Split type teaching theory discussion table

Abstract

The utility model relates to the technical field of teaching tools, and discloses a split type teaching theory discussion desk, which comprises a main desk, four desk legs and a combination component, the combination component is arranged outside the main desk, a multimedia screen is connected inside the main desk in a sliding manner, two positioning components are arranged inside the main desk, and the positioning components are connected with the multimedia screen in a sliding manner. The positioning assembly is used for fixing the height of the multimedia screen; the positioning assembly comprises an L-shaped block, the L-shaped block is slidably connected to the interior of an inner cavity of the main table, and two limiting grooves are formed in the interior of the cavity. The L-shaped block is pushed to drive the lock rod to move, one end of the lock rod is pulled out of the clamping groove, then the multimedia screen is lifted up, the L-shaped block is loosened, the L-shaped block drives the lock rod to reset and be inserted into the clamping groove in the lower side through the elastic force of the spring, the multimedia screen is kept in a display state, and therefore the multimedia screen can be used for teaching discussion. And additional equipment is not needed.

Description

Technical Field

[0001] This utility model relates to the field of teaching tools technology, and in particular to a split-type teaching theory discussion table. Background Technology

[0002] In the field of education, modular discussion tables for pedagogy are widely used as an important teaching tool in various teaching scenarios. With the continuous updating of educational philosophies and the diversification of teaching methods, the functional and performance requirements for discussion tables are also increasing. Traditional modular discussion tables for pedagogy typically consist of a main table, a tabletop, and legs, primarily used for group discussions among students and for teachers to provide instructional guidance. While these discussion tables meet basic teaching needs to a certain extent, they still have some shortcomings in terms of functionality and ease of use.

[0003] Existing modular discussion tables for teaching are generally simple in structure. The main table and the desktop are typically connected using simple methods such as bolts or slots. The legs primarily support the desktop, and their structure is relatively simple. Functionally, traditional discussion tables usually only provide basic desktop functionality and cannot meet the demands of modern teaching for multimedia resources. For example, during discussions, teachers and students often need to prepare additional multimedia equipment, such as projectors and computers, which not only increases the workload of preparation but also affects the efficiency and flow of the teaching process.

[0004] In practical teaching scenarios, existing modular discussion tables for instructional theory have several significant problems. First, multimedia teaching resources have become indispensable in modern education. However, traditional modular discussion tables cannot directly provide multimedia presentations; teachers and students need to bring in additional equipment, which wastes time and effort and disrupts the teaching progress due to connection and setup issues. For example, when displaying images, videos, or other multimedia materials during group discussions, time is spent preparing projectors and other equipment, and equipment malfunctions can occur during use. Second, in terms of ease of use, existing discussion tables have relatively fixed structures and lack flexibility. For instance, the tabletop arrangement is limited and cannot be adjusted to meet different teaching needs. In some teaching scenarios, it is necessary to change the table's orientation and angle to adapt to different group discussion formats or teaching activities. However, traditional discussion tables often fail to meet these needs, causing inconvenience. Therefore, this paper proposes a modular discussion table for instructional theory to address these issues. Utility Model Content

[0005] To overcome the above shortcomings, this utility model provides a split-type teaching discussion table, which aims to improve the problem that existing teaching discussion tables only have the function of a traditional desktop and require additional equipment to be moved when using multimedia, which is quite troublesome.

[0006] To achieve the above objectives, this utility model provides the following technical solution: a split-type teaching and discussion table, including a main table, four table legs and a combination component, wherein the combination component is disposed on the outside of the main table, a multimedia screen is slidably connected inside the main table, and two positioning components are disposed inside the main table, wherein the positioning components are used to fix the height of the multimedia screen;

[0007] The positioning component includes an L-shaped block that is slidably connected to the internal cavity of the main table and has two limiting grooves inside the cavity. Limiting blocks are fixedly connected to both outer sides of the L-shaped block, a spring is fixedly connected to the outer side of the L-shaped block, a locking rod is fixedly connected to one side of the L-shaped block, and two slots are provided on both outer sides of the multimedia screen.

[0008] Furthermore, the outer side of the limiting block is slidably connected to the inner side of the limiting groove, and one end of the spring is fixedly connected to the inner wall of the cavity.

[0009] Furthermore, one end of the locking rod is engaged inside the slot, and an anti-slip pad is provided on the top of the L-shaped block.

[0010] Furthermore, the assembly includes two T-shaped blocks and a tabletop, with one side of each T-shaped block fixedly connected to the outside of the main table.

[0011] Furthermore, the tabletop is located on top of the four table legs, and sliding posts are fixedly connected to the four corners of the bottom of the tabletop. The outer side of the sliding posts is slidably connected to the inner side of the table legs.

[0012] Furthermore, a slider is fixedly connected to the outer side of the sliding column, and a sliding groove is provided on the outer side of the table leg. The outer side of the slider is slidably connected to the inner side of the sliding groove.

[0013] Furthermore, two sets of positioning frames are fixedly connected to the bottom of the desktop, and the outer side of the T-shaped block is engaged inside the positioning frames.

[0014] Furthermore, a groove is provided on the top of the desktop, and a writing board is rotatably connected inside the groove.

[0015] This utility model has the following beneficial effects:

[0016] 1. In this utility model, by pushing the L-shaped block to move the locking rod, one end of the locking rod is pulled out of the slot. Then, the multimedia screen is lifted, and after releasing the L-shaped block, the spring force causes the L-shaped block to move the locking rod back to the lower slot, so that the multimedia screen is kept in the display state. In this way, it can be used for teaching and discussion. Compared with ordinary tables, it increases functionality, eliminates the need to move other equipment, and can provide more resources and display methods for teaching and discussion, thereby improving the efficiency and quality of discussion.

[0017] 2. In this utility model, by lifting the tabletop to separate the positioning frame from the T-shaped block, rotating the tabletop so that its longer side fits against the outside of the main table, and then pressing down the tabletop to engage another set of positioning frames with the T-shaped block, the table splicing mode is changed. Then, the writing board can be opened for writing and discussion. This multiple splicing and placement mode allows users to choose according to the actual situation, meets the needs of different teaching and discussion scenarios, and improves the practicality and applicability of the table. Attached Figure Description

[0018] Figure 1 This is a perspective view of a split-type teaching theory discussion table proposed in this utility model;

[0019] Figure 2 This is a schematic diagram of the left side of a split-type teaching theory discussion table proposed in this utility model;

[0020] Figure 3 for Figure 2 Enlarged view of point A in the middle;

[0021] Figure 4 This is a schematic diagram of the sliding column structure of a split-type pedagogical discussion table proposed in this utility model.

[0022] Figure 5 This is a schematic diagram of the positioning frame structure of a split-type teaching and discussion table proposed in this utility model.

[0023] Legend:

[0024] 1. Main table; 2. Table legs; 3. L-shaped block; 4. Limiting block; 5. Limiting groove; 6. Spring; 7. Locking rod; 8. Multimedia screen; 9. Card slot; 10. Desktop; 11. Sliding column; 12. Sliding block; 13. Slide groove; 14. Positioning frame; 15. T-shaped block; 16. Writing board. Detailed Implementation

[0025] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0026] Reference Figures 1-3 This utility model provides an embodiment of a split-type teaching and discussion table, including a main table 1, four table legs 2, and a combination assembly. The combination assembly is located outside the main table 1 and includes the main table 1. The main table 1, as the core part of the entire discussion table, is typically made of durable materials, such as high-quality wood or high-strength plastic. The design of the main table 1 considers both practicality and aesthetics, providing a comfortable environment for teaching and discussion. A multimedia screen 8 is slidably connected inside the main table 1. The multimedia screen 8 is an important tool for teaching and discussion, providing participants with rich teaching resources and information displays. The multimedia screen 8 is installed using a sliding connection, allowing its height and angle to be flexibly adjusted as needed. Two positioning components are provided inside the main table 1 to fix the height of the multimedia screen 8. The positioning components include L-shaped blocks 3, which are slidably connected in the internal cavity of the main table 1. The internal cavity of the main table 1 provides space for the sliding of the L-shaped blocks 3, allowing them to move within a specific range. Two limiting grooves 5 are formed inside the cavity, which restrict the movement direction of the L-shaped block 3, ensuring that the L-shaped block 3 can only slide on a specific track. Limiting blocks 4 are fixedly connected to both outer sides of the L-shaped block 3. The limiting blocks 4 cooperate with the limiting grooves 5 to further enhance the stability of the sliding of the L-shaped block 3. A spring 6 is fixedly connected to the outer side of the L-shaped block 3. The spring 6 is elastic and can extend and retract within a certain range. A locking rod 7 is fixedly connected to one side of the L-shaped block 3. The locking rod 7 is a key component for fixing the height of the multimedia screen 8. Two slots 9 are formed on both outer sides of the multimedia screen 8. The slots 9 cooperate with the locking rod 7 to fix the height of the multimedia screen 8. The outer side of the limiting block 4 slides to the inner side of the limiting groove 5 to ensure the correct movement direction of the L-shaped block 3. One end of the spring 6 is fixedly connected to the inner wall of the cavity, allowing the spring 6 to return to its original shape after stretching or compression. One end of the locking rod 7 engages inside the slot 9 to fix the height of the multimedia screen 8. The top of the L-shaped block 3 is equipped with an anti-slip pad, which increases friction and prevents the L-shaped block 3 from sliding during operation.

[0027] Specifically, two L-shaped blocks 3 can be pushed. These L-shaped blocks 3, as key components of the operation, are moved by applying force with the fingers, causing the locking lever 7 to move. Moving the locking lever 7 allows one end of it to be pulled out from the upper slot 9. During this process, the L-shaped blocks 3 slide within the internal cavity of the main table 1, overcoming the elasticity of the spring 6. Then, the multimedia screen 8 is lifted from inside the main table 1, where it slides within, allowing it to move up and down within a certain range. Releasing the L-shaped blocks 3 causes the spring 6 to push them, quickly resetting the locking lever 7. The elasticity of the spring 6 causes the L-shaped blocks 3 to return to their initial position, causing the locking lever 7 to insert into the lower slot 9. This keeps the multimedia screen 8 in a displayed state, enabling its use for teaching and discussions. Compared to a traditional table, this provides additional functionality and eliminates the need to move other equipment. The addition of the multimedia screen 8 provides more resources and display methods for teaching and discussions, improving their efficiency and quality.

[0028] Reference Figures 4-5 The assembly includes two T-shaped blocks 15 and a tabletop 10. One side of the T-shaped block 15 is fixedly connected to the outside of the main table 1, serving to connect the main table 1 and the tabletop 10. The tabletop 10 is located on top of the four table legs 2 and is the main working surface for teaching and discussion. It is usually made of a smooth, flat material, such as wood or plastic. Sliding posts 11 are fixedly connected to the four corners of the bottom of the tabletop 10, providing guidance and support for its movement. The outer side of the sliding post 11 is slidably connected to the inner side of the table leg 2, allowing the tabletop 10 to move up and down on the table leg 2. A slider 12 is fixedly connected to the outer side of the sliding post 11, limiting the range of movement of the tabletop 10. A groove 13 is provided on the outer side of the table leg 2, which cooperates with the slider 12 to ensure stable movement of the tabletop 10. Two sets of positioning frames 14 are fixedly connected to the bottom of the tabletop 10, cooperating with the T-shaped blocks 15 to connect and fix the tabletop 10 to the main table 1. The outer side of the T-shaped block 15 engages with the inside of the positioning frame 14, ensuring a secure connection. A recess is provided at the top of the desktop 10, providing space for the installation of the writing board 16. The writing board 16 is rotatably connected inside the recess; it is an auxiliary tool for teaching and discussion, providing participants with space for writing and note-taking.

[0029] Specifically, the desktop 10 can be lifted upwards, serving as the main working surface for teaching and discussion. Lifting the desktop 10 changes the table's arrangement, separating the positioning frame 14 from the T-shaped block 15. The cooperation between the positioning frame 14 and the T-shaped block 15 is crucial for connecting the desktop 10 to the main table 1. Then, the desktop 10 and the four table legs 2 are rotated so that the longer side of the desktop 10 aligns with the outer side of the main table 1. Rotating the desktop 10 allows adjustment of the table's orientation and angle. Pressing the desktop 10 down causes another set of positioning frames 14 to engage with the T-shaped block 15, thus changing the table's arrangement. The writing board 16 can then be opened for writing and discussion. The rotating connection design of the writing board 16 allows it to be easily unfolded when needed, providing space for writing and recording during teaching and discussion. This provides the table with multiple arrangement options, allowing users to choose according to their needs. This flexible arrangement can meet the needs of different teaching and discussion scenarios, improving the table's practicality and applicability.

[0030] Working principle: First, push the two L-shaped blocks 3 to move the locking rod 7, so that one end of the locking rod 7 is pulled out from the inside of the upper slot 9. Then, lift the multimedia screen 8 from the inside of the main table 1. After releasing the L-shaped blocks 3, the elastic force of the spring 6 will push the L-shaped blocks 3 to quickly reset the locking rod 7, so that one end of the locking rod 7 is inserted into the inside of the lower slot 9. This keeps the multimedia screen 8 in the display state, so that the multimedia screen 8 can be used for teaching and discussion. Compared with the traditional ordinary table, it has additional functionality and saves the step of moving other equipment.

[0031] Alternatively, the tabletop 10 can be lifted upwards to separate the positioning frame 14 from the T-shaped block 15. Then, the tabletop 10 and the four table legs 2 can be rotated so that the longer side of the tabletop 10 fits against the outer side of the main table 1. The tabletop 10 can then be pressed down so that another set of positioning frames 14 engages with the T-shaped block 15. This changes the table's assembly mode. Then, the writing board 16 can be opened to facilitate writing and discussion. This gives the table multiple assembly and placement modes, allowing users to choose the appropriate mode based on their needs.

[0032] Finally, it should be noted that the above description is only a preferred embodiment of the present utility model and is not intended to limit the present utility model. Although the present utility model has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions described in the foregoing embodiments or make equivalent substitutions for some of the technical features. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present utility model should be included within the protection scope of the present utility model.

Claims

1. A modular pedagogical discussion table, comprising a main table (1), four table legs (2), and assembly components, characterized in that: The combined components are set outside the main table (1), and a multimedia screen (8) is slidably connected inside the main table (1). Two positioning components are set inside the main table (1), and the positioning components are used to fix the height of the multimedia screen (8). The positioning component includes an L-shaped block (3), which is slidably connected in the internal cavity of the main table (1), and two limiting grooves (5) are opened inside the cavity. Limiting blocks (4) are fixedly connected to both sides of the L-shaped block (3). A spring (6) is fixedly connected to the outside of the L-shaped block (3). A locking rod (7) is fixedly connected to one side of the L-shaped block (3). Two slots (9) are opened on both sides of the outside of the multimedia screen (8).

2. A split-type pedagogical discussion table according to claim 1, characterized in that: The outer side of the limiting block (4) is slidably connected to the inner side of the limiting groove (5), and one end of the spring (6) is fixedly connected to the inner wall of the cavity.

3. A split-type pedagogical discussion table according to claim 2, characterized in that: One end of the locking rod (7) is engaged inside the slot (9), and the top of the L-shaped block (3) is provided with an anti-slip pad.

4. A split-type pedagogical discussion table according to claim 1, characterized in that: The assembly includes two T-shaped blocks (15) and a tabletop (10), with one side of the T-shaped blocks (15) fixedly connected to the outside of the main table (1).

5. A split-type pedagogical discussion table according to claim 4, characterized in that: The tabletop (10) is set on the top of the four table legs (2). Sliding columns (11) are fixedly connected to the four corners of the bottom of the tabletop (10). The outer side of the sliding column (11) is slidably connected to the inner side of the table leg (2).

6. A split-type pedagogical discussion table according to claim 5, characterized in that: A slider (12) is fixedly connected to the outside of the sliding column (11), and a groove (13) is provided on the outside of the table leg (2). The outside of the slider (12) is slidably connected to the inside of the groove (13).

7. A split-type pedagogical discussion table according to claim 6, characterized in that: Two sets of positioning frames (14) are fixedly connected to the bottom of the desktop (10), and the outer side of the T-shaped block (15) is engaged inside the positioning frame (14).

8. A split-type pedagogical discussion table according to claim 4, characterized in that: The top of the desktop (10) has a groove, and a writing board (16) is rotatably connected inside the groove.

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