A pressure feedback printing teaching tool

Abstract

This utility model relates to the field of printing and rubbing teaching aids, specifically disclosing a printing and rubbing teaching aid with pressure feedback. It includes a clapper, a handle housing on top of the clapper, a circuit board fixedly installed inside the handle housing, and a first adhesive glued to the end of the clapper away from the handle housing. A thin-film pressure sensor is concentrically designed with the clapper, with one end penetrating the outer surface of the clapper. When using this printing and rubbing teaching aid, the thin-film pressure sensor receives pressure with each tap and feeds the pressure magnitude back to the circuit board, which displays the result on a color electronic screen. The screen then displays corresponding patterns and expressions to provide different feedback to the children, allowing them to adjust their tapping force accordingly. This greatly improves ease of use and reduces the difficulty and stress for teachers supervising multiple children.

Description

Technical Field

[0001] This utility model relates to the technical field of rubbing teaching aids, specifically a rubbing teaching aid with pressure feedback. Background Technology

[0002] Children with autism exhibit characteristics such as social interaction difficulties, narrow interests, and perceptual abnormalities. 75%–80% of them also have varying degrees of intellectual disability. However, they possess unique sensitivity to visual stimuli such as color and shapes. Art therapy is an important intervention method. Repetitive and stereotypical creative processes like printmaking can help children release emotions and cultivate concentration. The Sichuan Fine Arts Institute's public welfare practice has built a bridge for artistic expression for children with autism through printmaking. However, in traditional teaching, abstract language guidance is difficult to understand, requiring concrete feedback carriers adapted to their cognitive characteristics. Special education classrooms generally face the problem of an "imbalanced teacher-student ratio," where teachers often need to simultaneously... Instructing more than ten students makes one-on-one, real-time guidance difficult. Controlling pressure is a core skill in printmaking instruction; too little pressure leads to blurred patterns, while too much pressure can damage the printing material. Teachers cannot simultaneously monitor all children's actions, resulting in low teaching efficiency. Traditional printmaking relies on tools like stencils, which only have basic pressing and patting functions, lacking pressure perception and feedback mechanisms. In special education, teachers need to frequently circulate and correct children's pressure, increasing their workload and easily interrupting their concentration. Furthermore, these tools do not consider the perceptual characteristics of autistic children, making it difficult to stimulate sustained interest and inconvenient to use. Utility Model Content

[0003] The purpose of this invention is to provide a pressure feedback printing teaching tool to solve the problem mentioned in the background art that traditional rubbing tools cannot provide feedback on the force of the patting and are difficult to stimulate children's interest.

[0004] To achieve the above objectives, this utility model provides the following technical solution: a pressure feedback printing teaching tool, including a clapper, a handle housing on the top of the clapper, and an elastic band engaging between the handle housing and the clapper. A circuit board is fixedly installed inside the handle housing. A first adhesive is pasted and fixed to one end of the clapper away from the handle housing, and a thin-film pressure sensor is fixedly pasted to the outer surface of the first adhesive. The thin-film pressure sensor is concentrically designed with the clapper, and one end of the thin-film pressure sensor penetrates the outer surface of the clapper. A color electronic screen is fixedly soldered to the outer surface of the circuit board, and the thin-film pressure sensor is inserted into the circuit board.

[0005] Preferably, a top shell is attached to the side of the handle housing away from the racket plate, and buckles are fixedly opened on both outer surfaces of the top shell, which engage with the handle housing. A horn is attached to one side of the top shell and connected to the circuit board. A battery is attached to the inside of the handle housing and connected to the circuit board. A control flashing feedback mechanism is provided between the circuit board and the top shell.

[0006] Using the above technical solution, the top shell and the clapper can be quickly spliced ​​and fixedly connected by a snap-fit ​​mechanism. This allows the top shell to be quickly fixed in place, and the circuit board and speaker can be powered by a battery. The speaker can then provide different sound feedback depending on the force of the impact, greatly enhancing children's interest in the printing process.

[0007] Preferably, the control flashing feedback mechanism includes: a switch, which is fixedly installed at one end of the top shell near the speaker, and the outer surface of the top shell is penetrated by the switch; a reflector is provided on the outer surface of the top shell near the color electronic screen, and the outer surface of the reflector is in contact with the outer surface of the color electronic screen; a colored LED light is uniformly provided at one end inside the reflector, and the colored LED light is connected to the circuit board.

[0008] Using the above technical solution, the speaker sound can be turned on and off via a switch, so that when using the rubbing teaching aid in a quiet environment, it will not disturb the people around. The brightness and effect of the colored LED lights can be changed by the force of the tapping to provide visual feedback. Furthermore, by using a reflector, the light from the colored LED lights can be better reflected to the children.

[0009] Preferably, a silicone pad is fitted and fixed on the outer surface of the handle housing away from the top shell, and the silicone pad has an arc-shaped design, and the outer surface of the silicone pad is in contact with the outer surface of the hand.

[0010] By adopting the above technical solution, the silicone pad can fit tightly against the surface of the palm, while reducing the chance of slipping during tapping, and making the hand more comfortable.

[0011] Preferably, pressure plates are rotatably mounted on the outer surfaces of both sides of the clapper, and fixing teeth are fixedly mounted on the outer surfaces of the pressure plates and the outer surfaces of the handle housing, respectively. The fixing teeth are staggered, and the outer surfaces of the fixing teeth are in contact with the outer surfaces of the elastic band.

[0012] By adopting the above technical solution, the elastic band passing through the handle shell can be effectively compressed by the rotation and pressing of the pressure plate. The interlocking and pressing of the fixing teeth can make the pressure plate fix the elastic band more tightly, allowing the clapper to fit and be fixed better with the palm, so as to be suitable for children with different hand widths and sizes.

[0013] Preferably, one end of the circuit board is connected to a connecting flexible flat cable, which passes through one side of the outer surface of the handle housing. The connecting flexible flat cable is connected to a thin-film pressure sensor. Elastic pressure blocks are engaged on both sides of the clapper, and the outer surface of the elastic pressure block is in contact with the outer surface of the elastic band. The elastic band engages with the elastic pressure block and the clapper.

[0014] By adopting the above technical solution, the elastic band and the clapper can be easily connected and fixed by the elastic pressure block, making it easy to replace the elastic band of the clapper after it is damaged, thus improving the convenience of use and maintenance.

[0015] Preferably, a second adhesive is attached to the outer surface of the clapper, and the second adhesive is a ring design. The second adhesive and the clapper are concentric, and the outer surface of the clapper is attached to the outer surface of the transparent convex disk, and the outer surface of the transparent convex disk is bonded to the outer surface of the second adhesive.

[0016] By adopting the above technical solution, the thin-film pressure sensor can be bonded and fixed by the first adhesive, and the transparent embossed disk can be bonded and fixed by the second adhesive. This allows the transparent embossed disk to be replaced after wear and tear, without having to replace the entire printing teaching tool, which greatly reduces the cost of use and improves the convenience of maintenance and use.

[0017] Compared with the prior art, the beneficial effects of this utility model are: This pressure feedback printing teaching tool:

[0018] 1. When using the rubbing teaching aid, the pressure sensor will receive the pressure as the film is tapped, and the pressure will be fed back to the circuit board and displayed on the color electronic screen. The color electronic screen can then display corresponding patterns and expressions to give children different feedback. Children can adjust the tapping force according to the pattern, which greatly improves the convenience of use and reduces the difficulty and pressure for teachers to supervise multiple children.

[0019] 2. The impact pressure received by the thin-film pressure sensor allows the circuit board to make the speaker emit different sounds based on the force. The color LEDs can flash and change color and frequency to provide further feedback on the impact force. The speaker sound can be controlled by a switch, and the use can be flexibly switched according to the usage scenario, greatly increasing children's interest in using the rubbing pattern.

[0020] 3. By connecting the flexible flat cable, the chance of the circuit being damaged or broken during the rubbing and tapping process can be reduced. The elastic band can be locked and fixed by the engagement of the elastic pressure block and the tapping plate. The pressure plate can be pressed down and the fixing teeth can clamp and fix the elastic band. The tightness of the elastic band can be flexibly adjusted according to the size of a child's hand. The flexible connection of the elastic band can further reduce the chance of damage to parts during tapping, greatly improving the flexibility, versatility and lifespan of use. Attached Figure Description

[0021] Figure 1 This is a three-dimensional structural diagram of the clapper and handle shell of this utility model;

[0022] Figure 2 This is a schematic diagram of the exploded three-dimensional structure of the clapper and the top shell of this utility model;

[0023] Figure 3 This is a cross-sectional three-dimensional structural diagram of the clapper and transparent convex dot disc of this utility model;

[0024] Figure 4 This is an exploded three-dimensional structural diagram of the handle shell and pressure plate of this utility model;

[0025] Figure 5 This is a cross-sectional three-dimensional structural diagram of the color electronic screen and speaker of this utility model;

[0026] Figure 6 This is a cross-sectional three-dimensional structural diagram of the top shell and connecting flexible cable of this utility model.

[0027] In the diagram: 1. Clapper plate; 2. Handle housing; 3. Elastic band; 4. Top shell; 5. Buckle; 6. Circuit board; 7. Color electronic screen; 8. Battery; 9. Horn; 10. Reflector shield; 11. Switch; 12. Color LED light; 13. Pressure plate; 14. Fixing teeth; 15. Silicone pad; 16. Connecting flexible cable; 17. Elastic pressure block; 18. Transparent dotted disc; 19. Thin-film pressure sensor; 20. First adhesive; 21. Second adhesive. Detailed Implementation

[0028] 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.

[0029] Please see Figure 1-6This utility model provides a technical solution: a pressure feedback printing teaching tool, including a clapper 1, a handle housing 2 on the top of the clapper 1, and an elastic band 3 engaged between the handle housing 2 and the clapper 1. A circuit board 6 is fixedly installed inside the handle housing 2. A first adhesive 20 is pasted and fixed to the end of the clapper 1 away from the handle housing 2, and a thin film pressure sensor 19 is fixedly pasted on the outer surface of the first adhesive 20. A second adhesive 21 is pasted and fixed to the outer surface of the clapper 1, and the second adhesive 21 is a ring design. The second adhesive 21 and the clapper 1 are concentrically designed, and the outer surface of the clapper 1 is attached to the outer surface of the transparent convex dot disk 18, and the outer surface of the transparent convex dot disk 18 is bonded to the outer surface of the second adhesive 21. The thin film pressure sensor 19 is concentrically designed with the clapper 1, and one end of the thin film pressure sensor 19 penetrates the outer surface of the clapper 1. A color electronic screen 7 is fixedly soldered to the outer surface of the circuit board 6, and the thin film pressure sensor 19 is inserted into the circuit board 6.

[0030] Firstly, during use, the transparent raised dot disc 18 adheres to the outer surface of the printing material. The pressure generated during the tapping is monitored by the thin-film pressure sensor 19 and transmitted to the circuit board 6. The transparent raised dot disc 18 and the thin-film pressure sensor 19 are then glued and fixed together using the first adhesive 20 and the second adhesive 21. If either the thin-film pressure sensor 19 or the transparent raised dot disc 18 is damaged, it can be replaced. The circuit board 6 can then display corresponding patterns on the color electronic screen 7 based on the transmitted pressure, allowing children to see the feedback from the color electronic screen 7. The color electronic screen 7 can display different patterns based on different pressures, providing feedback to children and sparking their interest in adjusting the printing pressure. This helps children better complete the printing tasks in class, improves classroom efficiency, reduces the teaching burden on teachers when supervising multiple children, and greatly enhances the practicality and convenience of the printing teaching tool.

[0031] A top shell 4 is attached to the side of the handle shell 2 away from the clapper 1. Buckles 5 are fixedly opened on both outer surfaces of the top shell 4 and engage with the handle shell 2. A speaker 9 is installed on one side of the top shell 4 and connected to the circuit board 6. A battery 8 is fixedly attached inside the handle shell 2 and connected to the circuit board 6. A flashing feedback control mechanism is provided between the circuit board 6 and the top shell 4. The flashing feedback control mechanism includes a switch 11, which is fixedly installed at the end of the top shell 4 near the speaker 9 and penetrates the outer surface of the top shell 4. A reflector 10 is opened on the outer surface of the top shell 4 near the color electronic screen 7 and is attached to the outer surface of the color electronic screen 7. Color LED lights 12 are evenly distributed inside the reflector 10 and are connected to the circuit board 6.

[0032] Secondly, the handle housing 2 and the top housing 4 can be easily connected, installed, and fixed using the clip 5, facilitating the subsequent opening of the top housing 4 for maintenance and repair. This allows the battery 8 to power the circuit board 6, enabling the horn 9 to produce different sounds depending on the force of the tap. The force of the tap also causes the colored LED light 12 to flash at different frequencies and emit different colors of light. The reflector 10 can be used to enhance the reflected light of the colored LED light 12. When the printing teaching tool requires a quiet environment, simply turning off the switch 11 will turn off the horn 9. The sound and light provide children with different feedback, further guiding and adjusting the children's printing force through the printing teaching tool, greatly enhancing the children's interest and accuracy in printing.

[0033] A silicone pad 15 is inlaid and fixed on the outer surface of the handle shell 2 away from the top shell 4. The silicone pad 15 has an arc design and its outer surface is in contact with the outer surface of the hand. Pressure plates 13 are rotatably installed on the outer surfaces of both sides of the clapper plate 1. Fixing teeth 14 are fixedly installed on the outer surfaces of the pressure plates 13 and the outer surfaces of the handle shell 2, respectively. The fixing teeth 14 have an interlaced design and their outer surfaces are in contact with the outer surfaces of the elastic band 3. A connecting flexible cable 16 is plugged into one end of the circuit board 6 and passes through one side of the outer surface of the handle shell 2. The connecting flexible cable 16 is connected to the thin film pressure sensor 19. Elastic pressure blocks 17 are snapped onto both sides of the clapper plate 1. The outer surfaces of the elastic pressure blocks 17 are in contact with the outer surfaces of the elastic band 3, and the elastic band 3 is snapped into the elastic pressure blocks 17 and the clapper plate 1.

[0034] Furthermore, the flexible connection of the elastic band 3 during slapping allows the force of the vibration of the slapping plate 1 to be reduced through the elastic band 3. The connection of the flexible cable 16 reduces the probability of wire breakage between the thin film pressure sensor 19 and the circuit board 6, thus reducing the probability of circuit failure during prolonged slapping. The silicone pad 15 enhances anti-slip properties and comfort. During use, the rotation of the pressure plate 13 can press the elastic band 3 passing through the slapping plate 1, allowing the fixing teeth 14 to clamp and fix the pressure plate 13. The clamping force between the handle housing 2 and the slapping plate 1 can be adjusted, greatly improving the versatility for children of different hand sizes. The elastic pressure block 17 can be removed and replaced after the elastic band 3 is damaged, reducing the probability of the slapping teaching tool falling during slapping. This greatly improves the versatility, convenience, and ease of maintenance of the slapping teaching tool.

[0035] Working principle: In use, simply rotate the pressure plate 13 and pull the elastic band 3 to clamp the child's hand between the clapper 1 and the handle housing 2. Then, rotate the pressure plate 13 to clamp the fixing teeth 14 together and fix the elastic band 3. Then, the rubbing teaching tool can be used for rubbing. The transparent raised dot disc 18 can transmit the pressure generated by the rubbing to the circuit board 6 through the thin film pressure sensor 19. The circuit board 6 can display different patterns on the color electronic screen 7 according to the force of the rubbing, and the speaker 9 can produce different sounds according to the different colors and flashing frequencies of the colored LED lights 12. It can provide different feedback to children, allowing children with autism who are sensitive to color, shape, and pattern changes through the rubbing teaching tool. At the same time, the rubbing teaching tool can guide children to adjust the rubbing force, helping children to better complete the rubbing class tasks, improving classroom efficiency and reducing the teaching pressure on teachers.

[0036] Although embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the present invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A pressure feedback printing teaching tool, comprising a clapper (1), a handle housing (2) above the clapper (1), and an elastic band (3) engaging between the handle housing (2) and the clapper (1), wherein a circuit board (6) is fixedly installed inside the handle housing (2), characterized in that: The end of the clapper (1) away from the handle shell (2) is fixed with a first adhesive (20), and a thin film pressure sensor (19) is fixedly attached to the outer surface of the first adhesive (20). The thin film pressure sensor (19) and the clapper (1) are concentrically designed. One end of the thin film pressure sensor (19) penetrates the outer surface of the clapper (1). A color electronic screen (7) is fixedly welded to the outer surface of the circuit board (6). The thin film pressure sensor (19) is inserted into the circuit board (6).

2. The pressure feedback rubbing teaching tool according to claim 1, characterized in that: The handle housing (2) is fitted with a top shell (4) on the side away from the clapper (1), and the outer surfaces of the top shell (4) are respectively fixed with buckles (5), and the buckles (5) are engaged with the handle housing (2). A horn (9) is installed on one side of the top shell (4), and the horn (9) is connected to the circuit board (6). A storage battery (8) is glued and fixed inside the handle housing (2), and the storage battery (8) is connected to the circuit board (6). A control flashing feedback mechanism is provided between the circuit board (6) and the top shell (4).

3. The pressure feedback rubbing teaching tool according to claim 2, characterized in that: The control flashing feedback mechanism includes: a switch (11), which is fixedly installed on one end of the top shell (4) near the speaker (9), and the outer surface of the top shell (4) is penetrated by the switch (11). A shielding reflector (10) is provided on the outer surface of the top shell (4) near the color electronic screen (7), and the outer surface of the shielding reflector (10) is in contact with the outer surface of the color electronic screen (7). A colored LED light (12) is uniformly provided on one end inside the shielding reflector (10), and the colored LED light (12) is connected to the circuit board (6).

4. The pressure feedback rubbing teaching tool according to claim 1, characterized in that: A silicone pad (15) is fitted and fixed on the outer surface of the handle shell (2) away from the top shell (4), and the silicone pad (15) is arc-shaped, and the outer surface of the silicone pad (15) is in contact with the outer surface of the hand.

5. The pressure feedback rubbing teaching tool according to claim 1, characterized in that: The two outer surfaces of the clapper (1) are rotatably mounted with pressure plates (13), and the outer surfaces of the pressure plates (13) and the outer surfaces of the handle shell (2) are respectively fixedly mounted with fixing teeth (14). The fixing teeth (14) are staggered, and the outer surfaces of the fixing teeth (14) are in contact with the outer surfaces of the elastic band (3).

6. The pressure feedback rubbing teaching tool according to claim 1, characterized in that: One end of the circuit board (6) is connected to a flexible flat cable (16), and the flexible flat cable (16) passes through one side of the outer surface of the handle housing (2). The flexible flat cable (16) is connected to the thin film pressure sensor (19). Elastic blocks (17) are engaged on both sides of the clapper (1), and the outer surface of the elastic block (17) is in contact with the outer surface of the elastic band (3). The elastic band (3) is engaged with the elastic block (17) and the clapper (1).

7. The pressure feedback rubbing teaching tool according to claim 1, characterized in that: The outer surface of the clapper (1) is fixed with a second adhesive (21), and the second adhesive (21) is a ring design. The second adhesive (21) and the clapper (1) are concentric. The outer surface of the clapper (1) is attached to the outer surface of the transparent convex disk (18), and the outer surface of the transparent convex disk (18) is bonded to the outer surface of the second adhesive (21).

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