Spinal lumbar core muscle group model teaching aid

Abstract

This application discloses a spinal and lumbar core muscle group model teaching aid, comprising: a skeletal module including multiple vertebrae arranged in a single direction, with flexible intervertebral discs disposed between adjacent vertebrae; a muscle module, each muscle module including two spaced-apart connecting parts and a connecting line fixedly disposed between the two connecting parts, the connecting line being a flexible material line simulating the force line distribution of muscle fibers; and multiple sets of mounting modules on the skeletal module, each mounting module including two mounting areas, with the connecting parts assembled and connected to the mounting areas. This disclosure uses a flexible skeletal module to simulate flexion, extension, and lateral bending movements, and reproduces the biomechanical function of the spinal and lumbar core muscle groups through the muscle modules. The muscle modules are equipped with standardized connection interfaces that precisely correspond to the preset mounting positions of the skeletal modules, supporting rapid assembly and disassembly at different positions on the skeletal frame model, thereby intuitively demonstrating the dynamic operation of the spinal muscle system.

Description

Technical Field

[0001] This application relates to the field of medical teaching models, and in particular to a teaching aid based on a model of the core muscles of the spine and lumbar vertebrae. Background Technology

[0002] In rehabilitation medicine education, anatomy teaching is a crucial foundation for developing clinical skills. Currently, in addition to static models, two-dimensional atlases, and digital imaging, some models with certain dynamic effects exist, such as three-dimensional spinal teaching models, which can simulate certain dimensional activity demonstrations. However, these three-dimensional spinal teaching models are mostly fixed-structure plastic products, with muscle tissue presented in relief or painted forms, failing to realistically reproduce the three-dimensional structure and movement characteristics of muscles. In particular, there are no relevant three-dimensional models to represent the deep core muscle groups surrounding the spine, making it even more difficult to effectively demonstrate the contraction and relaxation of these core muscles and the resulting spinal movements. However, the origin, insertion, force line direction, and function of muscles are fundamental knowledge in rehabilitation medicine and rehabilitation therapy. Clinical learners must systematically master the anatomical connections and biomechanical interaction mechanisms of the musculoskeletal system, and on this basis, establish a cognitive framework of dynamic functional relationships. Only then can they accurately analyze the adaptive changes in tissue structure under pathological states such as muscle atrophy, tendon injury, and joint degenerative diseases, ultimately achieving the transformation from theoretical knowledge to practical application and forming professional capabilities in both clinical diagnosis and rehabilitation assessment.

[0003] Therefore, how to provide learners with demonstrations of the anatomical features of muscles and the dynamic effects of their contraction and relaxation movements on the spine is a technical problem that urgently needs to be solved by those skilled in the art. Utility Model Content

[0004] In view of this, the purpose of this application is to provide a teaching aid based on a model of the core muscles of the spine and lumbar spine, so as to provide learners with anatomical characteristics such as the origin, insertion, and direction of force of the muscles, as well as a demonstration of the dynamic effects of their contraction and relaxation movements on the spine, thereby improving the accuracy of medical teaching in the spinal region.

[0005] To achieve the above objectives, this application provides the following technical solution:

[0006] A teaching aid based on a model of the lumbar spine core muscles, comprising:

[0007] The skeletal module includes multiple vertebrae arranged in a single direction, with flexible intervertebral discs provided between adjacent vertebrae for flexible connection;

[0008] A muscle module, wherein a single muscle module includes two spaced-apart connecting parts and multiple connecting lines fixedly disposed between the two connecting parts, the connecting lines being flexible material lines that simulate the force line distribution of muscle fibers;

[0009] The skeleton module is provided with multiple sets of installation modules. Each installation module includes two installation areas arranged in pairs, and the connecting part is assembled and connected to the installation areas.

[0010] Preferably, the above-mentioned spinal and lumbar core muscle group model teaching aid includes at least a first muscle module and a second muscle module, wherein a first connecting line is provided between the connecting parts of the first muscle module and a second connecting line is provided between the connecting parts of the second muscle module.

[0011] The axial length of the first connecting line is less than the axial length of the second connecting line, and the cross-sectional dimension of the first connecting line in its axial direction is greater than the cross-sectional dimension of the second connecting line in its axial direction.

[0012] Preferably, in the above-mentioned spinal and lumbar core muscle group model teaching aid, the two installation areas in a single installation module are located on the same vertebral body, or on two or more different vertebral bodies.

[0013] Preferably, in the above-mentioned spinal and lumbar core muscle group model teaching aid, the connecting part and the mounting area are provided with magnets of opposite polarity and are assembled by magnetic attraction; or, the connecting part is a hook and the mounting area is a seat that engages with the hook.

[0014] Preferably, in the above-mentioned spinal lumbar core muscle group model teaching aid, the vertebral body includes two transverse processes extending toward opposite sides, each transverse process is provided with an installation area on both sides of the vertebral body arrangement direction, and a muscle module is assembled between the transverse processes of adjacent vertebral bodies.

[0015] Preferably, in the above-mentioned spinal lumbar core muscle group model teaching aid, the vertebral body includes a spinous process, the spinous process is located between the two transverse processes, and the mounting area is provided on the side of the spinous process facing the transverse processes opposite to the transverse processes;

[0016] In the vertebral body arrangement direction, a muscle module is respectively assembled between a single transverse process and one or two spinous processes arranged above it.

[0017] A muscle module is respectively assembled between a transverse process of a single vertebral body and a spinous process of an adjacent vertebral body and a spinous process of the same vertebral body. Preferably, in the above-described spinal and lumbar core muscle group model teaching aid, in the vertebral arrangement direction, a muscle module is shared between a single transverse process and two to four spinous processes arranged above it through the mounting area.

[0018] Preferably, in the above-mentioned spinal and lumbar core muscle group model teaching aid, a pair of mounting areas are arranged opposite each other between the two spinous processes of two adjacent vertebrae and a muscle module is assembled thereon.

[0019] Preferably, in the above-mentioned spinal and lumbar core muscle group model teaching aid, the intervertebral disc block and the connecting lines are both made of silicone.

[0020] Preferably, in the above-mentioned spinal and lumbar core muscle group model teaching aid, multiple assembly positions are provided between the two connecting parts in a single muscle module, and the connecting lines are detachably installed at the assembly positions.

[0021] As can be seen from the above technical solution, the spinal and lumbar core muscle group model teaching aid provided in this application mainly includes a skeletal module, a muscle module, and an installation module. The skeletal module features multiple vertebrae connected by flexible intervertebral discs, enabling it to bend and simulate movements such as flexion, extension, and lateral flexion. The muscle module is structured with multiple flexible connecting lines between two connecting parts to simulate the force distribution of actual muscles. These connecting lines can simulate the force transmission of muscles through stretching. Installation modules are mounted on the skeletal module to work in conjunction with the muscle modules. Specifically, each installation module includes two paired installation areas, with connecting parts assembleably mounted within these areas. During demonstrations of spinal muscle states, muscle modules are installed on corresponding installation modules on the skeletal module according to the specific muscle demonstration requirements of different areas. Based on the different simulated muscle fiber force distributions, the length, thickness, and elasticity of the muscle model are adjusted, allowing it to move the connected bones in different postures. This simulates the impact of muscle contraction on spinal movement, meeting the dynamic demonstration needs of muscle function in rehabilitation teaching and enhancing teaching effectiveness and clinical application value. Attached Figure Description

[0022] To more clearly illustrate the technical solutions in the embodiments of this application or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0023] Figure 1 A schematic diagram of the teaching aid for the spinal and lumbar core muscle group model provided in this embodiment of the utility model;

[0024] Figure 2 A front view of the skeletal module provided in an embodiment of this utility model;

[0025] Figure 3 for Figure 2 Side view;

[0026] Figure 4 This is a top view of a single vertebra.

[0027] Figure 5 This is a schematic diagram of the intertransverse muscle.

[0028] Figure 6 A schematic diagram of the muscle module provided in an embodiment of this utility model;

[0029] Figure 7 This is a schematic diagram showing the assembly of some muscle modules onto the bone module.

[0030] Figure 8 This is a schematic diagram of different muscle module combinations.

[0031] in:

[0032] 10-Skeleton module; 110-Vertebral body; 1110-Transverse process; 1120-Spinous process; 120-Intervertebral disc; 130-Installation area; 1310-Card holder;

[0033] 20-Muscle module; 210-Connector; 2110-Hook; 220-Connecting line; 230-First muscle module; 2310-First connecting line; 240-Second muscle module; 2410-Second connecting line; 250-Intertransverse muscle; 260-Long rotator muscle; 270-Short rotator muscle; 280-Multifidus muscle; 290-Interspinous muscle. Detailed Implementation

[0034] The core of this application is to disclose a teaching aid based on a model of the spinal and lumbar core muscle groups, which provides learners with a dynamic demonstration of the interaction between muscle parts and the spine, thereby improving the accuracy of medical teaching in the spinal region.

[0035] To enable those skilled in the art to better understand the present application, embodiments of the present application will be described below with reference to the accompanying drawings. Furthermore, the embodiments shown below do not limit the scope of the utility model described in the claims. Additionally, the complete content of the structures represented in the following embodiments is not limited to those necessary for the solution of the utility model described in the claims.

[0036] like Figure 1-3 As shown, this utility model provides a spinal and lumbar core muscle group model teaching aid to simulate the skeletal and muscular structure of the spine, thereby achieving a dynamic demonstration of the spinal core muscle group. Specifically, the teaching aid mainly includes a skeletal module 10, a muscle module 20, and an installation module, such as... Figure 1 , Figure 2 and Figure 3As shown, the skeletal module 10 consists of multiple vertebrae 110. Like the structure of a spine, the multiple vertebrae 110 are arranged in a single direction to simulate the natural shape of the spine. To enable the skeletal module 10 to simulate the mobility of the spine, adjacent vertebrae 110 are flexibly connected by flexible intervertebral discs 120. This connection can be achieved through adhesive bonding or wire connections, allowing the multiple vertebrae 110 to perform bending and torsional movements within a certain range, thereby meeting the simulation requirements of dynamic changes in the spine during daily activities.

[0037] Muscle module 20 is used to simulate the core muscle groups on the spine, such as... Figure 6 As shown, a single muscle module 20 includes two spaced-apart connecting parts 210 to simulate the starting and ending points of a muscle structure. At the same time, multiple connecting lines 220 are provided between the two connecting parts 210. In order to simulate muscle lines, the connecting lines 220 are specially designed according to the force line distribution of muscle fibers and are made of flexible material to simulate the elastic characteristics of muscle lines. The simulation of the muscle's path is achieved through the line structure.

[0038] Based on the above structure, the mounting module is disposed on the skeleton module 10 so that the muscle module 20 can be positioned at the corresponding location on the skeleton module 10. Specifically, as shown... Figure 2 As shown, the skeletal module 10 is provided with multiple sets of mounting modules. Each set of mounting modules includes two paired mounting areas 130, and the connecting part 210 of the muscle module 20 matches the mounting area 130 so that it can be detachably assembled to the mounting area 130. According to the human body structure, mounting modules are provided on the skeletal module 10 at the locations of the core muscle groups. Instructors can install and remove the muscle module 20 according to actual needs based on the mounting modules and the connecting parts 210 on the muscle module 20, thereby realizing the need to demonstrate different muscle modules 20 on the skeletal module 10.

[0039] It should also be noted that, since each muscle module 20 can be independently assembled and disassembled from the mounting module on the skeleton module 10, and the connecting lines 220 in the muscle module 20 are flexible structures, instructors can install individual muscle modules 20 and demonstrate their movement process with the skeleton module 10. In some embodiments of this disclosure, instructors using this model teaching aid can manually operate the skeleton module 10 of the model to simulate various movements of the spine and observe the changes of the muscle modules 20 installed on the skeleton module 10 under different movement states, thereby better understanding the function of the spinal core muscle groups and their relative movement process with the skeleton module 10.

[0040] Furthermore, the aforementioned embodiments can simulate the effect of muscle contraction on the activity of the skeletal module 10 on the spinal model by adjusting and changing the length, thickness, and elasticity of the muscle model, thereby meeting the dynamic demonstration needs of muscle function in rehabilitation teaching and improving teaching effectiveness and clinical application value.

[0041] In other embodiments of this disclosure, in order to simulate the dynamic effects of muscle contraction on spinal movement, such as... Figure 8 As shown, the model teaching aid includes multiple muscle modules 20, at least a first muscle module 230 and a second muscle module 240. A first connecting line 2310 is provided between the two connecting portions 210 of the first muscle module 230, while a second connecting line 2410 is provided between the connecting portions 210 of the second muscle module 240. It should be noted that the axial length of the first connecting line 2310 is less than the axial length of the second connecting line 2410, while the cross-sectional dimension of the first connecting line 2310 in its axial direction is greater than that of the second connecting line 2410 in its axial direction. That is, relative to the second muscle module 240, the first muscle module 230 is a short, thick, and highly elastic muscle model used to simulate the contraction state of a muscle; while the second muscle module 240 is a thin, long, and less elastic muscle model used to simulate the relaxation state of the muscle module 20. By using the differentiated structure of the first muscle module 230 and the second muscle module 240, and installing them on different mounting modules at different positions on the skeletal module 10, the skeletal module 10 can be driven to produce different activity effects through their morphological characteristics. That is, the first muscle module 230 in a contracted state causes the spinal model teaching aid to produce extension or lateral flexion movements, and the second muscle module 240 in a relaxed state causes the spinal model teaching aid to return to or maintain its original position. This allows for a direct demonstration of the influence of muscle contraction and relaxation on spinal movement by first simulating the running state of muscles and then feeding the muscle movements back to the skeletal module 10.

[0042] Furthermore, it should be noted that the structure of the aforementioned muscle module 20 also supports the model's scalability and flexibility. Specifically, the model teaching aid can be configured with more muscle modules 20 in varying states, between maximally contracted and maximally relaxed states, thus enriching the model's functionality and application scenarios. Moreover, when studying the injury mechanisms of specific muscle groups, different injury scenarios can be simulated by replacing the corresponding muscle modules 20, providing a more intuitive reference for clinical protocol development.

[0043] Furthermore, due to the complex distribution of core muscles on the spine, in order to meet the installation simulation requirements of different muscle modules 20, the spinal and lumbar core muscle group model teaching aid provided in this embodiment of the present disclosure is provided with multiple sets of installation modules on the skeletal module 10 to meet the installation requirements of multiple sets of muscle modules 20 on the skeletal module 10. For a single set of installation modules, its two installation areas 130 can be set on the same vertebral body 110. For some short muscle groups, their origin and insertion points are located at different parts of the same vertebral body 110, and the installation module with two installation areas 130 set on the same vertebral body 110 can meet their installation requirements. At the same time, the two installation areas 130 can also be set on two different vertebral bodies 110, that is, between two adjacent vertebral bodies 110 or two vertebral bodies 110 with a larger interval, so as to install muscle modules 20 with origin and insertion points located on two different vertebral bodies 110, thereby simulating the connection state of long muscle groups on the skeletal module 10.

[0044] In addition, such as Figure 3 As shown, the spinal and lumbar core muscle group model teaching aid provided in this embodiment requires demonstrating the state of the muscle modules 20. Since the skeletal module 10 has various types of muscle modules 20, and in order to effectively demonstrate the independent or combined effects of different muscle modules 20, the muscle modules 20 need to be frequently disassembled and reassembled on the skeletal module 10. To improve the ease of operation of the model teaching aid, in some embodiments of this disclosure, the connecting part 210 and the mounting area 130 often adopt easily operable assembly structures such as magnetic connection, snap-fit ​​connection, or adhesive bonding. In a specific embodiment of this disclosure, magnets of opposite polarity are provided on the connecting part 210 and the mounting area 130. When the connecting part 210 and the mounting area 130 are close together, they are assembled and connected by magnetic attraction. Magnetic connection can maintain a stable connection effect while also being repeatable and flexible. Operators can easily change or adjust the position of the muscle modules 20 as needed without worrying about the firmness of the connection. During the dynamic demonstration of spinal movement, users can not only fine-tune the connection position but also quickly replace different muscle modules 20 to demonstrate the effects of different muscle groups in different movement states.

[0045] In another embodiment of this disclosure, the connecting part 210 is configured as a hook 2110 structure, and the mounting area 130 is a mounting seat 1310 that engages with the hook 2110. This engaging method also enables the rapid assembly and stable connection of the muscle module 20 and the bone module 10, thereby improving the ease of operation of the model teaching aid. In addition, Velcro can be provided on the side of the connecting part 210 and the mounting area 130 facing each other, so as to assemble the muscle module 20 onto the bone module 10 by adhesive.

[0046] Furthermore, in the model teaching aid provided in this embodiment, in order to better simulate the structure and muscle distribution of the spine, in the skeletal module 10, such as Figure 1 and Figure 4 As shown, the structure of a single vertebral body 110 includes two transverse processes 1110 extending toward opposite sides, and each transverse process 1110 has an mounting area 130 on each side of the vertebral body 110's arrangement direction. It should be noted that the transverse processes 1110 are important components of the spinal anatomy, providing attachment points for muscles and ligaments. By providing mounting areas 130 on the transverse processes 1110, such as... Figure 1 and Figure 5 As shown, muscle modules 20 can be assembled between the transverse processes 1110 of adjacent vertebrae 110 to simulate the position and structural arrangement of the intertransverse muscles 250 in the spine, helping users better understand the anatomical relationship between muscle groups and spinal structures. Combined with the muscle modules 20 in different contraction states as described in the previous embodiment, this embodiment can dynamically demonstrate the relative movement relationship between the skeletal structure of the spine and the intertransverse muscles 250. For example, when scoliosis occurs, the muscle modules 20 simulating the intertransverse muscles 250 between the transverse processes 1110 will provide users with an intuitive visual experience through the changes in the stretching and contraction states of their connecting lines 220, enabling users to have a clear understanding of the connection relationship and movement state between the intertransverse muscles 250 and the spine.

[0047] like Figure 1 and Figure 8As shown, based on the above embodiments, in order to make the skeletal module 10 have a more comprehensive and accurate simulation of the spinal structure, the vertebral body 110 is also provided with a spinous process 1120. The spinous process 1120 is located between the two transverse processes 1110 on a single vertebral body 110, and is usually located on the line of symmetry of the two transverse processes 1110. At the same time, the spinous process 1120 is provided with an installation area 130 facing the side of the transverse process 1110. Based on this, in the arrangement direction of the vertebral bodies 110, a muscle module 20 is respectively assembled between a single transverse process 1110 and one or two spinous processes 1120 arranged above it. Among them, a transverse process 1110 of a single vertebral body 110 and two mounting areas 130 facing each other between a spinous process 1120 of an adjacent vertebral body 110 above it form a set of mounting modules, and a muscle module 20 is assembled to simulate the muscle structure of the short rotator muscles 270 around the actual spine. A transverse process 1110 of a single vertebral body 110 and two mounting areas 130 facing each other between a spinous process 1120 of a vertebral body 110 spaced apart above it form a set of mounting modules, and a muscle module 20 is assembled to simulate the muscle structure of the long rotator muscles 260 around the actual spine. This allows for the simultaneous demonstration of the influence of the long rotator muscles 260, short rotator muscles 270, and intertransverse muscles 250 on the spinal movement state, making the model teaching aid provided in this disclosure closer to the actual spinal structure's operating state and improving the accuracy and scientific nature of teaching.

[0048] Furthermore, based on the above structure, in order to more comprehensively simulate the distribution and connection of the spinal core muscle groups, such as... Figure 1 and Figure 7 As shown, in the vertebral body 110 arrangement direction of the skeletal module 10, a muscle module 20 is jointly provided between the single transverse process 1110 and the 2 to 4 spinous processes 1120 arranged above it through the mounting area 130. This simulates the fixation structure of the multifidus muscle 280 on the skeletal module 10. The multifidus muscle 280 has one origin on the transverse process 1110 and three insertions on different spinous processes 1120. The simulated structure of the multifidus muscle 280 can work in combination with the aforementioned muscle groups to demonstrate the combined effect of muscle movements on the skeletal module 10. It should also be noted that, as Figure 7 As shown in the bottom area, for the multifidus muscle 280 at the bottom of the vertical direction, its origin is on one side of the back of the sacrum, and its insertion is located on the spinous process 1120 of the three vertebral bodies 110 above the sacrum. The model teaching aid for the core muscle group of the spine and lumbar spine can achieve a more accurate simulation of the actual bone and muscle structure through more precise installation.

[0049] Simultaneously, the above embodiments simulate the connection positions of muscle modules 20 between the same position of two adjacent vertebrae 110, between positions of two adjacent vertebrae 110 that are offset from each other, and between two vertebrae 110 structures that cross one vertebra 110 in the middle. This can cover the simulation of the structural forms of most of the core muscle groups around the spine. Based on demonstration requirements, an installation area 130 can also be added at the corresponding position of the skeletal module 10 where the muscle module 20 needs to be assembled, so as to achieve assembly. The assembly structure is similar to the aforementioned embodiments and will not be described again here.

[0050] In addition, such as Figure 1 As shown, in another embodiment of this disclosure, a pair of mounting areas 130 are also provided between the two spinous processes 1120 of two adjacent vertebrae 110 to mount a muscle module 20, thereby simulating the structure of the interspinous muscle 290 in the spinal structure. Combined with the muscle module 20 in the aforementioned embodiment, the model teaching aid provided by this disclosure can simulate the influence of various muscle groups on the skeletal structure of the spine when they produce changes in their movement state, as well as the changes in the muscles corresponding to the different body positions of the spine, thereby enhancing the intuitiveness of teaching and rehabilitation training.

[0051] Furthermore, in the spinal and lumbar core muscle group model teaching aid provided in this embodiment, the intervertebral disc block 120 and the connecting lines 220 are both made of stretchable and elastic silicone material. Silicone material has good flexibility and elasticity, which can better simulate the physiological characteristics of intervertebral discs and muscles. For example, during scoliosis and torsion of the spine, the silicone intervertebral disc block 120 and connecting lines 220 can simulate the dynamic changes of the intervertebral discs and muscles through their natural stretching and bending, thereby providing users with a more intuitive visual experience. In addition, silicone material has good durability, ensuring that the model maintains good performance during long-term use and reducing damage to the model caused by material aging.

[0052] Furthermore, to enhance the versatility of the muscle module 20, in some embodiments of this disclosure, multiple assembly positions are provided between the two connecting portions 210 in a single muscle module 20. That is, the connecting portion 210 can be a sheet-like structure with a certain area for mounting connecting lines 220, where multiple connecting lines 220 can be installed; or the connecting portion 210 can be provided with multiple point-like assembly positions, with one connecting line 220 installed on each assembly position. Based on this, users can increase or decrease the number of connecting lines 220 on a single muscle module 20 as needed, enabling the single muscle module 20 to meet the simulation requirements of muscle groups in different locations, thereby improving the structural simplification of the model teaching aid.

[0053] The terms "first," "second," "left side," and "right side," etc., in the specification, claims, and accompanying drawings of this application are used to distinguish different objects, not to describe a specific order. Furthermore, the terms "comprising" and "having," and any variations thereof, are intended to cover non-exclusive inclusion. For example, a process, method, system, product, or device that includes a series of steps or units may not be defined in the listed steps or units, but may include steps or units not listed.

[0054] The above description of the disclosed embodiments enables those skilled in the art to make or use this application. Various modifications to these embodiments will be readily apparent to those skilled in the art, and the general principles defined herein may be implemented in other embodiments without departing from the spirit or scope of this application. Therefore, this application is not to be limited to the embodiments shown herein, but is to be accorded the widest scope consistent with the principles and novel features disclosed herein.

Claims

1. A teaching aid based on a model of the core muscles of the lumbar spine, characterized in that, include: The skeletal module (10) includes a plurality of vertebrae (110) arranged in a single direction, and flexible intervertebral discs (120) are provided between adjacent vertebrae (110) for flexible connection; Muscle module (20), each muscle module (20) includes two connecting parts (210) spaced apart, and multiple connecting lines (220) fixedly disposed between the two connecting parts (210), the connecting lines (220) being flexible material lines simulating the distribution of muscle fiber force lines; The skeleton module (10) is provided with multiple sets of installation modules. Each installation module includes two installation areas (130) arranged in pairs. The connecting part (210) is assembled and connected to the installation area (130).

2. The spinal and lumbar core muscle group model teaching aid as described in claim 1, characterized in that, It includes at least a first muscle module (230) and a second muscle module (240), with a first connecting line (2310) provided between the connecting portions (210) of the first muscle module (230) and a second connecting line (2410) provided between the connecting portions (210) of the second muscle module (240). The axial length of the first connecting line (2310) is less than the axial length of the second connecting line (2410), and the cross-sectional dimension of the first connecting line (2310) in its axial direction is greater than the cross-sectional dimension of the second connecting line (2410) in its axial direction.

3. The spinal and lumbar core muscle group model teaching aid as described in claim 1, characterized in that, Two installation areas (130) in a single installation module are disposed on the same vertebra (110), or on two or more different vertebrae (110).

4. The spinal and lumbar core muscle group model teaching aid as described in claim 1, characterized in that, The connecting part (210) and the mounting area (130) are provided with magnets of opposite polarity and are assembled by magnetic attraction. Alternatively, the connecting part (210) is a hook (2110) and the mounting area (130) is a seat (1310) that engages with the hook (2110).

5. The spinal and lumbar core muscle group model teaching aid as described in claim 1, characterized in that, The vertebral body (110) includes two transverse processes (1110) extending toward opposite sides. Each transverse process (1110) has an installation area (130) on each side of the vertebral body (110) in the arrangement direction. A muscle module (20) is assembled between the transverse processes (1110) of adjacent vertebral bodies (110).

6. The spinal and lumbar core muscle group model teaching aid as described in claim 5, characterized in that, The vertebral body (110) includes a spinous process (1120), which is located between the two transverse processes (1110). The mounting area (130) is provided on the side of the spinous process (1120) facing the transverse processes (1110) opposite to the transverse processes (1110). In the arrangement direction of the vertebral body (110), a muscle module (20) is respectively assembled between a single transverse process (1110) and one or two spinous processes (1120) arranged above it.

7. The spinal and lumbar core muscle group model teaching aid as described in claim 6, characterized in that, In the arrangement direction of the vertebral body (110), a single transverse process (1110) and the two to four spinous processes (1120) arranged above it are provided with a muscle module (20) through the mounting area (130).

8. The spinal and lumbar core muscle group model teaching aid as described in claim 6, characterized in that, A pair of mounting areas (130) are provided opposite to each other between the two spinous processes (1120) of two adjacent vertebrae (110) and a muscle module (20) is assembled thereon.

9. The spinal and lumbar core muscle group model teaching aid as described in claim 1, characterized in that, Both the intervertebral disc block (120) and the connecting line (220) are made of silicone.

10. The spinal and lumbar core muscle group model teaching aid as described in any one of claims 1-9, characterized in that, Multiple mounting positions are provided between the two connecting parts (210) in a single muscle module (20), and the connecting line (220) is detachably mounted at the mounting position.

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