Teaching aid for clock orientation legal blindness

Abstract

The utility model relates to the technical field of auxiliary devices for blind person teaching, in particular to a clock orientation teaching aid for legal blindness, which comprises a standing position fixing plate, a direction learning area, a magnetic attraction track area and an acousto-optic practice area which are sequentially sleeved together from inside to outside. Footprint areas are symmetrically arranged on the two sides of the circle center of the standing position fixing plate, and arrows are arranged at the front end; the direction learning area is sequentially provided with protruding reflective strips from the circle center in the direction of twelve point positions of the clock, and the outer end portion is provided with braille alphabet marks and number marks corresponding to time. The arrow points to the twelve o'clock; the magnetic attraction track, the magnetic trolley and the magnetic ball are matched for use; acousto-optic devices are fixedly installed in the acousto-optic practice area in the directions corresponding to twelve points of the clock respectively, Braille and big character marks corresponding to time are arranged on the surface of the acousto-optic practice area, and the device is low in cost and convenient to carry, assists blind students in learning and mastering the clock orientation method through repeated stimulation of hearing, hand touch and upper limb positioning, and improves the training efficiency of the blind students. And safety guarantee is provided for daily life of blind people.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids for the blind, and in particular to a clock orientation teaching aid for the blind. Background Technology

[0002] Clock orientation is an important component of orientation and mobility techniques for the blind, and it is a crucial method for blind people to determine direction and location. However, in actual teaching, clock orientation is a difficult point for blind students to learn, and there is a lack of specialized teaching aids to assist their learning.

[0003] The relevant devices currently used in the market or in teaching have the following problems: 1) The structure is complex and the manufacturing materials are expensive, resulting in a high overall cost, making it difficult to popularize them in schools for the blind or special education institutions.

[0004] 2) Inconvenient operation: Some teaching devices are not designed with the characteristics of blind students in mind. The operation interface is complicated and blind students need assistance during use, which reduces the independence and autonomy of teaching.

[0005] 3) Poor portability: Some teaching devices are large and heavy, making them inconvenient to carry and store, which limits the flexibility and diversity of teaching venues;

[0006] 4) Insufficient safety: Some existing patents (such as devices that use a combination of sound source and heating element) have potential safety hazards. For example, the heating element may burn the user due to excessive temperature, or the sound source may be improperly positioned, causing blind students to collide during movement.

[0007] 5) Monotonous teaching methods: Existing patents mainly rely on auditory and tactile sensation in the feet to practice correct walking, but lack comprehensive training in spatial and directional senses for blind students, and lack targeted teaching aids to assist in learning how to determine orientation, recognize clockwise and counterclockwise directions and the twelve clock positions.

[0008] Although there are some clock-based orientation teaching devices for blind people (such as patent CN210271381U), these devices may still have drawbacks such as inconvenience in operation, difficulty in ensuring safety, and lack of specificity. Utility Model Content

[0009] This utility model discloses a teaching aid for the blind using clock orientation, aiming to solve the technical problems existing in the prior art.

[0010] The present invention adopts the following technical solution:

[0011] A clock orientation teaching aid for the blind includes, from the inside out, a positioning fixing board, a direction learning area, a magnetic track area, and an audio-visual practice area; wherein...

[0012] The station fixing plate is circular, with symmetrical footprint areas for placing two feet on both sides of the center. An arrow is provided at the front end of the center line of the two footprint areas, and the arrow points to the direction of twelve o'clock.

[0013] The direction learning area is set in a ring shape, with raised reflective strips arranged sequentially along the twelve o'clock positions from the center of the ring. The outer ends of the raised reflective strips are also arranged with Braille symbols and numerical symbols corresponding to the time numbers.

[0014] The magnetic track area includes a circular magnetic track and a magnetic trolley that moves on the magnetic track under thrust; magnetic balls are fixed at the bottom of the magnetic track in the directions corresponding to the twelve o'clock positions of the clock.

[0015] The sound and light practice area includes a circular practice area body, and sound and light devices are fixedly mounted on the upper surface of the practice area body in the directions corresponding to the twelve o'clock positions of the clock. The surface of the sound and light devices is provided with Braille markings and large characters corresponding to the time numbers.

[0016] In some embodiments, the footprint area on the PVC fixing plate body of the station fixing plate is set as a recessed area of ​​a preset depth, and the two footprint areas have the same depth; the arrow area is a recessed part.

[0017] In some embodiments, the depth H of the footprint area should satisfy: 10mm≤H≤15mm.

[0018] In some embodiments, all the raised reflective strips in the direction learning area are the same size, and the inner end of the raised reflective strip is flush with the inner circle of the annular learning area body, and the center line of the raised reflective strip is located on the line connecting the center of the circle to the clock position; and the height of the Braille mark and the number mark at the outer end are flush with the height of the raised reflective strip.

[0019] In some embodiments, the magnetic track extends from the outer edge of the learning area body, the upper surface of the magnetic track is lower than the upper surfaces of the adjacent learning area body and the practice area body, the back of the magnetic track is also provided with a lower track, and the circle formed by the center lines of the magnetic track and the lower track coincides in the vertical direction, and magnetic balls are evenly distributed on the center line of the lower track, the magnetic balls being located on the line connecting the center of the circle to the clock position.

[0020] In some embodiments, the difference between the width S1 of the magnetic track and the width S2 of the magnetic trolley should satisfy: S1-S2=1 cm~3 cm.

[0021] In some embodiments, the bottom of the magnetic cart is equipped with a magnetic strip.

[0022] In some embodiments, the sound and light device includes an outer cover and a bulb containing a low-temperature thermal resistance wire and a buzzer located inside the outer cover. The bottom of the outer cover is equipped with a pressing device that is respectively connected to the bulb and the buzzer, so that when the outer cover is pressed, the bulb emits light and the buzzer emits a buzzing sound.

[0023] In some embodiments, the fixed plate body is fixedly connected to the direction learning area, and the direction learning area is fixedly connected to the sound and light practice area by plugging. Beneficial effects

[0024] This utility model discloses a teaching aid for the blind using clock orientation, which has the following advantages compared with the prior art:

[0025] This utility model discloses a clock orientation teaching aid for the blind, which offers a simple and low-cost structure to reduce teaching costs and increase its adoption rate. Through optimized design, the aid is easy to operate and understand, enabling blind students to complete the learning process independently, thus improving their independence and autonomy in learning. The use of lightweight materials and a compact, detachable design makes the aid easy to carry and store, adapting to the needs of different teaching locations. Furthermore, the use of a low-temperature heating wire and a strategically placed sound source ensures that blind students are not harmed during use. By utilizing multiple sensory stimuli, including hearing, touch, and upper limb positioning, the aid assists blind students in learning clock orientation, thereby comprehensively cultivating their spatial and directional senses and providing safety guarantees for their daily lives. Attached Figure Description

[0026] To more clearly illustrate the technical solutions of the embodiments of this utility model, the accompanying drawings used in the description of the embodiments will be briefly introduced below, constituting a part of this utility model. The illustrative embodiments of this utility model and their descriptions explain this utility model and do not constitute an improper limitation of this utility model; in the drawings:

[0027] Figure 1 A schematic diagram of the structure of the clock orientation teaching aid for the blind provided in this embodiment of the utility model;

[0028] Figure 2 for Figure 1 AA section view;

[0029] Figure 3 This is a schematic diagram of the technical solution for the magnetic vehicle.

[0030] In the picture:

[0031] 100; Footprint area; Arrow; Fixing plate body; 130; Fixing plate body groove; 1301; Direction learning area; 200; Number label; 210; Braille label; 220; Raised reflective strip; 230; Learning area body; 240; End plug; 2401; Magnetic track area; 300; Magnetic cart; 310; Wheel; 3101; Magnetic strip; 3102; Magnetic track; 320; Magnetic stopping point; 330; Magnetic ball; 340; Lower track; 350; Sound and light practice area; 400; Sound and light device; 410; Outer cover; 4101; Light bulb; 4102; Buzzer; 4103; Pressing device; 4104; Large character label; 4105; Spring; 4106; Practice area body; 420; Cylindrical tube; Practice area body groove; 4202. Detailed Implementation

[0032] To make the objectives, technical solutions, and advantages of this utility model clearer, the technical solution of this utility model will be clearly and completely described below in conjunction with specific embodiments and corresponding drawings. In the description of this utility model, it should be noted that the term "comprising" as used in the specification and claims is an open-ended term and should therefore be interpreted as "comprising but not limited to".

[0033] In the description of this utility model, it should be noted that the terms "center", "upper", "lower", "left", "right", "vertical", "horizontal", "inner", "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.

[0034] like Figure 1 - Figure 3 As shown, the technical solution of this utility model is as follows:

[0035] A clock orientation teaching aid for the blind includes a standing positioning board 100, a direction learning area 200, a magnetic track area 300, and an audio-visual practice area 400, which are sequentially assembled from the inside out; wherein...

[0036] The station fixing plate 100 is circular, and footprint areas 110 for placing two feet are symmetrically arranged on both sides of the center of the circle. An arrow 120 is arranged at the front end of the center line of the two footprint areas 110, and the arrow 120 points to the direction of twelve o'clock.

[0037] The direction learning area 200 is set in a ring shape, and raised reflective strips 230 are arranged sequentially along the twelve o'clock positions from the center of the ring. The outer ends of the raised reflective strips 230 are also arranged sequentially with Braille labels 220 and number labels 210 corresponding to the time numbers.

[0038] The magnetic track area 300 includes a circular magnetic track 320 and a magnetic trolley 310 that moves on the magnetic track 320 under thrust; magnetic balls 340 are fixedly installed at the bottom of the magnetic track 320 in the directions corresponding to the twelve o'clock positions of the clock.

[0039] The sound and light practice area 400 includes a circular practice area body 430. Sound and light devices 410 are fixedly mounted on the upper surface of the practice area body 430 in the directions corresponding to the twelve o'clock positions of the clock. The surface of the sound and light devices 410 is provided with Braille markings 22 and large characters 4105 corresponding to the time numbers.

[0040] The preferred embodiments disclosed in this utility model are as follows: Figures 1-3 As shown:

[0041] A clock orientation teaching aid for the blind includes a stationary fixing plate 100, a direction learning area 200, a magnetic track area 300, and an audio-visual practice area 400, which are assembled from the inside out.

[0042] The station fixing plate 100 is circular, and footprint areas 110 for placing two feet are symmetrically arranged on both sides of the center "O". An arrow 120 is arranged at the front end of the center line of the two footprint areas 110, and the arrow 120 points to the direction of twelve o'clock.

[0043] In this embodiment, the fixing plate body 130 of the station fixing plate 100 is made of PVC material, and the footprint area 110 on the fixing plate body 130 is a recessed area. The preset depth H of the recessed area should satisfy: 10mm≤H≤15mm, and the depths of the two footprint areas 110 are the same. In this embodiment, H=10mm is selected. This depth setting ensures that blind students can place their feet in the footprint area 110 and perform various movements without slipping, increasing stability and preventing slipping or falling. The arrow 120 area is also a recessed part. The fixing plate body 130 is made of PVC material, which is lightweight and easy to carry. Figure 2 As shown.

[0044] It should be noted that the area indicated by arrow 120 can also be a raised part, which can be easily distinguished by touch by blind people.

[0045] The direction learning area 200 is designed as a ring, with raised reflective strips 230 arranged sequentially from the center "O" along the twelve o'clock positions. The outer ends of each raised reflective strip 230 are also sequentially provided with Braille labels 220 and numerical labels 210 corresponding to the time numerals. The twelve o'clock positions represent the positions on a clock face from 1 to 12. Since the arrow 120 points towards the twelve o'clock position, when a blind student places their feet in the footprint area 110, facing "12," the student determines their position by touching the arrow 120 and aligning their footprints, ensuring safety, stability, and accuracy. Figure 1 As shown.

[0046] The 12 raised reflective strips 230 of the direction learning area 200 are all the same size, and the inner end of the raised reflective strip 230 is flush with the inner circle of the annular learning area body 240. The center line of the raised reflective strip 230 is located on the line connecting the center "O" to the clock position. The height of the Braille mark 220 and the number mark 210 at the outer end is flush with the height of the raised reflective strip 230.

[0047] The raised reflective strip 230 is made of foam board wrapped with reflective paper. Blind students can perceive the location by touching the raised Braille signs 220 and number signs 210, while students with low vision can use the raised reflective strip 230 and the large letter signs 4105 located in the sound and light practice area 400 for visual assistance.

[0048] The magnetic track area 300 includes a circular magnetic track 320 and a magnetic trolley 310 that moves on the magnetic track 320 under thrust; magnetic balls 340 are fixedly installed at the bottom of the magnetic track 320 in the directions corresponding to the twelve o'clock positions of the clock.

[0049] The magnetic track 320 extends from the outer edge of the learning area body 240. The upper surface of the magnetic track 320 is lower than the upper surface of the adjacent learning area body 240. A lower track 350 is also provided on the back of the magnetic track 320. The circle formed by the center lines of the magnetic track 320 and the lower track 350 coincides in the vertical direction. Magnetic balls 340 are evenly distributed on the center line of the lower track 350. The magnetic balls 340 are located on the line connecting the center "O" of the circle to the clock position.

[0050] In this embodiment, the magnetic ball 340 is a magnetic buckyball, which is glued to the inner surface of the lower track 350. Twelve magnetic buckyballs are evenly distributed on the central loop of the lower track 350.

[0051] The magnetic trolley 310 is equipped with four wheels 3101 and magnetic strips 3102 on its underside. Figure 3 As shown.

[0052] The difference between the width S1 of the magnetic track 320 and the width S2 of the magnetic cart 310 should satisfy: S1-S2=1 cm~3 cm, and in this embodiment, S1-S2=2 cm is selected. When a blind student pushes the magnetic cart 310 on the magnetic track 320, the magnetic cart 310 can be firmly attracted by the magnetic ball 340. This point on the magnetic track 320 is the magnetic stopping point 330 of the magnetic cart 310. Each magnetic stopping point 330 corresponds to a clock position. Students can simulate the clockwise and counterclockwise movement of a clock by pushing the magnetic cart 310 to slide on the magnetic track 320. The magnetic attraction force is moderate and will not cause injury to the blind student's hands. Through repeated practice and adjustment, blind students can gradually become familiar with and master the basic principles and operating skills of clock orientation, and the teaching effect is significantly improved. Figure 1 , Figure 2 As shown.

[0053] The sound and light practice area 400 includes a circular practice area body 430. On the upper surface of the practice area body 430, cylindrical protrusions 4201 are respectively provided in the directions corresponding to the twelve o'clock positions of the clock. Sound and light devices 410 are fixedly installed inside the cylindrical protrusions 4201. The surface of the sound and light devices 410 is provided with Braille markings 220 and large-character markings 4105 corresponding to the time numerals. The content of the large-character markings 4105 is the same as that of the numerical markings 210 in the directions corresponding to the twelve o'clock positions of the clock. Figure 2 As shown.

[0054] The sound and light device 410 includes an outer cover 4101 and a bulb 4102 containing a low-temperature thermal resistance wire and a buzzer 4103 located inside the outer cover 4101. A spring 4106 is installed at the bottom of the outer cover 4101, and the spring 4106 is connected to a pressing device 4104. The bulb 4102 and the buzzer 4103 are respectively connected to the pressing device 4104, so that when a blind student presses the outer cover 410 with his / her hand, the outer cover 410 triggers the pressing device 4104, and at the same time the bulb 4102 emits light and the buzzer 4103 emits a buzzing sound. Since the buzzer 4103 is located under the outer cover 410, the sound and light intensity of the sound source is moderate and will not stimulate the hearing and vision of the blind student. The student can trigger the sound and light signal by pressing the pressing device 4104 with his / her hand. The sound and light signal corresponds to the clock position, which enhances the fun of learning, helps students consolidate and test the knowledge they have learned, and improves the learning effect.

[0055] The fixed plate body 130 is provided with a fixed plate body groove 1301, the two ends of the learning area body 240 are respectively provided with end plugs 2401, and the end of the practice area body 420 is provided with a practice area body groove 4202. The end plugs 2401 at both ends are respectively inserted into the fixed plate body groove 1301 and the practice area body groove 4202, so that the station fixed plate 100 and the direction learning area 200 and the sound and light practice area 400 are sequentially fixedly connected, forming a station fixed plate 100, direction learning area 200, magnetic track area 300 and sound and light practice area 400 that are sequentially fitted together from the inside to the outside.

[0056] It should be noted that the station fixing plate 100, the direction learning area 200, the magnetic track area 300 and the sound and light practice area 400 can all be set with other detachable connection methods.

[0057] The clock orientation aids for the blind are made of lightweight materials, have a compact structure, are easy to carry and store, and can adapt to the needs of different teaching venues. Whether in classrooms, rehabilitation training rooms or outdoor environments, the aids can be easily carried and used, providing blind students with flexible and diverse learning scenarios.

[0058] The embodiments of the present invention have been described above with reference to the accompanying drawings. However, the present invention is not limited to the specific embodiments described above. The specific embodiments described above are merely illustrative and not restrictive. Those skilled in the art can make many other forms under the guidance of the present invention without departing from the spirit and scope of the claims, and all of these forms are within the protection scope of the present invention.

Claims

1. A clock orientation teaching aid for the blind, characterized in that: It includes, from the inside out, a stand-up positioning board, a direction learning area, a magnetic track area, and an audio-visual practice area; among which, The station fixing plate is circular, with symmetrical footprint areas for placing two feet on both sides of the center. An arrow is provided at the front end of the center line of the two footprint areas, and the arrow points to the direction of twelve o'clock. The direction learning area is set in a ring shape, with raised reflective strips arranged sequentially along the twelve o'clock positions from the center of the ring. The outer ends of the raised reflective strips are also arranged with Braille symbols and numerical symbols corresponding to the time numbers. The magnetic track area includes a circular magnetic track and a magnetic trolley that moves on the magnetic track under thrust; magnetic balls are fixed at the bottom of the magnetic track in the directions corresponding to the twelve o'clock positions of the clock. The sound and light practice area includes a circular practice area body, and sound and light devices are fixedly mounted on the upper surface of the practice area body in the directions corresponding to the twelve o'clock positions of the clock. The surface of the sound and light devices is provided with Braille and large letter markings corresponding to the time numbers.

2. The clock orientation teaching aid for the blind according to claim 1, characterized in that: The footprint area on the PVC fixing plate body of the station fixing plate is set as a recessed area of ​​a preset depth, and the two footprint areas are of the same depth; the arrow area is a recessed part.

3. The clock orientation teaching aid for the blind according to claim 2, characterized in that: The depth H of the footprint area should satisfy: 10mm≤H≤15mm.

4. The clock orientation teaching aid for the blind according to claim 2, characterized in that: All the raised reflective strips in the direction learning area are the same size, and the inner end of the raised reflective strip is flush with the inner circle of the annular learning area body. The center line of the raised reflective strip is located on the line connecting the center of the circle to the clock position. The height of the Braille mark and the number mark at the outer end are flush with the height of the raised reflective strip.

5. The clock orientation teaching aid for the blind according to claim 4, characterized in that: The magnetic track extends from the outer edge of the learning area body. The upper surface of the magnetic track is lower than the upper surfaces of the adjacent learning area body and the practice area body. A lower track is also provided on the back of the magnetic track. The circle formed by the center lines of the magnetic track and the lower track coincides in the vertical direction. Magnetic balls are evenly distributed on the center line of the lower track. The magnetic balls are located on the line connecting the center of the circle to the clock position.

6. The clock orientation teaching aid for the blind according to claim 5, characterized in that: The difference between the width S1 of the magnetic track and the width S2 of the magnetic trolley should satisfy: S1-S2=1 cm~3 cm.

7. The clock orientation teaching aid for the blind according to claim 6, characterized in that: The bottom of the magnetic cart is equipped with a magnetic strip.

8. The clock orientation teaching aid for the blind according to claim 1, characterized in that: The sound and light device includes an outer cover and a bulb containing a low-temperature thermal resistance wire and a buzzer located inside the outer cover. The bottom of the outer cover is equipped with a pressing device that is connected to the bulb and the buzzer respectively, so that when the outer cover is pressed, the bulb emits light and the buzzer emits a buzzing sound.

9. The clock orientation teaching aid for the blind according to claim 5, characterized in that: The fixed plate body is fixedly connected to the direction learning area, and the direction learning area is fixedly connected to the sound and light practice area by plugging.

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