Literacy card
By designing flashcards that combine multiple grid areas of pictures and text, the problem of insufficient connection between text and pictures in existing tools is solved, improving children's literacy efficiency and memory, and enhancing the fun and initiative of learning.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Utility models(China)
- Current Assignee / Owner
- Filing Date
- 2025-03-18
- Publication Date
- 2026-04-07
AI Technical Summary
Existing flashcard tools are ineffective in helping preschool or primary school children establish connections between words, pictures, and scenes, resulting in low memory efficiency and poor initiative.
A literacy flashcard was designed, consisting of the flashcard itself, a cover, and multiple grid areas. Through the combination of picture display areas, text display areas, and grid areas, it guides children from recognizing pictures to recognizing individual characters. The addition of dice and prop cards enhances the fun of learning.
It enables children to transition from recognizing characters through pictures to recognizing individual characters, improving literacy efficiency, developing thinking and visual tracking abilities, and enhancing memory.
Smart Images
Figure CN224096288U_ABST
Abstract
Description
Technical Field
[0001] This invention relates to the field of learning tools, specifically to a literacy flashcard. Background Technology
[0002] Learning to read in preschool or early elementary school children has always been a challenge for parents, especially under the current education system where a certain level of basic literacy is essential before starting school. Currently, there are two main types of literacy teaching aids on the market. The first type uses flashcards that display both pictures and words, but this has obvious drawbacks. Children often overlook individual characters when using these flashcards, and if the characters are presented separately, they won't recognize them. The other type of flashcard displays the characters directly with sound-producing accessories, allowing children to recognize them directly. This method is less practical, as it doesn't connect the characters to real objects or scenarios, making it harder and slower for children to remember them. Therefore, current literacy tools still rely on rote memorization and practice, which is not only time-consuming but also ineffective for children with poor initiative or memory, a major headache for parents.
[0003] Human memory begins with images, including written words, which are also a form of visual representation, supplemented by sound, touch, and other sensory information. Learning to read should also be closely linked to images and contexts to facilitate better and faster recognition of words and to enable flexible use of words in everyday life, relating them to different scenes and objects. To meet these requirements and enable children to complete the cognitive conversion from images to individual words, thus compensating for the shortcomings of existing literacy tools, this new type of flashcard was designed. Utility Model Content
[0004] This invention discloses a literacy flashcard, which aims to help children complete the cognitive transition from recognizing characters by looking at pictures to recognizing individual characters, thus making up for the shortcomings of existing literacy tools.
[0005] To achieve the above objectives, the technical solution of this invention is as follows:
[0006] A literacy flashcard includes a flashcard body, a first cover plate, and a second cover plate. One end of the upper surface of the flashcard body has a single text display area, and one side of the single text display area has a text-image display area. The text-image display area is surrounded by three layers of squares. These three layers of squares include a ring of numbered squares to indicate the order of the text, a text square for displaying text for each number in the numbered squares, and an image square for displaying an image related to the text in the text squares. A start and end point marker is provided between the start and end points of the numbered squares. The first cover plate covers the text-image display area, and the second cover plate covers the area outside the single text display area.
[0007] Preferably, the text on the text grid is a single character, and the image text display area includes several display positions. Each display position includes an image display, text display on one side of the image display, and explanatory statements below the text. The text display consists of words composed of characters within the text grid.
[0008] Preferably, the characters on the text grid appear individually or repeatedly.
[0009] Preferably, the literacy card body is square, and the single text display area is a rectangular area located on one side of the upper surface of the literacy card body.
[0010] Preferably, the text and image display area is also a rectangular area, and the three-layer grid area includes three consecutive layers of grids from the inside to the outside, with each layer of grids forming a rectangle surrounding the text and image display area.
[0011] Preferably, the numbers in the number grid, the text in the text grid, and the images in the image grid are placed on the corresponding squares in the form of cards or physical blocks.
[0012] Preferably, the literacy cards are also equipped with dice and prop cards.
[0013] Preferably, the six sides of the die are marked with the numbers 1, 2, and 3, as well as the marks for chance one, chance two, and chance three.
[0014] The beneficial effects of this new type of literacy flashcard:
[0015] This new invention allows children to transition from recognizing words through pictures to recognizing individual characters, making up for the shortcomings of existing literacy tools. At the same time, this new invention is easy to use, has high literacy efficiency, and can also train children's thinking and visual tracking abilities during use. It can also help parents explore their children's memory cycles, making it extremely valuable. Attached Figure Description
[0016] To more clearly illustrate the technical solution of this invention, the accompanying drawings used in the embodiments are briefly described below, which constitute a part of the specification and are used together with the embodiments of this invention to explain this invention, but do not constitute a limitation on this invention.
[0017] Figure 1 A top view of the main body of this new literacy card;
[0018] Figure 2 Schematic diagrams of application scenarios one and two for this new invention;
[0019] Figure 3 Schematic diagram of the application scenario of this new invention;
[0020] Figure 4 、Schematic diagram of the fourth usage scenario of the present novelty.
[0021] 1. Literacy card body; 2. Single-character display area; 21. Single-character display; 3. Character-picture display area; 31. Picture display; 32. Character display; 33. Explanation statement; 4. Three-layer grid area; 41. Number grid; 42. Character grid; 43. Picture grid; 5. Starting and ending marks; 6. First cover plate; 7. Second cover plate. Specific implementation manners
[0022] Next, the technical solutions in the present novelty will be clearly and completely described in conjunction with the accompanying drawings in the embodiments of the present novelty. Obviously, the described embodiments are only a part of the embodiments of the present novelty, rather than all the embodiments. Based on the embodiments of the present novelty, all other embodiments obtained by those of ordinary skill in the art without creative efforts shall fall within the scope of protection of the present novelty.
[0023] The following embodiments can be understood as separately explaining the local structure of the present novelty, or can be understood as explaining the structure of a larger scope of the present novelty through the combination of multiple embodiments.
[0024] A literacy card, as Figure 1-4 shown, includes a literacy card body 1, a first cover plate 6, and a second cover plate 7. As Figure 1 shown, at one end of the upper surface of the literacy card body 1, there is a single-character display area 2, and on one side of the single-character display area 2, there is a character-picture display area 3, and outside the character-picture display area 3, there is a three-layer grid area 4; As Figure 2 shown, the three-layer grid area 4 includes 1 circle of number grids 41 for identifying the order of characters, character grids 42 for providing displayed characters for each number in the number grids 41, and picture grids 43 for providing pictures related to the characters for the character grids 42. At the position between the starting point and the ending point of the number grids 41, there are starting and ending marks 5; As Figure 3 shown, the first cover plate 6 is used to cover the character-picture display area 3. As Figure 4 shown, the second cover plate 7 is used to cover the area other than the single-character display area 2. As Figure 2 shown, the number 11 corresponds to the character "meter", and the picture on one side of the character "meter" displays the related form of "meter".
[0025] In this embodiment, as Figure 2As shown, the characters on the character grid 42 are single characters. The picture and character display area 3 includes several display positions. Each display position includes a picture display 31, a character display 32 on one side of the picture display, and an explanatory statement 33 below the character. The character display 31 is a word composed of the characters in the character grid 42. For example, the character display is "Chinese parasol tree", and the explanatory statement 33 is "A deciduous tree with a straight trunk and bark that is green or grayish green. The leaves are relatively large and usually heart-shaped. The Chinese parasol tree has high ornamental value and greening effects"; and the corresponding picture display 31 is a picture of a Chinese parasol tree; among them, "wu" corresponds to the number "14" in the character grid, and "tong" corresponds to the number "7".
[0026] In this embodiment, as Figure 2 shown, the characters on the character grid appear alone or repeatedly. For example, "tong" corresponds to the numbers "7", "32", "44", "56", and repeated appearances are beneficial to deepening the child's memory.
[0027] In this embodiment, as Figure 1 shown, the literacy card body 1 is square, and the single character display area 2 is a rectangular area provided on one side of the upper surface of the literacy card body 1; the character and picture display area 3 is also a rectangular area, and the three-layer grid area 4 includes 3 layers of continuous grids from the inside to the outside, and each layer of grid is rectangularly surrounded outside the character and picture display area 3.
[0028] In this embodiment, as Figure 1 、 2 shown, the numbers on the number grid 41, the characters on the character grid 42, and the pictures on the picture grid 43 are placed on the corresponding grids in the form of cards or solid blocks respectively; the top of the card or solid block is used to display numbers or characters or pictures. Generally speaking, the numbers on the number grid do not need to be replaced and can also be directly printed on the three-layer grid area, while the characters and pictures can be replaced according to the teaching progress.
[0029] In this embodiment, as Figure 1-4As shown, the flashcards also include dice and prop cards. The six sides of the dice are marked with the numbers 1, 2, and 3, as well as "Chance One," "Chance Two," and "Chance Three." This embodiment provides a game-like approach to enhance the fun of children learning to recognize characters. For example, several children can play a character recognition game together, determining their order by rolling dice. When a child gets stuck on a character at a certain number, they can roll the dice again to see if they have another chance (1 to 3 chances). If they have a chance, they can rethink how to pronounce the character. If they answer correctly, they can continue reading in numerical order. Prop cards can be given as rewards to children who reach a certain number of characters (e.g., a monster card of a certain level is awarded to children who reach a certain numerical order). Of course, there are many similar ways to play; the overall goal is to increase children's enjoyment and enthusiasm for learning, and enhance the positive experience of character recognition.
[0030] How to use this new invention:
[0031] The flashcards complete the cognitive conversion from pictures to individual characters in four steps.
[0032] Step 1; such as Figure 2 As shown, using pictures of common everyday objects, parents can help their children quickly recognize the names of the pictures. By matching the picture name with the corresponding word, they can accurately say the word associated with the picture. For example, with a picture of an apple, they can accurately say the word "apple".
[0033] Step 2: As Figure 2 As shown, children read individual characters by looking at the pictures within the grid. During this process, children will actively search for unfamiliar characters in the picture-text display area and accurately read them by comparing the position of the individual characters in the phrases. Usually, completing 2-3 rounds of reading is enough to master all the individual characters.
[0034] Step 3: As Figure 3 As shown, the first cover panel obscures the picture-text display area. Starting from the starting point, children say the corresponding words one by one along the numbered squares until they reach the end. This process breaks down the pictures into phrases; each picture corresponds to a single word. Children cannot get hints from the picture-text display area; they can only recall and think about the order of the corresponding single words in the phrase by looking at the pictures in the squares and then read them accurately. Usually, completing two rounds is enough to master all the single words.
[0035] Step 4: As Figure 4 As shown, the second cover panel obscures the image and text display area and the three-layer grid area, and the child says the text in the individual text display area. This process separates the image from the individual text. Without reference images or a fixed numerical order, the child directly recognizes the individual text, achieving an association between the image and the text in their mind.
Claims
1. A literacy flashcard, characterized in that: it includes a flashcard body, a first cover plate, and a second cover plate; one end of the upper surface of the flashcard body is provided with a single text display area; one side of the single text display area is provided with a text-image display area; the outer perimeter of the text-image display area is provided with three layers of square grids; the three layers of square grids include a ring of number grids for identifying the order of text, a text grid for providing text for each number in the number grids, and an image grid for providing an image related to the text for the text grids; a start and end point mark is provided between the start and end points of the number grids; the first cover plate is used to cover the text-image display area; and the second cover plate is used to cover the area outside the single text display area. The numbers in the number grid, the text in the text grid, and the pictures in the picture grid are placed on the corresponding squares in the form of cards or physical blocks, respectively. The literacy cards also include dice and prop cards.
2. A literacy flashcard as described in claim 1, characterized in that: the characters on the text grid are single characters, the text image display area includes several display positions, each display position includes an image display, a text display on one side of the image display, and an explanatory statement below the text, wherein the text display is a word composed of characters in the text grid.
3. A literacy flashcard as described in claim 2, characterized in that: The characters in the text grid may appear alone or repeatedly.
4. A literacy flashcard as described in claim 3, characterized in that: the main body of the literacy flashcard is square, and the single character display area is a rectangular area located on one side of the upper surface of the literacy flashcard main body.
5. A literacy flashcard as described in claim 4, characterized in that: the text and image display area is also a rectangular area, and the three-layer grid area includes three consecutive layers of grids from the inside to the outside, with each layer of grids forming a rectangle surrounding the text and image display area.
6. A literacy flashcard as described in claim 5, characterized in that: the six sides of the die are respectively marked with the numbers 1, 2, and 3, as well as the marks of chance one, chance two, and chance three.