Lego teaching model

Abstract

The utility model relates to the field of Lego teaching, and discloses a Lego teaching model which comprises a model body formed by connecting a plurality of Lego blocks, the Lego blocks comprise the first Lego block and the second Lego block, a plug pin is arranged between the first Lego block and the second Lego block, a cavity is formed in the plug pin, and the first Lego block and the second Lego block are arranged in the cavity. An insertion block I, an insertion block II and an expansion assembly for driving the insertion block I and the insertion block II to synchronously expand and move are arranged in the bolt in a sliding manner; according to the invention, through the clamping cooperation of the plug pins and the plug blocks and the arrangement of the expansion assembly used for driving the plug block 1 and the plug block 2 to synchronously expand and move, during teaching, children only need to simply rotate a rotary knob, the plug blocks can be driven to synchronously expand and be clamped with the Lego blocks, rapid and tool-free splicing between the Lego blocks is realized, and the teaching efficiency is improved. And the splicing difficulty is effectively reduced without mastering complicated hand-eye coordination skills or using tools such as screwdrivers, so that children of smaller age groups can easily master the splicing process and enjoy the splicing pleasure.

Description

Technical Field

[0001] This application relates to the field of LEGO teaching, and in particular to a LEGO teaching model. Background Technology

[0002] In current LEGO teaching practices, LEGO bricks, as a popular creative toy among children, not only stimulate their imagination and creativity but also effectively improve their hands-on skills and spatial awareness. However, existing LEGO assembly methods often rely on screwdrivers and bolts to achieve a stable connection between bricks. While this method satisfies the structural stability requirement to some extent, for younger children, using screwdrivers and bolts for assembly requires not only high hand-eye coordination but also understanding a series of complex steps. This increases the difficulty of assembly and may cause children to lose patience and interest during the process, thus affecting their learning outcomes and creativity, and consequently impacting the quality of teaching. To address these issues, a LEGO teaching model is proposed.

[0003] The information disclosed in this background section is only intended to enhance the understanding of the background technology of this application, and therefore may include prior art that is not known to those skilled in the art. Utility Model Content

[0004] To address the aforementioned issues, this application provides a LEGO teaching model.

[0005] The LEGO teaching model provided in this application adopts the following technical solution:

[0006] A LEGO teaching model includes a model body composed of multiple connected LEGO blocks. The LEGO blocks include LEGO block one and LEGO block two. A pin is provided between LEGO block one and LEGO block two. The pin has a cavity. Insert block one and insert block two are slidably arranged in the pin, as well as an expansion component that drives insert block one and insert block two to expand and move synchronously.

[0007] Preferably, the expansion assembly includes a rotating rod, a threaded cylinder, a sliding cylinder, a connecting rod, a connecting rod, a push plate, and a knob. The rotating rod rotates within a pin, the threaded cylinder is threadedly connected to the rotating rod, the sliding cylinder can slide on the surface of the rotating rod, both ends of the connecting rod are fixed to the threaded cylinder and the sliding cylinder respectively, both ends of the connecting rod are hinged to the connecting rod and the push plate respectively, both insert blocks one and two are fixed to the outside of the push plate, and the top end of the rotating rod passes through the pin and is fixed to the knob. When the surface of the push plate is in contact with the inner wall of the model body, insert block one engages with LEGO block one, and insert block two engages with LEGO block two.

[0008] Preferably, the surface of the pin has an opening for sliding of the first and second insertion blocks.

[0009] Preferably, the upper half of the rotating rod is threaded.

[0010] Preferably, the inner wall of the first LEGO block has a slot 1 that engages with the first insert block, and the inner wall of the second LEGO block has a slot 2 that engages with the second insert block.

[0011] Preferably, there is a gap between the bottom of the slide cylinder and the bottom of the inner wall of the pin.

[0012] Preferably, the knob surface is provided with anti-slip texture.

[0013] In summary, this application includes the following beneficial technical effects:

[0014] By setting up a snap-fit ​​mechanism between the pins and the blocks, and by setting up an expansion component to drive the synchronous expansion and movement of the first and second blocks, children can easily drive the blocks to expand synchronously and snap them together with the LEGO bricks during teaching. This achieves quick, tool-free assembly of LEGO bricks. Compared with related technologies, it eliminates the need to master complex hand-eye coordination skills or use tools such as screwdrivers, effectively reducing the difficulty of assembly. This allows even younger children to easily get started and enjoy the fun of assembling. The simplified assembly process reduces children's frustration during operation, enabling them to focus more on the creative construction of models, thereby improving the quality of teaching. Attached Figure Description

[0015] Figure 1 This is a schematic diagram of the overall structure of an embodiment of the application;

[0016] Figure 2 This is a partial exploded side section diagram of an embodiment of the application;

[0017] Figure 3 yes Figure 2 Enlarged structural diagram at point A in the middle.

[0018] Explanation of reference numerals in the attached diagram: 1. Model body; 2. LEGO block; 21. LEGO block one; 22. LEGO block two; 3. Pin; 4. Rotating rod; 5. Threaded cylinder; 6. Slide cylinder; 7. Connecting rod; 8. Connecting rod; 9. Push plate; 10. Insert block one; 11. Insert block two; 12. Slot one; 13. Slot two; 14. Knob. Detailed Implementation

[0019] The following is in conjunction with the appendix Figure 1-3 This application will be described in further detail.

[0020] This application discloses a LEGO teaching model. (Refer to...) Figure 1-3A LEGO teaching model includes a model body 1 composed of multiple LEGO blocks 2 connected together. Each LEGO block 2 includes LEGO block 1 21 and LEGO block 22. A pin 3 is provided between LEGO block 1 21 and LEGO block 22. The pin 3 has a cavity. Insert blocks 1 10 and 2 11 are slidably disposed within the pin 3, along with an expansion assembly that drives insert blocks 1 10 and 2 11 to expand synchronously. The expansion assembly includes a rotating rod 4, a threaded cylinder 5, a sliding cylinder 6, a connecting rod 7, a connecting rod 8, a push plate 9, and a knob 14. The rotating rod 4 rotates within the pin 3, and the upper half of the rotating rod 4 is threaded. The threaded cylinder 5 is connected to the rotating rod 4. The threaded connection allows the slide cylinder 6 to slide on the surface of the rotating rod 4. There is a gap between the bottom of the slide cylinder 6 and the bottom of the inner wall of the pin 3. The two ends of the connecting rod 7 are fixed to the threaded cylinder 5 and the slide cylinder 6, respectively. The two ends of the connecting rod 8 are hinged to the connecting rod 7 and the push plate 9, respectively. The first insert 10 and the second insert 11 are both fixed on the outside of the push plate 9. The top of the rotating rod 4 passes through the pin 3 and is fixed to the knob 14. When the surface of the push plate 9 is in contact with the inner wall of the model body 1, the first insert 10 engages with the first LEGO block 21, and the second insert 11 engages with the second LEGO block 22. The surface of the pin 3 has an opening for the sliding of the first insert 10 and the second insert 11.

[0021] In teaching practice, take LEGO block 1 21 and LEGO block 2 22 and assemble them. Insert pin 3 into the connecting hole at the connection point of LEGO block 1 21 and LEGO block 2 22. LEGO block 1 21 has a slot 1 12 on its inner wall that engages with insert block 1 10. LEGO block 2 22 has a slot 2 13 on its inner wall that engages with insert block 2 11. Turning knob 14 rotates rotating rod 4. Under the guiding action of the opening and the connecting action of connecting rod 8, threaded cylinder 5 moves downward and pushes slide cylinder 6 downward, thereby pushing push plate 9 and insert block 1 10 on it to engage with slot 1 12. LEGO Brick 21 and Slot 23 can be inserted together to quickly connect LEGO Brick 1 and LEGO Brick 22 without the need for additional tools. This effectively reduces the difficulty of assembly, making it easy for younger children to get started and enjoy the fun of assembling. The simplified assembly process reduces children's frustration during operation, allowing them to focus more on the shape assembly of the model, thereby improving the quality of teaching. At the same time, when dealing with older children, the simplified assembly process can also allow them to learn more about the construction of model structures, further improving the efficiency and quality of teaching.

[0022] It should be noted that, in order to accommodate the different angles of LEGO Brick 1 21 and LEGO Brick 2 22, multiple slots 1 12 and slot 2 13 can be provided. Furthermore, LEGO Brick 1 21 and LEGO Brick 2 22 are also provided with markings corresponding to the pin 3 to facilitate the matching of the pin 3.

[0023] Reference Figure 3The surface of knob 14 is provided with anti-slip texture. The anti-slip texture can increase the friction for children to twist, which facilitates the smooth progress of assembly teaching.

[0024] The foregoing has shown and described the basic principles, main features, and advantages of this utility model. It will be apparent to those skilled in the art that this utility model is not limited to the details of the exemplary embodiments described above, and that it can be implemented in other specific forms without departing from the spirit or basic characteristics of this utility model. Therefore, the embodiments should be considered exemplary and non-limiting in all respects. The scope of this utility model is defined by the appended claims rather than the foregoing description. Therefore, all variations falling within the meaning and scope of equivalents of the claims are intended to be included within this utility model, and no reference numerals in the claims should be construed as limiting the scope of the claims.

[0025] Furthermore, it should be understood that although this specification describes embodiments, not every embodiment contains only one independent technical solution. This narrative style is merely for clarity. Those skilled in the art should consider the specification as a whole, and the technical solutions in each embodiment can also be appropriately combined to form other embodiments that can be understood by those skilled in the art.

[0026] In the description of this utility model, unless otherwise explicitly specified and limited, the terms "connected," "linked," and "fixed" should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can refer to a mechanical connection or an electrical connection; they can refer to a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components. Those skilled in the art can understand the specific meaning of the above terms in this utility model based on the specific circumstances.

[0027] In the description of this utility model, it should be understood that the terms "upper," "lower," "front," "rear," "left," "right," "top," "bottom," "inner," and "outer," etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are only for the convenience of describing this utility model and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on this utility model. In addition, the terms "first," "second," etc., are used for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of indicated technical features. Thus, features defined with "first," "second," etc., may explicitly or implicitly include one or more of that feature. In the description of this utility model, unless otherwise stated, "a plurality of" means two or more.

Claims

1. A LEGO teaching model, comprising a model body (1) composed of multiple LEGO bricks (2) connected together, characterized in that: The LEGO block (2) includes LEGO block one (21) and LEGO block two (22). A pin (3) is provided between LEGO block one (21) and LEGO block two (22). The pin (3) has a cavity. Insert block one (10) and insert block two (11) are slidably provided in the pin (3), as well as an expansion component that drives insert block one (10) and insert block two (11) to expand and move synchronously. The expansion assembly includes a rotating rod (4), a threaded cylinder (5), a sliding cylinder (6), a connecting rod (7), a connecting rod (8), a push plate (9), and a knob (14). The rotating rod (4) rotates within the pin (3). The threaded cylinder (5) is threadedly connected to the rotating rod (4). The sliding cylinder (6) can slide on the surface of the rotating rod (4). The two ends of the connecting rod (7) are fixed to the threaded cylinder (5) and the sliding cylinder (6) respectively. The two ends of the connecting rod (8) are hinged to the connecting rod (7) and the push plate (9) respectively. The first insert (10) and the second insert (11) are both fixed to the outside of the push plate (9). The top end of the rotating rod (4) passes through the pin (3) and is fixed to the knob (14). When the surface of the push plate (9) is in contact with the inner wall of the model body (1), the first insert (10) engages with the first LEGO block (21), and the second insert (11) engages with the second LEGO block (22).

2. The LEGO teaching model according to claim 1, characterized in that: The surface of the pin (3) is provided with an opening for the sliding of the first insertion block (10) and the second insertion block (11).

3. The LEGO teaching model according to claim 1, characterized in that: The upper half of the rotating rod (4) is threaded.

4. A LEGO teaching model according to claim 1, characterized in that: The inner wall of the first LEGO block (21) has a slot 1 (12) that engages with the first insert block (10), and the inner wall of the second LEGO block (22) has a slot 2 (13) that engages with the second insert block (11).

5. A LEGO teaching model according to claim 1, characterized in that: There is a gap between the bottom of the slide (6) and the bottom of the inner wall of the pin (3).

6. A LEGO teaching model according to claim 1, characterized in that: The surface of the knob (14) is provided with anti-slip texture.

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