Drawing board for blind people

Abstract

The utility model discloses a blind person drawing board in the technical field of teaching equipment, and the blind person drawing board comprises a drawing board main body of a double-layer structure, the drawing board main body comprises a top plate and a bottom plate, and the top plate is provided with a plurality of types of drawing areas capable of touching and recognizing patterns; the edge of the pattern is provided with a texture matrix or a salient point matrix which can be penetrated by a pen point of a drawing tool and has a touch perception function; and the corresponding position of the bottom plate is provided with a recess or a through hole opposite to the texture matrix or the salient point matrix. Through the arrangement of various types of drawing areas, the requirements of visually-impaired students for drawing various graphs in different scenes are met, the visually-impaired students can better learn geometric knowledge, record information and the like, and the learning enthusiasm of the visually-impaired students is improved.

Description

Technical Field

[0001] This utility model relates to a teaching device, specifically a drawing board for the blind. Background Technology

[0002] In education, mathematics learning is crucial for students' cognitive development, and the study of geometry is an important component of mathematics learning. However, visually impaired students face significant difficulties when learning geometry. Due to their visual impairment, they cannot visually perceive the shapes, structures, and characteristics of geometric figures like sighted students, which greatly hinders their mathematical learning. In traditional learning processes, visually impaired students mainly rely on Braille writing boards, but these boards have many limitations in drawing geometric figures. On the one hand, the operation process is cumbersome and complex, requiring students to rely on tactile perception and memory to draw figures, which is almost impossible for drawing complex figures or combinations of multiple figures. On the other hand, in terms of precision and accuracy, the lack of visual aids makes it difficult for students to grasp the precise dimensions and proportions of figures, resulting in significant differences between the drawn figures and standard figures. Furthermore, Braille writing boards have limited functionality, almost exclusively providing writing capabilities, and cannot meet the needs of visually impaired students in drawing geometric figures.

[0003] Although some technical devices for drawing for the blind exist on the market, they also have certain shortcomings. For example, a Braille drawing template disclosed in CN201309342Y, although equipped with coordinate frames and geometric shape frames, which facilitates visually impaired students in drawing specific geometric shapes to a certain extent, is not convenient enough for drawing some simple shapes, and the variety of shapes in the template is still not rich enough, making it difficult to fully cover the various shapes that visually impaired students may encounter in mathematics learning. Summary of the Invention

[0004] To address the shortcomings of existing technologies, this invention designs a convenient drawing board for the blind that can draw a variety of graphics.

[0005] One objective of this invention is to provide a drawing board for the blind, comprising a double-layered drawing board body, which includes a top plate and a bottom plate. The top plate is provided with drawing areas for various types of touch-recognizable graphics, and the edges of the graphics have a texture matrix or a dot matrix that allows the tip of a drawing tool to pass through and has tactile sensitivity. The bottom plate is provided with a corresponding recess or through hole opposite to the texture matrix or dot matrix.

[0006] The working principle and beneficial effects of this invention: The double-layer structure design of the blind drawing board of this invention involves a top plate and a bottom plate that work together. The drawing area on the top plate is equipped with a texture matrix or raised dot matrix that allows for tactile identification of graphics. By touching these textures or raised dots, the outline and shape of the graphics can be perceived. When drawing, the tip of the drawing tool is moved along the texture matrix or raised dot matrix. Since the tip can pass through these structures, it can leave a mark at the corresponding recesses or through-holes on the bottom plate, thus completing the drawing. For example, when drawing a circle, the visually impaired student touches the raised dot matrix of the circle on the drawing area of ​​the top plate with their finger to perceive the outline of the circle, and then uses the drawing pen to guide the circle along the raised dots, leaving a circular trajectory on the bottom plate.

[0007] Beneficial Effects: This design allows for graphic drawing solely through touch. Texture matrices or bump matrices, along with corresponding recesses or through-holes, provide precise guidance for visually impaired students, significantly reducing the difficulty of drawing and improving accuracy and efficiency. Simultaneously, the various types of drawing areas meet the needs of visually impaired students in different scenarios, helping them better learn geometry, record information, and improve their quality of life. Furthermore, the Braille drawing board possesses high-precision positioning and drawing functions, ensuring accurate size and proportion of drawn graphics, and supports graphic rotation, facilitating graphic transformation and combination for visually impaired students. By using the Braille drawing board, visually impaired students can better understand mathematical concepts.

[0008] Furthermore, the graphics include geometric figures and / or function graphs. This expands the application scope of the drawing board for the blind, extending beyond geometric figure drawing to include the field of function graphing.

[0009] Furthermore, the geometric figures include one or more of the following: line segments, angles, circles, polygons, cylinders, cones, or rectangular coordinate figures.

[0010] Furthermore, the geometric figures include semicircles, ellipses, triangles, squares, rhombuses, parallelograms, trapezoids, pentagons, hexagons, cuboids, cubes, and cylinders. This provides convenience for visually impaired students to learn and draw basic geometric figures, helps them develop spatial concepts, better understand the characteristics and properties of geometric figures, and improves their learning of basic geometric knowledge.

[0011] Furthermore, the top panel also includes a text writing area located within a table. Integrating drawing and text writing functions onto a single drawing board allows visually impaired students to easily write text annotations while recording graphic information, enhancing the board's practicality and versatility. This facilitates comprehensive recording and expression for visually impaired students, while incorporating the text writing area within the table improves the neatness of their handwriting.

[0012] Furthermore, positioning blocks are provided between the top and bottom plates. This facilitates the alignment of the drawing board, improves the stability and accuracy of drawing, avoids deviations in the drawn graphics caused by the movement of Braille paper, reduces drawing errors, and improves the quality and efficiency of drawing for visually impaired students.

[0013] Furthermore, connectors are provided at the corresponding edges of the top and bottom plates. This facilitates alignment of the drawing board, ensures structural stability during drawing, and also makes it easy to carry and use, improving the ease of use and durability of the drawing board.

[0014] Furthermore, the geometric figures also include unfolded solid figures and curved figures. The unfolded solid figures include unfolded cones, triangular prisms, or square pyramids, while the curved figures include wavy lines, cardioids, roses, parabolas, or spirals. Adding more complex figures greatly enriches the types of figures that can be drawn on the Braille drawing board, meeting the needs of visually impaired students in learning more complex geometric knowledge and artistic creation, stimulating their creativity and learning interest, and further improving their drawing skills and understanding of complex figures. Attached Figure Description

[0015] Figure 1 This is a schematic diagram of the top plate of the drawing board for the blind of this utility model;

[0016] Figure 2 This is a schematic diagram of the main body of the drawing board in the drawing board for the blind according to this utility model;

[0017] Figure 3 This is a physical image of the top plate of the drawing board for the blind according to this utility model. Detailed Implementation

[0018] The following detailed description illustrates the specific implementation method:

[0019] The reference numerals in the accompanying drawings include: drawing area 1, text writing area 2, top plate 3, bottom plate 4, and raised dot matrix 5.

[0020] Example 1 Figures 1-3 As shown, where Figure 1 This is a schematic diagram of top plate 3. Figure 2 This is an overall schematic diagram, and Figure 3 The image shows a physical sample. The sample is 304mm long and 219mm wide, slightly larger than an A4 sheet of paper, but can be widened or lengthened upon request. It is made of plastic and metal and is a drawing board for the blind. The board consists of a double-layered main body, including a top plate 3 and a bottom plate 4. The top plate 3 has drawing areas 1 with various types of touch-sensitive graphics. The edges of the graphics have a matrix of raised dots 5 that allow the tip of a drawing tool to pass through and provide tactile feedback. The bottom plate 4 has corresponding through holes opposite to the raised dot matrix 5.

[0021] The main body of the drawing board also includes a text writing area 2. The drawing area 1 is located at the top, and the text writing area 2 is located at the bottom. The text writing area 2 is in table style. The drawing area 1 includes straight line segments, ellipses, semicircles, rings, equilateral triangles, isosceles triangles, right triangles, obtuse triangles, acute triangles, coordinate systems with special angles such as 30 degrees, 45 degrees, 60 degrees, 90 degrees, and 120 degrees, trapezoids, parallelograms, pentagrams, pentagons, hexagons, squares, rectangles, rhombuses, triangular pyramids, triangular prisms, square pyramids, cubes, cuboids, and cylinders. The edges or outlines of the above figures are all connected by a convex dot matrix 5.

[0022] Example 2 is based on Example 1, but replaces the convex dot matrix 5 with a texture matrix, sets a positioning block at the edge of either side of the base plate 4, or sets a connector, such as a hinge, latch, or pin, between the top plate 3 and the base plate 4 to facilitate alignment.

[0023] Example 3 adds a three-dimensional graphic unfolded diagram and a curved graphic to Example 1. The three-dimensional graphic unfolded diagram includes one or more of a cone unfolded diagram, a triangular prism unfolded diagram, or a square pyramid unfolded diagram. The curved graphic includes one or more of a wavy line, a heart-shaped line, a rose line, a parabola, or a spiral line. The edges or contours of the above graphics are all formed by connecting the convex point matrix 5.

[0024] Moving the pen tip of the drawing tool along the texture matrix or convex dot matrix 5 allows the pen tip to pass through these structures, leaving marks at the corresponding recesses or through-holes on the lower plate, thus completing the drawing. When drawing line segments, visually impaired students touch the texture matrix or convex dot matrix 5 of the corresponding line segment drawing area 1 on the top plate 3 to determine the start and end points of the line segment, then use the drawing pen to guide the drawing along the texture or convex dots. When drawing angles, the size and direction of the angle are determined by touching the vertices and the corresponding convex dots or textures on the two sides. Circles are drawn based on the outline of the circular texture matrix or convex dot matrix 5. Polygons, prisms, cones, and rectangular coordinate graphs are also drawn by touching the specific texture or convex dot matrix 5 of the corresponding drawing area 1, guiding the drawing pen according to its geometric characteristics.

[0025] The above descriptions are merely embodiments of the present invention, and common knowledge regarding specific structures and characteristics is not elaborated upon here. It should be noted that those skilled in the art can make various modifications and improvements without departing from the structure of the present invention, and these should also be considered within the scope of protection of the present invention. These modifications and improvements will not affect the effectiveness of the present invention or the practicality of the patent. The scope of protection claimed in this application should be determined by the content of its claims, and the specific embodiments described in the specification can be used to interpret the content of the claims.

Claims

1. A drawing board for the blind, characterized in that, The drawing board body comprises a double-layer structure, and comprises a top plate and a bottom plate. The top plate is provided with various types of drawing areas with touch-recognizable patterns. The pattern edges have a texture matrix or a convex point matrix that can be penetrated by the tip of a drawing tool and has touch sensing. The bottom plate is provided with corresponding recesses or through holes opposite the texture matrix or the convex point matrix.

2. The drawing board for the blind according to claim 1, characterized in that: The patterns include geometric patterns and / or function patterns.

3. The drawing board for the blind according to claim 2, wherein: The geometric patterns include one or more of a line segment, an angle, a circle, a polygon, a cylinder, a pyramid or a rectangular coordinate graph.

4. The drawing board for the blind according to claim 2, wherein: The geometric patterns include a semicircle, an ellipse, a triangle, a square, a diamond, a parallelogram, a trapezoid, a pentagon, a hexagon, a cuboid, a cube or a cylinder.

5. The drawing board for the blind according to claim 3 or 4, characterized in that: The top plate is also provided with a text writing area in a table.

6. The drawing board for the blind according to claim 5, characterized in that: Positioning blocks are arranged between the top plate and the bottom plate.

7. The drawing board for the blind according to claim 5, wherein: Corresponding edges of the top plate and the bottom plate are provided with connecting pieces.

8. The drawing board for the blind according to claim 5, wherein: The geometric patterns also include a three-dimensional pattern development and a curve pattern. The three-dimensional pattern development includes a conic development, a triangular prism development or a tetrahedron development. The curve pattern includes a wavy line, a heart-shaped line, a rose line, a parabola or a spiral line.

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