A braille learner

Abstract

The utility model discloses a kind of Braille learners, including six-point system Braille board, six-point system Braille board includes linkage and board shell, board shell is equipped with three rows two columns total six channels, channel two ends are respectively equipped with limit groove, limit groove inner diameter is greater than channel inner diameter, bayonet is formed in the middle of two limit grooves. Each channel is equipped with movable element, movable element includes two press blocks, two press blocks are respectively limited in two limit grooves, two press blocks are respectively A block and B block, A block is telescopically arranged on board shell upper surface: when pressing A block, A block is retracted into channel upper end limit groove, and B block is stretched out channel lower end limit groove outside;When pressing B block, B block is retracted into channel lower end limit groove, and A block is stretched out channel upper end limit groove outside. After stretching out, press block volume is larger and protrusion is higher, and concave-convex is obvious when touching, so that learner learns Braille easily and efficiently;Six-point system Braille board can be used continuously, with small cost and environmental protection.

Description

Technical Field

[0001] This utility model relates to the field of Braille learning technology, specifically a Braille learning device. Background Technology

[0002] Because of visual impairment, blind people cannot learn and read like sighted people. Therefore, a tactile writing system, Braille, was specially designed for blind people. Braille can be composed of six dots, which can be arranged in three rows and two columns to form different characters. Through touch, blind people can obtain text information from Braille books.

[0003] Currently, beginners learn Braille by touching the Braille text and poking paper with a needle.

[0004] The shortcomings of the above technologies are:

[0005] 1. Using Braille books, the raised dots on the Braille text are very small, making it difficult and inefficient for beginners to learn Braille.

[0006] 2. Using a Braille writing board and pricking paper with a needle results in wasteful single-use paper. Utility Model Content

[0007] The purpose of this invention is to provide a Braille learning device with clearly tactile raised and recessed surfaces, making it easy and efficient for beginners to learn Braille; the six-point Braille board is sustainable, low-cost, and environmentally friendly.

[0008] To achieve the above-mentioned objectives, the present invention adopts the following technical solution:

[0009] A Braille learning device includes a six-dot Braille board. The six-dot Braille board includes a shell and a linkage. The shell has six channels arranged in three rows and two columns. Each channel has a limiting groove at both ends, with the inner diameter of the limiting groove being larger than the inner diameter of the channel, forming a locking joint between the two limiting grooves. Each channel has a movable component, which includes two blocks, A and B, respectively, which are respectively limited within the two limiting grooves. Block A is retractably mounted on the upper surface of the shell: when block A is pressed, block A retracts into the upper limiting groove of the channel, and block B extends out of the lower limiting groove of the channel; when block B is pressed, block B retracts into the lower limiting groove of the channel, and block A extends out of the upper limiting groove of the channel.

[0010] Compared with existing technologies, the Braille learner using the above-mentioned technical solution has the following beneficial effects:

[0011] I. The Braille learning device using this utility model has a large and raised protrusion of the extended blocks, which makes the texture obvious to the touch, making it easy and efficient for beginners to learn Braille.

[0012] Second, when writing, beginners press different A blocks on the upper surface of the board to display Braille characters. They then check the accuracy of the Braille characters by touching the six A blocks. Beginners press all B blocks on the lower surface of the board to restore all A blocks on the upper surface to their original positions for later writing. The six-point Braille board is reusable, low-cost, and environmentally friendly.

[0013] Preferably, the movable component includes a linkage component. Block A and Block B are respectively connected to both ends of the linkage component. The linkage component includes two horizontally symmetrically arranged spring flaps, which are shaped like a "<" and a ">" respectively. Each spring flap includes an upper half and a lower half, with the angle between the upper and lower half defined as a corner. After Block A pops out, the side wall of the latch is clamped between the lower half and Block B, and after Block B pops out, the side wall of the latch is clamped between the upper half and Block A. When the linkage component moves into the latch, the two spring flaps undergo elastic deformation, reducing the distance between the two corners. When the linkage component moves out of the latch, the two spring flaps return to their original shape, increasing the distance between the two corners. The linkage component prevents the blocks from accidentally extending or retracting.

[0014] Preferably, the retractable end of the clip has a slot, and each side of the slot has a locking groove. Both ends of the linkage have "U"-shaped clamps, each clamp consisting of two plates. Each plate has a locking block that matches the locking groove. The locking block has a beveled surface on the side away from the spring flap and a horizontal surface on the side closer to the spring flap. The clamp is inserted into the slot, and the locking block is engaged in the locking groove. When the clamp is inserted into the slot, the side wall of the slot presses against the locking block, causing the clamp to elastically deform and flip the two plates inward. When the locking block moves to the locking groove, the side wall of the slot releases the locking block, and the clamp returns to its original shape, causing the two plates to flip back. This facilitates the assembly of six-point Braille boards by workers.

[0015] Preferably, the retracted button protrudes slightly from the surface of the shell. This is more noticeable to beginners when touching the surface of the shell.

[0016] Preferably, the side of the board shell is provided with an elastic band to prevent slippage. When a beginner passes their fingers through the elastic band and the board shell and grasps the six-point Braille board, the elastic band presses and secures the beginner's fingers, preventing the six-point Braille board from slipping out of their hand.

[0017] Preferably, a pressure sensor for sensing the pressure of block A is provided on the bottom surface of the upper limiting groove of the channel. The shell is equipped with a control module, a voice broadcast module, and a button for confirming the broadcast. The control module is used to convert the pressure status of each pressure sensor into letter characters based on the six-dot Braille format. The voice broadcast module is used to broadcast the letter characters. After a beginner finishes writing on the upper surface of the shell, pressing the button triggers the voice broadcast module to broadcast the corresponding letter character.

[0018] Preferably, the device also includes a storage box with a cavity for storing several six-dot Braille slabs. The bottom surface of the cavity has several positioning groups for positioning the six-dot Braille slabs. Each positioning group includes six positioning slots arranged in three rows and two columns. The six B-blocks of the six-dot Braille slabs are respectively placed into the six positioning slots of the positioning groups. The positioning groups serve a positioning function, ensuring that the six-dot Braille slabs are neatly arranged in the cavity, facilitating storage and transfer.

[0019] Preferably, the bottom of the shell has a contact I, which is electrically connected to the shell battery. The bottom surface of the box cavity also has a contact II, which is electrically connected to the storage box battery. The number of contacts II is equal to the number of contacts in the positioning group, and their positions correspond. When the six B blocks of the six-point Braille board are respectively placed in the six positioning slots of the positioning group, contacts I and II align, and the storage box battery and the shell battery are electrically connected, allowing the storage box battery to charge the shell battery. Charging is convenient: simply place the six-point Braille board into the box cavity, and charging will begin automatically, eliminating the need for additional charging cables and sockets, making it suitable for use when out and about. It is environmentally friendly and energy-saving: compared to frequent battery replacements, it reduces the environmental impact of battery waste. Attached Figure Description

[0020] Figure 1 This is a schematic diagram of the structure on the six-dot Braille board in Example 1.

[0021] Figure 2 This is a schematic diagram of the structure under the six-dot Braille board in Example 1.

[0022] Figure 3 This is a schematic diagram of the moving part in Example 1.

[0023] Figure 4 This is a cross-sectional view of the moving part in Example 1.

[0024] Figure 5 This is a cross-sectional view of the shell in Example 1.

[0025] Figure 6 This is a cross-sectional view of the six-dot Braille stencil in Example 1.

[0026] Figure 7 This is a schematic diagram of the six-dot Braille board in Example 2.

[0027] Figure 8 This is a schematic diagram of the structure on the six-dot Braille board in Example 3.

[0028] Figure 9 This is a schematic diagram of the structure under the six-dot Braille board in Example 3.

[0029] Figure 10 This is a schematic diagram of the storage box structure after the lid is opened in Example 3.

[0030] Figure 11This is a schematic diagram of the use of the storage box in Example 3.

[0031] Figure 12 This is a schematic diagram of the storage box structure after the lid is closed in Example 3.

[0032] Figure 13 This is a block diagram of the pressure sensor in Example 3.

[0033] Figure 14 This is a block diagram of the voice broadcast module in Example 3.

[0034] Figure 15 This is a block diagram of contact II in Example 3.

[0035] Reference numerals: 1. Shell; 10. Channel; 11. Bayonet; 12. Limiting slot; 2. Moving part; 21. Block A; 22. Block B; 23. Slot; 24. Card slot; 3. Linking part; 30. Spring flap; 31. Upper half flap; 32. Lower half flap; 33. Clamp; 34. Clamping plate; 35. Card block; 36. Corner; 4. Storage box; 40. Box cavity; 41. Box lid; 42. Lock; 43. Positioning slot; 5. Voice broadcast module; 51. Contact I; 52. Contact II; 53. Button; 6. Elastic band; 7. Six-point Braille board; 70. Power indicator light; 8. Power display screen; 80. Charging port. Detailed Implementation

[0036] To further illustrate the technical means and effects adopted by this utility model in order to achieve the intended utility model purpose, the following detailed description of the specific implementation methods, structure, features and effects of this utility model is provided in conjunction with the accompanying drawings and preferred embodiments.

[0037] Example 1

[0038] like Figures 1 to 6 The Braille learning device shown includes a six-dot Braille board 7, which comprises a shell 1 and a linkage 3. The shell 1 has six channels 10 arranged in three rows and two columns. Each channel 10 has a limiting groove 12 at both ends, with the inner diameter of the limiting groove 12 being larger than the inner diameter of the channel 10. A locking slot 11 is formed between two limiting grooves 12. Each channel 10 has a movable component 2, which includes two blocks. The two blocks are respectively limited within the two limiting grooves 12. The two blocks are block A 21 and block B 22. Block A 21 is retractably mounted on the upper surface of the shell 1: when block A 21 is pressed, block A 21 retracts into the upper limiting groove 12 of the channel 10, and block B 22 extends out of the lower limiting groove 12 of the channel 10; when block B 22 is pressed, block B 22 retracts into the lower limiting groove 12 of the channel 10, and block A 21 extends out of the upper limiting groove 12 of the channel 10. The extended blocks are large and raised, making them feel distinctly textured to the touch, which makes learning Braille easy and efficient for beginners.

[0039] When writing, beginners press different A blocks 21 on the upper surface of the shell 1 to display Braille characters on the six-dot Braille board 7. They then check the accuracy of the Braille characters by touching the six A blocks 21. Beginners press all B blocks 22 on the lower surface of the shell 1 to restore all A blocks 21 on the upper surface of the shell 1 to their original positions for subsequent writing. The six-dot Braille board 7 is reusable, low-cost, and environmentally friendly.

[0040] Reference Figures 3 to 6 The movable component 2 includes a linkage component 3. Block A 21 and Block B 22 are respectively connected to both ends of the linkage component 3. The linkage component 3 includes two horizontally symmetrically arranged spring flaps 30, which are shaped like a "<" and a ">" respectively. Each spring flap 30 includes an upper half 31 and a lower half 32. The angle between the upper half 31 and the lower half 32 is designated as a corner 36. After Block A 21 pops out, the side wall of the latch 11 is clamped between the lower half 32 and Block B 22. After Block B 22 pops out, the side wall of the latch 11 is clamped between the upper half 31 and Block A 21. When the linkage component 3 moves into the latch 11, the two spring flaps 30 undergo elastic deformation, reducing the distance between the two corners 36. When the linkage component 3 moves out of the latch 11, the two spring flaps 30 return to their original shape, increasing the distance between the two corners 36. The linkage component 3 prevents the blocks from accidentally extending or retracting.

[0041] The component includes a slot 23 at the retractable end of the clip, with slots 24 on both sides of the slot 23. The linkage 3 has "U"-shaped clamps 33 at both ends. Each clamp 33 includes two clamping plates 34, each clamping plate 34 having a locking block 35 that matches the slot 24. The locking block 35 has an inclined surface on the side away from the spring flap 30 and a horizontal surface on the side closer to the spring flap 30. The clamp 33 is inserted into the slot 23, and the locking block 35 is engaged in the slot 24. When the clamp 33 is inserted into the slot 23, the side wall of the slot 23 presses against the clamp 33 and locking block 35, causing the clamp 33 to elastically deform and flip the clamping plates 34 inward. When the locking block 35 moves to the slot 24, the side wall of the slot 23 releases the clamp 33 and locking block 35, allowing the clamp 33 to return to its original shape and flip the clamping plates 34 back. This facilitates the assembly of the six-point Braille board 7 by workers.

[0042] The retracted button protrudes slightly from the surface of the shell 1. This is more noticeable to beginners when touching the surface of the shell 1.

[0043] Example 2

[0044] like Figure 7 The Braille learning device shown in this embodiment is based on Embodiment 1. The difference between this embodiment and Embodiment 1 is that:

[0045] The side of the shell 1 is provided with an elastic band 6. When a beginner passes his / her fingers through the middle of the elastic band 6 and the shell 1 and holds the six-dot Braille board 7, the elastic band 6 presses and holds the beginner's fingers in place to prevent the six-dot Braille board 7 from slipping out of his / her hand.

[0046] Example 3

[0047] like Figures 8 to 15 The Braille learning device shown in this embodiment is based on Embodiment 1. The difference between this embodiment and Embodiment 1 is that:

[0048] Reference Figure 13 and Figure 14 The bottom surface of the upper limiting groove 12 of channel 10 is equipped with a pressure sensor for sensing the pressure of block A 21. The shell 1 is equipped with a control module, a voice broadcast module 5, and a button 53 for confirming the broadcast. The control module is used to convert the pressure conditions of each pressure sensor into letter characters based on the six-dot Braille format. The voice broadcast module 5 is used to broadcast the letter characters. After a beginner finishes writing on the upper surface of the shell 1, they press the button 53 to trigger the voice broadcast module 5 to broadcast the corresponding letter character.

[0049] Reference Figure 9 and Figure 11 It also includes a storage box 4, which has a cavity 40 for storing several six-dot Braille boards 7. The bottom surface of the cavity 40 has several positioning groups for positioning the six-dot Braille boards 7. The positioning group includes six positioning slots 43 in three rows and two columns. The six B blocks 22 of the six-dot Braille boards 7 are respectively placed in the six positioning slots 43 of the positioning group. The positioning group plays a positioning role, so that the six-dot Braille boards 7 are neatly arranged in the cavity 40, which is convenient for storage and transfer.

[0050] The shell 1 has a contact 51 on its underside, which is electrically connected to the battery in the shell 1. The bottom surface of the cavity 40 also has a contact 52, which is electrically connected to the battery in the storage box 4. The number of contacts 52 is equal to the number of contacts in the positioning group, and their positions correspond. When the six B blocks 22 of the six-point Braille board 7 are respectively placed in the six positioning slots 43 of the positioning group, contacts 51 and 52 align, and the battery in the storage box 4 is electrically connected to the battery in the shell 1, allowing the battery in the storage box 4 to charge the battery in the shell 1. Charging is convenient: simply place the six-point Braille board 7 into the cavity 40, and charging will begin automatically, eliminating the need for additional charging cables and sockets, making it suitable for use when out and about. It is environmentally friendly and energy-saving: compared to frequent battery replacements, it reduces the environmental impact of battery waste.

[0051] Reference Figure 8 The upper surface of the casing 1 is provided with a power indicator light 70, which is electrically connected to the battery in the casing 1. The power indicator light 70 can refer to the corresponding structure of existing power banks (manufacturer: Shenzhen Xinyugao Digital Technology Co., Ltd.). The power indicator light 70 can be used to determine the current battery level of the casing 1.

[0052] Reference Figure 12The storage box 4 is equipped with a flip-open lid 41, and a latch 42 is provided between the lid 41 and the storage box 4. The latch 42 can be referenced from the existing toolbox latch (manufacturer: Shanghai Huangjie Hardware Products Co., Ltd.). When the lid 41 is flipped closed, it can prevent dust from contaminating the box cavity 40, and the latch 42 can prevent the lid 41 from being accidentally flipped open.

[0053] The storage case 4 has a battery level display 8 and a charging port 80 on its front. The battery in the storage case 4 is electrically connected to both the display and the charging port 80. The battery level display 8 and the charging port 80 can be referenced from the corresponding structure of existing Bluetooth headset charging cases (manufactured by Shenzhen Banyuan Technology Co., Ltd.). The charging port 80 is used to charge the battery in the storage case 4, and the current battery level of the storage case 4 can be seen through the battery level display 8.

[0054] The above description is merely a preferred embodiment of the present utility model and is not intended to limit the present utility model in any way. Although the present utility model has been disclosed above with reference to a preferred embodiment, it is not intended to limit the present utility model. Any person skilled in the art can make some modifications or alterations to the above-disclosed technical content to create equivalent embodiments without departing from the scope of the present utility model. Any simple modifications, equivalent changes and alterations made to the above embodiments based on the technical essence of the present utility model without departing from the scope of the present utility model shall still fall within the scope of the present utility model.

Claims

1. A Braille learning device, characterized in that: The system includes a six-dot Braille board (7), which includes a shell (1) and a linkage (3). The shell (1) has six channels (10) in three rows and two columns. Each channel (10) has a limiting groove (12) at both ends. The inner diameter of the limiting groove (12) is larger than the inner diameter of the channel (10), and a notch (11) is formed between the two limiting grooves (12). Each channel (10) is provided with a movable part (2), which includes two blocks. The two blocks are respectively limited in two limiting grooves (12). The two blocks are A block (21) and B block (22). The A block (21) is telescopically disposed on the upper surface of the shell (1): when the A block (21) is pressed, the A block (21) retracts into the upper limiting groove (12) of the channel (10), and the B block (22) extends out of the lower limiting groove (12) of the channel (10); when the B block (22) is pressed, the B block (22) retracts into the lower limiting groove (12) of the channel (10), and the A block (21) extends out of the upper limiting groove (12) of the channel (10).

2. The Braille learner according to claim 1, characterized in that: The movable component (2) includes a linkage component (3). Block A (21) and Block B (22) are respectively connected to the two ends of the linkage component (3). The linkage component (3) includes two horizontally symmetrically arranged springs (30). The two springs (30) are respectively in the shape of "<" and "">". The springs (30) include an upper half (31) and a lower half (32). The angle between the upper half (31) and the lower half (32) is set as a corner (36). Block A (21) pops out. The side wall of the rear latch (11) is sandwiched between the lower half (32) and block B (22). When block B (22) pops out, the side wall of the rear latch (11) is sandwiched between the upper half (31) and block A (21). When the linkage (3) moves into the latch (11), the two springs (30) undergo elastic deformation, which reduces the distance between the two corners (36). When the linkage (3) moves out of the latch (11), the two springs (30) return to their original state, which increases the distance between the two corners (36).

3. The Braille learner according to claim 2, characterized in that: The retractable end of the push block is provided with a slot (23), and slots (24) are provided on both sides of the slot (23). The two ends of the linkage (3) are provided with "U"-shaped clamps (33). The clamps (33) include two clamping plates (34). The clamping plates (34) are provided with clamping blocks (35) that are adapted to the slots (24). The clamping blocks (35) have an inclined surface on the side away from the spring flap (30) and a horizontal surface on the side close to the spring flap (30). The chuck (33) is inserted into the slot (23) and the locking block (35) is locked in the slot (24): When the chuck (33) is inserted into the slot (23), the side wall of the slot (23) presses the chuck (33) locking block (35), and the chuck (33) undergoes elastic deformation, causing the two side plates (34) to flip inward; when the locking block (35) moves to the slot (24), the side wall of the slot (23) releases the chuck (33) locking block (35), and the chuck (33) returns to its original state, causing the two side plates (34) to flip back.

4. The Braille learner according to claim 1, characterized in that: The retracted button protrudes slightly from the surface of the shell (1).

5. The Braille learner according to claim 1, characterized in that: The side of the shell (1) is provided with an elastic band (6) for preventing the hand from slipping off.

6. The Braille learner according to claim 1, characterized in that: The bottom surface of the upper limit groove (12) of the channel (10) is provided with a pressure sensor for sensing the pressure of block A (21). The shell (1) is provided with a control module, a voice broadcast module (5) and a button (53) for confirming the broadcast. The control module is used to convert the pressure of each pressure sensor into letter characters in combination with the six-dot Braille font format. The voice broadcast module (5) is used to broadcast the letter characters.

7. The Braille learner according to claim 4, characterized in that: It also includes a storage box (4), which has a cavity (40) for storing a number of six-dot Braille boards (7). The bottom surface of the cavity (40) is provided with a number of positioning groups for positioning the six-dot Braille boards (7). The positioning group includes six positioning slots (43) in three rows and two columns. The six B blocks (22) of the six-dot Braille boards (7) are respectively placed in the six positioning slots (43) of the positioning group.

8. The Braille learner according to claim 7, characterized in that: The shell (1) is provided with a contact I (51) on the bottom. The contact I (51) is electrically connected to the battery of the shell (1). The bottom surface of the cavity (40) is also provided with a contact II (52). The contact II (52) is electrically connected to the battery of the storage box (4). The number of contacts II (52) is equal to that of the positioning group and the positions are corresponding. When the six B blocks (22) of the six-point Braille board (7) are respectively placed in the six positioning slots (43) of the positioning group, the contact I (51) and the contact II (52) are connected and the battery of the storage box (4) is electrically connected to the battery of the shell (1), so that the battery of the storage box (4) charges the battery of the shell (1).

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