connection or indirect connection through an intermediate medium; and internal communication between two components. Those skilled in the art will understand the specific meanings of the above terms in this utility model based on specific circumstances.

[0028] In the field of Chinese characters, phono-semantic characters are composed of a radical and a phonetic component. The radical provides information about the character's semantic meaning, while the phonetic component provides information about the character's phonetic meaning. Therefore, mastering phono-semantic characters is crucial for learning Chinese characters. Furthermore, the inventors have discovered that orthographic awareness among Chinese children is related to their literacy development. For example, the inventors' research has found that differences in awareness of the radical and phonetic components of phono-semantic characters lead to differences in children's literacy development. Children who can better utilize the phonetic information of the phonetic component generally have better reading skills.

[0029] The inventors of the present utility model summarized the above viewpoints because they found through extensive research that orthographic awareness and the characteristics of phono-semantic characters themselves have a complementary relationship in the learning of Chinese characters. Orthographic awareness involves component awareness, component position awareness and component function awareness. Among them, component awareness reflects children's recognition that Chinese characters can be divided into components, such as a phono-semantic character can be divided into a radical and a phonetic component; component position awareness reflects children's knowledge of the position rules of Chinese character components in Chinese characters, such as the radical in phono-semantic characters is usually on the left or top of the whole character, and the phonetic component is usually on the right or bottom of the whole character; component function awareness reflects children's cognition of the function of the component as a phonetic component or a radical, that is, Chinese characters with the same radical may have the same or similar semantics, and Chinese characters with the same phonetic component may have the same or similar pronunciation.

[0030] Traditional phono-semantic character learning and training aids often consist of simply cards printed with phono-semantic characters, or are presented in the form of opaque spelling cards. Using cards with phono-semantic characters printed on them typically requires students to read and memorize the characters on the cards, failing to properly apply the abilities and orthographic awareness inherent in the phono-semantic character's radical and phonetic components to the teaching aids. Using these literacy training aids not only results in ineffective learning for average students, but also hinders the ability of children with dyslexia to directly extract and integrate information about the components of the characters from the entire phono-semantic character due to their inherent orthographic awareness deficits, making it difficult for them to learn the rules of phono-semantic characters. Therefore, using traditional literacy training aids to train such children is more likely to cause dyslexic children to repeatedly experience frustration in learning phono-semantic characters, further impacting their psychological health development. Using opaque spelling cards, when a pair of radical and phonetic cards need to be combined to form a corresponding phono-semantic character, the two cards must be placed side by side. The Chinese characters composed in this way will have the positions of the radical and the phonetic component far apart, and the overall structure of the Chinese characters will be inconsistent, resulting in a certain difference from the actual writing structure of the Chinese characters. This can easily cause children to have incorrect visual memory of the writing, resulting in visual unsightliness and poor literacy results for children.

[0031] To solve the problems existing in the above-mentioned prior art, the embodiments of the present utility model provide a literacy training teaching aid (hereinafter referred to as the teaching aid). Firstly, the teaching aid can present the semantic radical and the phonetic radical in the correct writing positions, and combine them to obtain the glyph of a phono-semantic compound character with a coordinated overall structure, thereby leaving a correct visual memory of writing for children. The combination cards of phono-semantic compound characters are not only visually beautiful but also conducive to improving the correct literacy effect of children. Secondly, the teaching aid can also flexibly and reasonably utilize the inherent ability characteristics of the semantic radical and the phonetic radical, and strengthen the training of orthographic awareness for phono-semantic compound characters, thereby enhancing the orthographic awareness of students' Chinese characters, promoting the development of Chinese character recognition ability of ordinary students and even children with reading disabilities, and contributing to the subsequent progress of reading and writing abilities.

[0032] Specifically, the teaching aid includes: a number of combination cards of phono-semantic compound characters. Refer to Figure 1 as shown, Figure 1 which shows a schematic diagram of a combination card of any phono-semantic compound character. As can be seen from the figure, the phono-semantic compound character is "cat", that is Figure 1 which shows the combination card of the character "cat". The embodiments of the present utility model correspond to a corresponding combination card for each phono-semantic compound character. The combination cards of each phono-semantic compound character respectively include a semantic radical card and a phonetic radical card corresponding to the phono-semantic compound character. Refer to Figure 2 as shown, Figure 2 which shows the semantic radical card ( Figure 2 shown by reference numeral A in the figure) and the phonetic radical card ( Figure 2 shown by reference numeral B in the figure) respectively included in the combination card of the character "cat". Among them, both the semantic radical card and the phonetic radical card include a double-layer coating, and the double-layer coating is respectively a partial glyph layer and a partial image layer. It can be understood that some of the images in the double-layer coating can be semi-transparent processed images, so that the image itself does not block the glyph, and both can be presented in a visible state. Among them, the double-layer coatings respectively included in the semantic radical card and the phonetic radical card that jointly form a phono-semantic compound character are matched and complementary. It can be understood that the partial glyph layer included in the semantic radical card is the part specifically corresponding to the semantic radical of the phono-semantic compound character, and the partial glyph layer included in the phonetic radical card is the part specifically corresponding to the phonetic radical of the phono-semantic compound character. As Figure 2 shown, the partial glyph layer included in the semantic radical card A of the character "cat" is the semantic radical "犭" of the character "cat"; the partial glyph layer included in the phonetic radical card B of the character "cat" is the phonetic radical "苗" of the character "cat", and the two are complementary, so that the partial glyph layer "犭" included in the semantic radical card A and the other partial glyph layer "苗" included in the phonetic radical card B are combined to form the glyph "cat" of the phono-semantic compound character. It should be noted that when the semantic radical card and the phonetic radical card in the embodiments of the present utility model are combined to obtain the corresponding combination card of the phono-semantic compound character, there will be no wide gaps and white spaces between the semantic radical and the phonetic radical, and their writing positions are correct and standard, conforming to the normal structure of the phono-semantic compound character obtained by combination. For example, as Figure 2As shown, a part of the glyph layer "犭" contained in the radical card A is set on the right side of the radical card, and another part of the glyph layer "苗" contained in the phonetic card B is set on the left side of the phonetic card. When the part of the glyph layer "犭" contained in the radical card combines with another part of the glyph layer "苗" contained in the phonetic card B to form the phonetic compound character "猫", there will be no large gaps and white spaces between "犭" and "苗", and the writing positions of "犭" and "苗" are correct and standardized, conforming to the normal structure of the character "猫". In the embodiment of the present utility model, the splicing position of the two cards can be designed to be regular, or can also be designed to be irregular (such as presented in a structure similar to a jigsaw puzzle), and this embodiment does not make specific limitations on this.

[0033] Furthermore, a part of the image layer contained in the radical card is a part of the image corresponding to the semantics represented by the phonetic compound character (i.e., the semantic image), and a part of the image layer contained in the phonetic card is another part of the image corresponding to the semantics represented by the phonetic compound character, and this part is used to cooperate with the part of the image layer contained in the radical card to form a complete image corresponding to the semantics of the phonetic compound character. As Figure 2 shown, the part of the image layer contained in the radical card A of the character "猫" is the rear half of the cat's body (including the cat's tail and part of the torso); the part of the image layer contained in the phonetic card B of the character "猫" is the front half of the cat's body (including the cat's head and part of the torso). The two parts of the image layers of the radical card A and the phonetic card B can be spliced together to obtain a complete image of the cat, so as to represent the phonetic compound character "猫", that is, the part of the image layer contained in the radical card can combine with another part of the image layer contained in the phonetic card to form an image corresponding to the semantics of the phonetic compound character.

[0034] When using this teaching aid for literacy training, the entire literacy training process can be divided into a learning stage and a testing stage. For the learning stage, as the name implies, it is necessary to let students use this teaching aid to systematically learn phonetic compound characters and extract corresponding rules. For the testing stage, it is necessary to test the learned relevant phonetic compound characters after a period of the learning stage.

[0035] The teaching aids provided by the embodiments of the present utility model can be trained separately according to the semantic radicals and phonetic radicals of pictophonetic characters. That is to say, the teaching aids can be classified according to the same semantic radical or the same phonetic radical to obtain a set of combined cards of pictophonetic characters for this training. This set of combined cards can include at least one set of combined cards of pictophonetic characters with multiple identical semantic radicals (or phonetic radicals). For the sake of simplifying the description, the embodiments of the present utility model refer to a set of pictophonetic characters with multiple identical semantic radicals (or phonetic radicals) as a semantic radical family (or phonetic radical family). For example, the semantic radical family "犭" can include pictophonetic characters such as "猫", "狗", "猪", "狮", "猴", etc.; the phonetic radical family "苗" can include pictophonetic characters such as "猫", "描", "喵", "瞄", etc. The same pictophonetic character can be classified into a semantic radical family or a phonetic radical family. When using the teaching aids provided by the embodiments of the present utility model for Chinese character recognition training, a set of combined cards selected for each training can be the combined cards of pictophonetic characters of a semantic radical family (or phonetic radical family), or, alternatively, can be the combined cards of pictophonetic characters of multiple semantic radical families (or phonetic radical families). Multiple semantic radical families (or phonetic radical families) can also be classified according to different factors, and the semantic radical family (or phonetic radical family) of the same difficulty level can be selected for each training. The embodiments of the present utility model do not limit this.

[0036] When using the teaching aids for Chinese character recognition training in the learning stage, the teacher or parent can first show the students the combined cards of complete pictophonetic characters formed by combining the corresponding semantic radical cards and phonetic radical cards. Based on the glyph of the complete pictophonetic character and the image layer corresponding to the semantics of the combined complete pictophonetic character, the students can obtain the initial cognition of the glyph and semantics of the pictophonetic character. They can also read out or show the pronunciation corresponding to the pictophonetic character (asking children to follow the reading) to enable the students to familiarize themselves with the pronunciation and phonetics of the pictophonetic character. After that, the phonetic radical cards and semantic radical cards included in the combined cards of the pictophonetic character can be split into two independent cards and classified and placed. From the perspective of orthographic awareness training, by showing the process of splitting the combined cards into semantic radical cards and phonetic radical cards, the students' awareness of the components of pictophonetic characters and the awareness of the positions of the components can be trained. Even children with reading disabilities can extract the component information of pictophonetic characters from this process and then refine the learning rules of pictophonetic characters. Finally, the teacher or parent can select the corresponding semantic radical cards and phonetic radical cards of the pictophonetic character that have been classified and placed, recombine them to obtain the complete combined cards of the pictophonetic character, and at the same time read out or show the pronunciation of the pictophonetic character again (asking children to follow the reading) to strengthen the training of orthographic awareness through the recombination process, enabling children to better carry out Chinese character recognition training by utilizing the characteristics of the semantic radicals and phonetic radicals of pictophonetic characters.

[0037] When using this teaching aid for character literacy training during the test phase, students can independently separate at least one phono-semantic character combination card according to its radical card and phonetic card, and correctly classify the two into the storage positions of the radical card and the phonetic card. Utilizing the detachable feature of this teaching aid, basic component awareness is trained, allowing students to recognize that phono-semantic characters can be separated into a radical and a phonetic card by separating the teaching aid. Advancedly, this teaching aid can also be used to train intermediate component position awareness, that is, to train students to recognize that the positions of the radical and phonetic radicals in phono-semantic characters in Chinese characters have certain regularities. For example, students can be instructed to select a radical card from several radical cards randomly placed in the position for storing the radical card, and correspondingly, to select a phonetic radical card from several phonetic radical cards randomly placed in the position for storing the phonetic radical card, and then be required to correctly combine the combination cards to obtain a certain phono-semantic character. It should be noted that the correct combination process includes: the radical card and the phonetic radical card are correctly placed, and the partial image layers corresponding to the two cards can be pieced together to obtain the image corresponding to the semantics of the phono-semantic character. Finally, this teaching aid can also be used to train students' higher-level awareness of the functional components of a word, specifically their understanding of the functions of components as radicals or phonetic components. For example, at the end of this training session, students could be shown a card with a phono-semantic character that has the same components but has not yet been learned, and asked to infer the corresponding meaning or pronunciation of the phono-semantic character, with feedback provided on whether the character is correct or not.

[0038] The literacy training teaching aid provided by the embodiment of the utility model, based on its detachable structural design, can split a phono-semantic character into a radical and a phonetic component for separate use, and adopts a double-layer design so that the radical card and the phonetic component card corresponding to the combination card of a phono-semantic character respectively contain a partial glyph layer of the phono-semantic character and a partial image layer corresponding to the semantics. When the radical card and the phonetic component card are correctly combined together, a phono-semantic character that not only contains the correct glyph that conforms to the normal structure but also contains the correct semantic image can be formed. When the radical card and the phonetic component card are pieced together to form the combination card of the phono-semantic character, there is no gap between the radical and the phonetic component caused by the blank space of a large number of existing cards, so that the radical and the phonetic component can be presented in the correct writing position, and the glyph of the phono-semantic character with a coordinated overall structure can be pieced together. At the same time, an image that conforms to the semantics of the phono-semantic character can also be pieced together, thereby leaving a correct written visual memory in children. The combination card of the phono-semantic character is not only visually beautiful, but also conducive to improving the correct literacy effect of children. In addition, the teaching aid also makes rational use of the capabilities of the radical and phonetic component themselves (i.e., phono-semantic characters include radicals and phonetic components, the radical can provide information about the semantics of Chinese characters, and the phonetic component can provide information about the phonetics of Chinese characters), while strengthening the orthographic awareness training for phono-semantic characters, so that when students use the teaching aid for literacy training, they can train the three levels of component awareness, component position awareness, and component function awareness through the process of splitting and combining combination cards. This not only enables ordinary students to clearly feel the learning results and improves students' literacy learning efficiency, but also for children with dyslexia, using this set of literacy training teaching aids can better learn how to extract and integrate Chinese character component information from the phono-semantic character as a whole, and then smoothly learn the rules of phono-semantic characters, thereby improving the effectiveness of literacy training for such children.

[0039] Optionally, both the radical card and the phonetic component card are transparent cards. Figure 3 As shown, Figure 3Still provided is a schematic diagram of the radical card A and the phonetic loan character card B corresponding to the phono-semantic compound character "cat". In the structure of the character "cat", its radical "犭" is located on the left side of the overall character structure, and its phonetic loan character "苗" is located on the right side of the overall character structure. Therefore, in the radical card A of the character "cat", the radical "犭" and the latter half of the corresponding cat body can be located in the left area of the overall radical card A, and the areas outside the double-layer coating printed on the radical card A (including the blank area on the right side of the radical card A) are designed to be transparent to form a transparent card. Correspondingly, in the phonetic loan character card B of the character "cat", the phonetic loan character "苗" and the first half of the corresponding cat body can be located in the right area of the overall phonetic loan character card B, and the areas outside the double-layer coating printed on the phonetic loan character card B (including the blank area on the left side of the phonetic loan character card B) are designed to be transparent to form a transparent card. It can be understood that for the specific positions of the radicals and phonetic loan characters of different phono-semantic compound characters, the printing positions of the double-layer coatings in different radical cards and phonetic loan character cards can be adjusted adaptively, which will not be elaborated here.

[0040] When the radical card and the phonetic loan character card that jointly form a phono-semantic compound character are overlapped and placed, based on the above-mentioned structural design of the radical card and the phonetic loan character card, the double-layer coatings contained in the radical card and the phonetic loan character card can be made not to block each other, and the combination of the radical card and the phonetic loan character card can still be achieved. Based on the overlapping perspective effect, the combined card of the phono-semantic compound character can be obtained by combination. Moreover, since the card structure is designed to be transparent, when the radical card and the phonetic loan character card are joined together to form the combined card of the phono-semantic compound character, there will be no gaps caused by a large amount of blank space in existing cards between the radical and the phonetic loan character, and the radical and the phonetic loan character can be presented at the correct writing positions, and the overall structure of the phono-semantic compound character with a coordinated shape can be obtained by joining, and an image conforming to the semantics of the phono-semantic compound character can also be obtained by joining at the same time, so as to leave a correct writing visual memory for children. The combined card of the phono-semantic compound character is not only visually beautiful, but also conducive to improving the correct literacy effect of children.

[0041] Since children with reading disorders have certain cognitive defects in orthographic awareness and their psychology is more sensitive and vulnerable, considering this point, the inventor has further improved the teaching aids provided in the embodiments of the present invention, so that when such children use this set of teaching aids for training, they can obtain some favorable tips, reduce the learning difficulty, enhance the confidence of such children, and avoid more psychological blows when they fail in training, thus causing adverse psychological effects.

[0042] Optionally, for the radical card and the phonetic loan character card that jointly form a phono-semantic compound character, the blank area of the radical card has a stroke with the same outline as the double-layer coating area of the phonetic loan character card; the blank area of the phonetic loan character card has a stroke with the same outline as the double-layer coating area of the radical card; so as to cooperate with each other when the radical card and the phonetic loan character card are combined to form a combined card of the phono-semantic compound character with a stroke effect.

[0043] Specifically, on the premise that both the radical card and the phonetic complement card are transparent cards, taking the phono-semantic compound character "花" as an example, the upper area of the radical card is printed with the radical "艹" and the upper half of the flower pattern; the lower area of the phonetic complement card is printed with the phonetic complement "化" and the lower half of the corresponding flower pattern. On this basis, the embodiment of the present utility model improves the blank areas in the radical card and the phonetic complement card that are not printed with double-layer layers. In the lower area of the radical card of the character "花" (the blank area corresponding to the double-layer layer area of the phonetic complement card), a stroke is designed that is consistent with the outline of the double-layer layer area of the phonetic complement card, that is, this stroke is the outermost outline stroke of the double-layer layer of the corresponding phonetic complement card; and, in the upper area of the phonetic complement card of the character "花" (the blank area corresponding to the double-layer layer area of the radical card), a stroke is designed that is consistent with the outline of the double-layer layer area of the radical card, that is, this stroke is the outermost outline stroke of the double-layer layer of the corresponding radical card; the stroke in the embodiment of the present utility model can be a dotted stroke, etc.

[0044] When the radical card and the phonetic complement card of the character "花" are overlapped and placed for correct combination, the stroke in the radical card can prompt the phonetic complement card that matches it, and similarly, the stroke in the phonetic complement card can also prompt the radical card that matches it. After the two are overlapped and placed, both parts of the stroke can appear on the outermost contour edge of the double-layer layer that matches them, forming a combined card of the phono-semantic compound character "花" with a stroke effect.

[0045] Optionally, in the embodiment of the present utility model, the stroke of the radical card is consistent with the outline of a part of the character shape of the phonetic complement card; the stroke of the phonetic complement card is consistent with the outline of a part of the character shape of the radical card; so as to obtain a phono-semantic compound character with a stroke effect when the radical card and the phonetic complement card are combined.

[0046] Such as Figure 4As shown, taking the phono-semantic compound character "江" as an example, on the left part of the radical card A of this character, the radical "氵" and the left half of the Yangtze River water pattern are printed; on the right part of the phonetic card B, the phonetic "工" and the right half of the corresponding Yangtze River water pattern are printed. For the embodiments of the present utility model, in the right part of the radical card of the character "江" (the blank area corresponding to the double-layer layer area of the phonetic card), a stroke is designed that is consistent with the outline of the phonetic included in the phonetic card; and, in the left part of the phonetic card of the character "江" (the blank area corresponding to the double-layer layer area of the radical card), a stroke is designed that is consistent with the outline of the radical included in the radical card. To prompt the phonetic card that needs to be combined into the same phono-semantic compound character through the phonetic stroke on the radical card, and prompt the radical card that needs to be combined into the same phono-semantic compound character through the radical stroke on the phonetic card, so that children with reading disabilities can further correctly combine to obtain the combined card of the phono-semantic compound character "江" based on the prompts of the radical and the phonetic. The glyph of the phono-semantic compound character "江" in this combined card has a stroke effect.

[0047] Optionally, the card outline of the combined card of a phono-semantic compound character corresponds to the semantics of the phono-semantic compound character, that is, the card outline of the combined card of a phono-semantic compound character can be irregular. For example, the card outline of the combined card of the character "花" can be directly designed to be the shape of a flower. Its radical card and phonetic card can both be set to have the same size and a unified outline in the shape of a flower. When the two are correctly overlapped, a combined card with a card outline in the shape of a flower is obtained. Or, the card outline of the radical card of the character "花" can correspond to the upper half outline of the flower shape, and the card outline of the phonetic card of the character "花" can correspond to the lower half outline of the flower shape. When the two are correctly spliced, a combined card with a card outline in the shape of a flower is obtained.

[0048] Optionally, the combined card of each phono-semantic compound character further includes: a pinyin card. The embodiments of the present utility model do not limit the specific design of the pinyin card. It can be an opaque card printed with the pinyin of a phono-semantic compound character or a transparent card, so that when a teacher or parent shows a student the combined card of a certain phono-semantic compound character, the pinyin card corresponding to the phono-semantic compound character can be selected for simultaneous display. For example, the pinyin card is a transparent card, and the pinyin is printed on any one of the four corners of the card. This pinyin card can be overlapped with the combined card of the corresponding phono-semantic compound character to obtain a combined card of the phono-semantic compound character that can display the pinyin. In addition, this pinyin card can also be provided to the student for selection and display when the student needs to determine the pronunciation of a phono-semantic compound character during the training process. For example, this pinyin card can be used as an option during the test stage and when asking the student to infer the pronunciation of a phono-semantic compound character with the same components but not learned before.

[0049] Optionally, the literacy training teaching aid further includes: an answer card, and the answer card is a plurality of image cards corresponding to the semantics of phono-semantic compound characters.

[0050] When using the teaching aids provided by the embodiments of the present invention for character literacy training, if students are asked to infer the meaning of a phono-semantic character with the same components but not previously learned, cards designed with images corresponding to the semantics of any phono-semantic character, i.e., answer cards, can be used as candidates for this stage. The student's level of mastery of this stage can be determined by selecting the image card corresponding to the semantics of the phono-semantic character used in the test from multiple answer cards.

[0051] Optionally, the literacy training teaching aid further comprises: a card sleeve for placing combination cards of phono-semantic characters, and a visual window is provided on one side of the card sleeve 1.

[0052] like Figure 5 As shown, Figure 5 A schematic structural diagram of a card sleeve is shown, wherein Figure 1 represents the card sleeve, and Figure 2 represents the viewing window. When a phono-semantic character combination card is placed in the card sleeve 1, both layers corresponding to the phono-semantic characters in the combination card can be displayed through the viewing window 2, making it convenient to store and display the combination card. The present embodiment of the utility model does not specifically limit the number of card sleeves 1, nor does it specifically limit whether the surface of the viewing window 2 has a transparent film seal or a flip-up design.

[0053] Optionally, the teaching aid further comprises: a connectable component, which is installed on the radical card and the phonetic component card and is used to combine and fix the radical card and the phonetic component card.

[0054] In the utility model embodiment, connectable assembly can comprise the first assembly that is installed on the radical card and the second assembly that is installed on the phonetic radical card, and the concrete setting position of connectable assembly on the card is relevant with the concrete combination mode and the design style of radical card and phonetic radical card.For example, under the situation that radical card and phonetic radical card are combined into the combination card of phono-semantic character by the mode of splicing, this first assembly and second assembly can be installed in near the side edge that radical card and phonetic radical card approach each other, and connectable assembly can be any form such as magic stick, buckle that cooperate with each other. Under the situation that radical card and phonetic radical card are combined into the combination card of phono-semantic character by the mode of overlapping placement, this first assembly and second assembly can be installed in the side surface that radical card and phonetic radical card approach each other, as the first assembly can be arranged on the outline edge position on the radical card back side, correspondingly, the second assembly can be arranged on the outline edge position on the phonetic radical card front.Through the use of connectable assembly, the radical card and phonetic radical card that need be combined can be formed into one form.

[0055] Optionally, the connectable component is a magnetic component. That is, the connectable component can be a magnetic strip provided along the edge of the joint of the two cards, and the first magnetic component provided on the radical card can attract the second magnetic component provided on the phonetic component card, thereby magnetically combining the radical card and the phonetic component card into a single piece.

[0056] The above description is merely a specific embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any technical solution that can be easily conceived by a person skilled in the art within the technical scope disclosed in the present invention should be included in the scope of protection of the present invention. Therefore, the scope of protection of the present invention should be based on the scope of protection of the claims.

Claims

1. A literacy training teaching aid, characterized in that: include: Combination cards of several phono-semantic characters; each combination card of a phono-semantic character comprises a radical card and a phonetic component card corresponding to the phono-semantic character; the radical card and the phonetic component card each comprise a double layer, wherein the double layer comprises a partial character shape layer and a partial image layer; The double-layer layers respectively contained in the radical card and the phonetic component card that together constitute a phono-semantic character are matched and complementary, so that the partial glyph layer and the partial image layer contained in the radical card can be combined with the other partial glyph layer and the other partial image layer contained in the phonetic component card to form the glyph of the phono-semantic character that conforms to the normal structure and the image corresponding to the semantics of the phono-semantic character.

2. The teaching aid according to claim 1, characterized in that The radical card and the phonetic component card are both transparent cards; when the radical card and the phonetic component card that together constitute a phono-semantic character are overlapped and placed, the two do not block each other.

3. The teaching aid according to claim 2, characterized in that For the radical card and the phonetic component card that together constitute a phono-semantic character, the blank area of the radical card has a stroke that is consistent with the outline of the double-layer layer area of the phonetic component card; the blank area of the phonetic component card has a stroke that is consistent with the outline of the double-layer layer area of the radical card; when the radical card and the phonetic component card are combined, they cooperate with each other to form a combination card of the phono-semantic character with a stroke effect.

4. The teaching aid according to claim 3, characterized in that The stroke of the radical card is consistent with the outline of part of the character shape of the phonetic component card; the stroke of the phonetic component card is consistent with the outline of part of the character shape of the radical card; so that the phono-semantic character with the stroke effect is obtained when the radical card and the phonetic component card are combined.

5. The teaching aid according to claim 1, characterized in that The card outline of the combination card of the phono-semantic character corresponds to the semantics of the phono-semantic character.

6. The teaching aid according to claim 1, characterized in that The combination card of each phono-semantic character also includes: a pinyin card.

7. The teaching aid according to claim 1, characterized in that Also includes: Answer cards, wherein the answer cards are image cards corresponding to the semantics of several phono-semantic characters.

8. The teaching aid according to claim 1, wherein: Also includes: A card sleeve for placing the phono-semantic character combination card, wherein a visual window is provided on one side of the card sleeve.

9. The teaching aid according to claim 1, wherein: Also includes: A connectable component is installed on the radical card and the phonetic component card, and is used to combine and fix the radical card and the phonetic component card.

10. The teaching aid according to claim 9, characterized in that The connectable component is a magnetic component.

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