Rotary card learning tool

Abstract

To provide a learning tool for efficiently carrying out effective learning by using a plurality of learning cards.SOLUTION: A reaction prevention sheet 3 is sandwiched between a plurality of learning cards 2 bundled and rotatably attached to a shaft, and swelling of the bundle of the learning cards 2 is pressed to rotate the learning cards 2 one by one, and a learner answers to a question on the front and checks an answer on the back, collects a bundle of unlearned questions and a bundle of learned questions respectively at different rotation angles, and repeats re-learning only for the bundle of unlearned questions. A folding 22 provided on the learning card 2 overlaps the reaction prevention sheet 3 when the learning card 2 is at an angle other than a certain rotation angle, or a colored semi-transparent sheet is provided on a top face of a body to write a colored answer on the front, and thereby achieving ease of use where the learner can fold the folding 22 only when necessary to check the answer, and can check the answer in a process of rotating the learning card 2.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to a study tool for efficiently carrying out effective study using a plurality of study cards. [Background technology]

[0002] Studying using multiple study cards 2, such as flashcards or vocabulary cards, with questions written on the front 23F and the correct answers written on the back 23B, is a study method that allows for effective and continuous learning because it is possible to periodically remove mastered study cards 2 from the stack of study cards 2 and create a stack of study cards 2 consisting only of unmastered questions. In addition, the card ring method is a common and widely used method for bundling multiple study cards 2.

[0003] However, while the card ring method is suitable for studying individual questions in order while holding a stack of learning cards 2, or for carrying a stack of learning cards 2 compactly, it is not suitable for sorting learning cards 2 into multiple stacks and re-bundling them, so the learning cards 2 may fall apart when removing them from the card ring and operating them, or it may be difficult to thread the card ring through the holes 21 of multiple learning cards 2 again.

[0004] Therefore, even if many people feel that it is an effective study method to prioritize reviewing questions that they got wrong in the previous study when studying using study cards 2 bound together in a card ring format, the general frequency with which they actually rebind study cards 2 is lower than the frequency with which they feel it is effective. There has been a strong demand for improving these issues.

[0005] Attempts to improve the above-mentioned problems include a method in which the degree of learning is written on the learning cards 2 (Patent Documents 1 and 2), but with this method, when a series of studies for all the learning cards 2 is completed, it is not immediately clear which learning cards 2 should be prioritized for re-study the next time, so when the next time you study or when creating a stack of learning cards 2 to be re-study in advance, you must again flip through all the learning cards 2 to check whether a question needs to be re-study, which is a procedure that is inconvenient to use. Also, if you remove learning cards 2 that you have already mastered from the card ring and then want to study all the learning cards 2 again, you must put all the removed learning cards 2 through the card ring again and bundle them together, which is inconvenient to use.

[0006] Furthermore, in an attempt to improve the above-mentioned problems, there are methods of bending the corners of the learning cards 2 or switching the holes 21 through which the card rings are inserted (Patent Documents 3 and 4). However, with these methods, while it may be relatively easy to determine which learning cards 2 have not been mastered when the learning cards 2 are in a stack, when trying to pull out only the unmastered learning cards 2 from the stack of learning cards 2, the mastered learning cards 2 are also pulled out at the same time, making it difficult to instantly sort the stacks of mastered learning cards 2 from stacks of unmastered learning cards 2 with a simple operation, making them difficult to use.

[0007] Furthermore, in an attempt to improve the above-mentioned problems, there is a method (Patent Document 5) in which the sorting mechanism and the container are integrated, but this method cannot handle the backs of the learning cards 2, and is not suitable for sorting learning cards 2 such as vocabulary cards that have important information written on the backs 23B. Also, this method (Patent Document 5) requires a large housing that can contain multiple containers that can hold the learning cards 2, making it inconvenient to carry.

[0008] Furthermore, as an attempt to improve the above-mentioned problems, there is a method (Patent Document 6) in which the support held by a notch in the learning card 2 is switched, but with this method, when turning over the learning card 2, the rotation angle of the learning card 2 must be precisely adjusted so that another support fits correctly into the hole 21 or notch on one end of the learning card 2 that has been removed from the support, making it difficult to use.

[0009] Furthermore, in an attempt to improve the above-mentioned problems, there is a method (Patent Document 7) in which detachable rings on the learning cards 2 are interchangeably fitted between the left and right support posts, but because this method holds the learning cards 2 at both ends before sorting, it is not possible to perform flexible operations such as turning over the learning cards 2 one by one by shifting the tip of the next learning card 2 to the side to make it easier to grasp, as is the case when dealing playing cards or counting bills. Also, in this method (Patent Document 7), because the sorting is performed by attaching and detaching the rings on the base of the learning cards 2 to and from the support posts, when trying to sort the learning cards 2 by grasping the tip of the learning cards 2 with one's hand, due to the principle of leverage, the longer the learning cards 2 are in the longitudinal direction, the stronger the force required, and in order to sort them with less force, it is necessary to re-grasp the base of the learning cards 2 each time. Furthermore, the component configuration of this method (Patent Document 7) had the disadvantage that components with multiple rings that were strong enough to hold the learning cards 2 firmly and be easily attached and detached to the support had to be prepared in advance in the number of learning cards 2 to be handled.

[0010] Furthermore, as a method for improving the above-mentioned problem, there is a method for sorting the learning cards 2 using card rings that are bifurcated in the middle of the support (Patent Document 8). [Prior art documents] [Patent documents]

[0011] [Patent Document 1] Jikko No. 63023719 [Patent Document 2] Utility Model Registration No. 3159042 [Patent Document 3] Utility Model Registration No. 3129378 [Patent Document 4] Japanese Patent Application Publication No. 2018094900 [Patent Document 5] Japanese Patent Application Laid-Open No. 2000137429 [Patent Document 6] Japanese Patent Application Laid-Open No. 2001166674 [Patent Document 7] Japanese Patent Application Laid-Open No. 2007136973 [Patent Document 8] Patent No. 7321985 Summary of the Invention [Problem to be solved by the invention]

[0012] In the above-mentioned method of sorting learning cards 2 using card rings with a support that splits into two in the middle (Patent Document 8), when sorting learning cards 2 or returning sorted learning cards 2, if you are not familiar with the unique operation of precisely adjusting the orientation and direction of the learning cards 2 so that the desired support passes through the hole 21 of the learning card 2 but the undesired support does not pass through the hole 21 of the learning card 2, you may not be able to sort the learning cards 2 properly, the learning cards 2 may fall out of the ring, or the learning cards 2 may be damaged by being pressed too hard against the support and sliding, making it difficult to use.

[0013] Furthermore, this method (Patent Document 8) requires procedures to lock or unlock at every timing: when learning begins, ends, interrupts, and resumes. If the learning card 2 is carried in a bag or the like without being locked, it may fall off the ring due to interference with other items, making it difficult to use.

[0014] Furthermore, in this method (Patent Document 8), the learning card 2 inserted into the lower support is simply held down by gravity, and if the device is operated with the gathering point at the tip of each support pointing downward, the learning card 2 will fall off due to gravity when the gap between the tips of the supports widens, making it inconvenient for the user to study while lying on their back.

[0015] Furthermore, when considering the shape of the product that can be sorted into three or more pillars in this method (Patent Document 8), there was a problem in that the more pillars there were, the more complex the shape of each pillar would become, and it was anticipated that the cost of manufacturing the product would not be balanced with the benefits of using the product.

[0016] The present invention has been made to solve these problems. [Means for solving the problem]

[0017] The present invention is a learning tool for efficiently carrying out effective learning using a plurality of learning cards 2, which includes a plurality of learning cards 2 with questions written on the front surface 23F and correct answers written on the back surface 23B, a plurality of reaction prevention sheets 3, and a support shaft 4, and the learning cards 2 and reaction prevention sheets 3 are alternately stacked one on top of the other, and the support shaft 4 is rotatably attached to the support shaft 4 by inserting the support shaft 4 into a hole 21 provided at one end of the learning card 2 and a hole 31 provided at approximately the center of the reaction prevention sheet 3, and the support shaft 4 has shaft ends 41 at both ends, and each shaft end 41 is connected to the hole 21 of the learning card 2 and the reaction prevention sheet 3. The reaction prevention sheets 3 are formed in a shape that does not pass through the hole 31 of the card 3, and are positioned to press the bulge of the stack of learning cards 2 and reaction prevention sheets 3 with weak force from above and below, and the reaction prevention sheets 3 are held together at a connecting portion 32 located at a predetermined distance from the support shaft 4. By using this structure, when the learning cards 2 that are grasped by hand and rotated around the support shaft 4 are referred to as rotation target cards 2R, and the learning cards 2 other than the rotation target cards 2R are referred to as non-rotation target cards 2RO, the reaction force generated by the rotation of the rotation target cards 2R is transmitted. The reaction prevention sheets 3, which are attached to the top and bottom of the rotation target card 2R and are in contact with each other, absorb the reaction, preventing the non-rotation target card 2RO from reacting with the rotation of the rotation target card 2R. Also, since the shaft end 41 presses the stack of learning cards 2, each learning card 2 will not rotate due to its own weight or the tilt of the main body, and the rotation angle of each learning card 2 that has been rotated to an arbitrary angle will be maintained in that state. Therefore, the learning card 2 that is to be studied in the future can be placed in the learning waiting card 2H, the learning The learning card 2 in the middle of the process is called the learning card 2L, the learning card 2 that has not yet been mastered when the problem is solved and the correct answer is confirmed is called the unmastered card 2NG, and the learning card 2 that has already been mastered is called the mastered card 2OK.Furthermore, if the arbitrary rotation angle for collecting the waiting-for-learning card 2H is called the waiting-for-learning angle 4H, the arbitrary rotation angle for positioning and operating the in-learning card 2L is called the learning angle 4L, the arbitrary rotation angle for collecting the unmastered card 2NG is called the unmastered angle 4NG, and the arbitrary rotation angle for collecting the mastered card 2OK is called the mastered angle 4OK,All the learning cards 2 to be studied at the study waiting angle 4H are collected and made into study waiting cards 2H, then the topmost learning card 2 among the study waiting cards 2H is grabbed by hand and rotated to the study angle 4L to make it a studying card 2L, and after solving the problem on the front 23F of the studying card 2L, the device is turned over to check the correct answer on the back 23B, and if it is a problem that has not been mastered, the studying card 2L is rotated to the unmastered angle 4NG to make it a not-mastered card 2NG, and if it is a problem that has already been mastered, the studying card 2L is rotated to the mastered angle 4OK to make it a mastered card 2OK, and after repeating this procedure until there are no more study waiting cards 2H, only the unmastered cards 2NG collected at the unmastered angle 4NG are rotated to the study waiting angle 4H and re-studied as study waiting cards 2H, thereby providing a function that allows for efficient and effective learning of only the problems on the unmastered learning cards 2 without performing unnecessary operations such as solving or turning over the problems on the already mastered learning cards 2 again.

[0018] In a further preferred embodiment of the present invention, the learning card 2 has a fold 22 between the center of the learning card 2 and the hole 21, and the position of the fold 22 when viewed from above is set at a position that does not overlap with other learning cards 2 when the learning card 2 is rotated a predetermined angle around the support shaft 4 from its own learning card 2, and the learning angle 4L is not an arbitrary rotation angle but a predetermined rotation angle, and rotation angles other than the learning angle 4L are referred to as learning outside angles 4LO, and when the learning card 2 positioned at the learning outside angle 4LO is referred to as the learning outside card 2LO, the shape of the reaction prevention sheet 3 when viewed from above overlaps with the fold 22 of at least a portion of each learning outside card 2LO, and does not overlap with the fold 22 of the learning card 2L. By forming and arranging the learning cards 2LO at each learning angle 4LO, the fold 22 overlaps with the reaction prevention sheet 3 and is therefore not unnecessarily bent, but the learning card 2L at the learning angle 4L has the fold 22 that does not overlap with the reaction prevention sheet 3, so the fold 22 can be easily bent. Therefore, when checking the correct answer, the learning card 2 only needs to be folded without turning the main body over, and the learning card 2 is provided with a function that allows for effective and efficient learning using only a combination of the simple operations of rotating the learning card 2 and folding the learning card 2.

[0019] In another preferred embodiment of the present invention, instead of the learning card 2, a memorization sheet 5, which is a colored semi-transparent sheet for memorization and has substantially the same shape as the learning card 2, is attached to the position where the topmost learning card 2 is attached, and the correct answer is not written on the back surface 23B of the learning card 2, and the correct answer is written on the front surface 23F of the learning card 2 in addition to the description of the problem, but the correct answer is written in the same color as the memorization sheet 5 on a white background, or in black on a partial area filled in with the complementary color of the memorization sheet 5. In this way, instead of the learning angle 4L, there are answer angle 4A, which is the same angle as the learning waiting angle 4H and is an arbitrary rotation angle for solving the problem and deriving the answer, and correct answer confirmation angle 4B, which is an arbitrary rotation angle for confirming the correct answer and determining whether the problem has been mastered or not. When operated using the answer confirmation angle 4C, the learning cards 2 to be studied are gathered at the answer angle 4A together with the flashcard 5, and when solving the problem on the currently-studying card 2L, which is the top learning card 2 at the answer angle 4A, the currently-studying card 2L overlaps the flashcard 5, so the problem written on the front 23F of the currently-studying card 2L is visible, but the correct answer is not. When the currently-studying card 2L is rotated to the answer confirmation angle 4C, the currently-studying card 2L no longer overlaps the flashcard 5, so the correct answer written on the front 23F of the currently-studying card 2L becomes visible. This allows for operations such as these, so that when checking the correct answer, there is no need to turn the device over or fold the learning card 2, but rather the device is given the function of allowing for effective and efficient learning using only the simple operation of rotating the learning card 2. [Effects of the Invention]

[0020] In the present invention, the learning cards 2 that have not been mastered during the learning process are gathered in one place, so that it is easy to see at a glance which learning cards 2 of the problems that should be studied first when relearning, and since only the learning cards 2 that have not been mastered can be handled as a bundle, it is possible to efficiently and effectively study only the problems that have not been mastered.

[0021] Furthermore, the present invention has a mechanism that maintains the rotation angle of each rotated learning card 2, making it possible to study even while lying on one's back, and the number of rotation angles for collecting learning cards 2 can be increased to any number, so that, for example, questions that were completely unclear and questions that were answered correctly but for which one is still unsure can be collected at different rotation angles, making it possible to use this for effective relearning.

[0022] In addition, in the present invention, the learning cards 2 are rotatable, so that by slightly shifting the tip of each card to the side, as when dealing playing cards or counting bills, it is possible to easily grasp and operate only the top learning card 2 in a stack of learning cards 2 with one's hand.Furthermore, the learning procedure in the present invention consists only of rotating and folding the learning cards 2, so no complicated operations are required, and even elementary school students and the elderly can easily use it.

[0023] Furthermore, with the present invention, whether studying some of the problems or all of the problems, there is no need to re-bind the stack of learning cards 2, there is no need to lock them when interrupting learning, and the learning cards will not fall out even if they come into contact with other items when being carried.

[0024] Furthermore, the present invention does not require a large housing such as a container to store the learning cards 2, or special parts required for each learning card, and does not require special operations such as sliding the learning cards 2 against the support, so the degree of wear on the learning cards 2 during learning operations is minimized.

[0025] In addition, in the present invention, it is possible to incorporate large-sized learning cards 2 into the main body by arbitrarily extending the longitudinal direction of the learning card 2 and the short direction at the tip end of the learning card 2 without changing the shape of the anti-reaction sheet 3 or the support shaft 4. [Brief explanation of the drawings]

[0026] [Figure 1] FIG. 2 is a perspective view of a learning tool 1 used for learning. [Figure 2] FIG. 2 is an exploded view of the learning tool 1. [Figure 3] 1A to 1C are diagrams showing various states when learning is being performed using the learning tool 1. [Figure 4] 1 is a perspective view showing a state in which a learning tool 1S configured to utilize a memorization sheet 5 is used for learning. DETAILED DESCRIPTION OF THE INVENTION

[0027] Preferred embodiments of the present invention will now be described.

[0028] [Configuration and mechanism] First, the configuration and mechanism of one embodiment of the present invention will be described with reference to FIGS.

[0029] FIG. 1 is a perspective view of learning tool 1 according to the present invention during learning, and FIG. 2 is an exploded view of learning tool 1. Learning tool 1 is composed of multiple learning cards 2, each with a question written on its front surface 23F and a correct answer written on its back surface 23B, multiple reaction prevention sheets 3, and a support shaft 4. The learning cards 2 and reaction prevention sheets 3 are alternately stacked and rotatably attached to support shaft 4 by inserting support shaft 4 through holes 21 at one end of the learning cards 2 and holes 31 at the approximate center of the reaction prevention sheets 3. Support shaft 4 has shaft ends 41 at both ends, each shaped so that it cannot pass through holes 21 in the learning cards 2 and holes 31 in the reaction prevention sheets 3. It is positioned so that it gently presses against the bulges of the stack of learning cards 2 and reaction prevention sheets 3 from above and below. The reaction prevention sheets 3 are attached to each other at connecting portions 32 located a predetermined distance from support shaft 4.

[0030] Furthermore, the learning card 2 has a fold 22 between the center of the learning card 2 and the hole 21, and the position of the fold 22 when viewed from above is set at a position where it will not overlap with other learning cards 2 when rotated a predetermined angle around the support shaft 4 from its own learning card 2. Here, if a certain predetermined rotation angle around the support shaft 4 for positioning and operating the learning card 2 during learning is referred to as the learning angle 4L, a rotation angle other than the learning angle 4L is referred to as the learning outside angle 4LO, and the learning card 2 positioned at the learning angle 4L is referred to as the learning card 2L, and the learning card 2 positioned at the learning outside angle 4LO is referred to as the learning outside card 2LO, the shape of the reaction prevention sheet 3 when viewed from above is formed and arranged so as to overlap with the fold 22 of at least a portion of each learning outside card 2LO positioned at the learning outside angle 4LO, but not overlap with the fold 22 of the learning card 2L positioned at the learning angle 4L.

[0031] With the above-described configuration, if the learning cards 2 in the stack of learning cards 2 that are grasped by hand and rotated around the support shaft 4 are referred to as rotation target cards 2R, and the learning cards 2 other than the rotation target cards 2R are referred to as non-rotation target cards 2RO, the reaction force generated by the rotation of the rotation target cards 2R is absorbed by the reaction prevention sheets 3 that are held together and in contact with the top and bottom surfaces of the rotation target cards 2R, preventing the non-rotation target cards 2RO from reacting to the rotation of the rotation target cards 2R. Furthermore, because the shaft end 41 presses against the stack of learning cards 2, each learning card 2 will not rotate due to its own weight or the tilt of the main body, and the rotation angle of each learning card 2 that has been rotated to any angle will be maintained in that state.

[0032] Furthermore, the crease 22 of the non-learning card 2LO positioned at the learning angle 4LO overlaps with the reaction prevention sheet 3, so the crease 22 cannot be folded, but the crease 22 of the learning card 2L positioned at the learning angle 4L does not overlap with the reaction prevention sheet 3, so the crease 22 can be easily folded, and the back surface 23B of the learning card 2L can be seen without turning the main body over (this will be described later using Figure 3(b)).

[0033] Here, the learning cards 2 that are scheduled to be studied in the future will be referred to as learning waiting cards 2H, the learning cards 2 that have not yet been mastered when the problem is solved and the correct answer is confirmed will be referred to as unmastered cards 2NG, and the learning cards 2 that have already been mastered will be referred to as mastered cards 2OK.Furthermore, the rotation angle for collecting the learning waiting cards 2H will be referred to as the learning waiting angle 4H, the rotation angle for collecting the unmastered cards 2NG will be referred to as the unmastered angle 4NG, and the rotation angle for collecting the mastered cards 2OK will be referred to as the mastered angle 4OK.The learning waiting angle 4H, the unmastered angle 4NG, and the mastered angle 4OK can each be set arbitrarily during study within a rotational range in which the learning card 2 does not interfere with the connecting part 32 of the reaction prevention sheet 3 when rotated around the support shaft 4 and does not overlap with the fold 22 of the card being studied 2L. However, when considering the procedure of moving the unmastered card 2NG to the learning waiting angle 4H when relearning (described later using Figure 3(f)), the mastered angle 4OK should be set outside the rotation range from the learning waiting angle 4H to the unmastered angle 4NG so that the mastered card 2OK does not interfere with the relearning. Figures 1 and 3 show the state when learning is taking place with a main body configured with the learning angle 4L to the right of the main body, the learning waiting angle 4H set to the back of the main body, the unmastered angle 4NG set to the front of the main body, and the mastered angle 4OK set to the left of the main body.

[0034] [Operation characteristics] Next, the features of the operation of the learning tool 1 will be described with reference to FIG. FIG. 3 shows the various states when the learning tool 1 is in use. (Step 1) First, as step 1, as shown in FIG. 3(a), all learning cards 2 to be used for learning at learning waiting angle 4H are collected and designated as learning waiting cards 2H. (Step 2) Next, in step 2, as shown in FIG. 3(a), the learning card 2 positioned at the top of the waiting-for-learning cards 2H is grasped by hand as the rotation target card 2R, rotated to the learning angle 4L, and designated as the learning card 2L. (Step 3) Next, in step 3, as shown in FIG. 3(a), the question written on the front surface 23F of the learning card 2L is visually recognized and the answer to the question is derived. (Step 4) Next, in step 4, as shown in Figure 3(b), the fold 22 on the card 2L being studied is folded and the correct answer written on the back surface 23B is visually confirmed, and the derived answer is compared with the correct answer to determine whether the question has been mastered or not. (Step 5) Next, in step 5, if the problem has not yet been mastered, the card being studied 2L is rotated as the rotation target card 2R to the unmastered angle 4NG as shown in Figure 3(c) to become the unmastered card 2NG, and if the problem has already been mastered, the card being studied 2L is rotated as the rotation target card 2R to the mastered angle 4OK as shown in Figure 3(d) to become the mastered card 2OK. (Repeat steps 2 to 5) Next, by repeating the above-described series of steps from step 2 to step 5 until there are no more learning waiting cards 2H located at learning waiting angle 4H, the unlearned cards 2NG will be gathered at the unlearned angle 4NG, and the learned cards 2OK will be gathered at the learned angle 4OK, as shown in Figure 3(e). (Step 6) Next, as step 6, as shown in Figure 3(f), the stack of unlearned cards 2NG gathered at the unlearned angle 4NG is rotated to its original position, the learning waiting angle 4H, as the rotation target card 2R, and is set as the learning waiting card 2H to be studied next. At this time, the position of the mastered cards 2OK gathered at the mastered angle 4OK is not changed. (Repeat steps 2 to 6) Then, repeat the series of steps from step 2 to step 6 until no unlearned cards 2NG are collected at the unlearned angle 4NG.

[0035] By carrying out the above-mentioned series of steps, it is possible to efficiently and effectively study only the problems on Learning Card 2 that have not yet been mastered, using only a simple combination of operations: rotating and folding Learning Card 2, without performing unnecessary operations such as resolving or turning over problems that have already been mastered.

[0036] Here, when performing steps 2, 5, and 6, most of the reaction prevention sheets 3 that are held together are in contact with the non-rotation target card 2RO, so the reaction prevention sheets 3 do not react to the rotation of the rotation target card 2R, and the reaction force transmitted from the rotation target card 2R is absorbed by the reaction prevention sheets 3, so the non-rotation target card 2RO does not react to the rotation of the rotation target card 2R.

[0037] Furthermore, when performing step 2, each of the learning waiting cards 2H can be rotated freely, so by slightly shifting the tip of each card to the side, as when dealing playing cards or counting bills, it is possible to easily grasp and operate only the topmost card 2R to be rotated among the learning waiting cards 2H with one's hand.

[0038] Furthermore, when folding the crease 22 of the learning card 2L in step 4, there are no other learning cards 2 at the learning angle 4L that would interfere with the operation, making it easy to operate freely. Furthermore, due to the relationship between the crease 22 and the shape of the reaction prevention sheet 3, the learning card 2LO positioned at the learning angle 4LO is not bent unnecessarily, while the learning card 2L positioned at the learning angle 4L can be bent freely, making it easy to use. Depending on the position of the crease 22, the lower the learning card 2L being operated is located in the stack of learning cards 2, the shallower the folding angle may be. However, because the folding angle is at least 90 degrees, the back surface 23B can be fully viewed by simply tilting the device slightly to align with the folding operation. When using a learning card 2 without a crease 22, simply flip the device over to check the correct answer written on the back surface 23B.

[0039] Furthermore, in the operation of step 5, if an unlearned angle 4NG is set between the learning angle 4L and the mastered angle 4OK, when the rotation target card 2R is rotated from the learning angle 4L to the mastered angle 4OK, the stack of unlearned cards 2NG learned in the previous step may be gathered at the unlearned angle 4NG. However, since all of the unlearned cards 2NG are located above the rotation target card 2R, by operating the rotation target card 2R while slightly bending the tip downward, the rotation target card 2R can be easily rotated to the mastered angle 4OK. Similarly, if a learning waiting angle 4H is set between the learning angle 4L and the unlearned angle 4NG, when the rotation target card 2R is rotated from the learning angle 4L to the unlearned angle 4NG, the learning waiting cards 2H that are scheduled to be learned may be gathered at the learning waiting angle 4H.However, since all of the learning waiting cards 2H are located below the rotation target card 2R, the rotation target card 2R can be easily rotated to the unlearned angle 4NG by operating it while slightly bending the tip of the rotation target card 2R upward.

[0040] In addition, since all stacks of learning cards 2 are pressed by the shaft end 41, the angle of each learning card 2 rotated in each step is not changed at unnecessary times, making it easy to use.

[0041] [Composition using a flashcard] Next, with reference to FIG. 4, a case will be described in which the learning tool 1 of the present invention is configured to use a memorization sheet 5, which is a colored semitransparent sheet for memorization.

[0042] FIG. 4 is a perspective view of a learning tool 1S configured to utilize a flashcard sheet 5 during learning. In learning tool 1S, instead of the learning card 2 containing questions, a flashcard sheet 5, a colored, translucent sheet for memorization with approximately the same shape as the learning card 2, is attached to the same location as the top learning card 2, where the top learning card 2 is attached. The learning card 2 does not have a fold 22, and the response prevention sheet 3 has a simple shape that does not reflect any relationship with other parts. Furthermore, the correct answer is not written on the back surface 23B of the learning card 2, but the correct answer is written on the front surface 23F of the learning card 2 in addition to the question. However, the correct answer is written in the same color as the flashcard sheet 5 on a white background, or in black on a portion of an area filled in the complementary color of the flashcard sheet 5.

[0043] For example, if flashcard sheet 5 is a red translucent sheet, when viewing surface 23F of learning card 2 through flashcard sheet 5, all light except red is absorbed by flashcard sheet 5, so white and red letters appear red, and blue-green and black, which are complementary colors of red, appear black. Therefore, in the case of letters written in red on a white background, both the background and the letters appear the same red, making them indistinguishable, and in the case of letters written in black on a partial area filled with blue-green, which is the complementary color of red, both the partial area and the letters appear the same black, making them indistinguishable.

[0044] Furthermore, in the learning tool 1S, instead of the learning angle 4L, an answer angle 4A, which is the same angle as the learning wait angle 4H and is an arbitrary rotation angle for solving problems and deriving the answer, and a correct answer confirmation angle 4C, which is an arbitrary rotation angle for confirming the correct answer and determining whether the problem has been mastered or not, are used for operation. Figure 4 shows the state during learning with the learning wait angle 4H and answer angle 4A set to the right of the body, the correct answer confirmation angle 4C set to the front of the body, the not-mastered angle 4NG set to the left of the body, and the mastered angle 4OK set to the back of the body.

[0045] The learning procedure when using learning tool 1S is to gather the learning cards 2 to be studied together with flashcards 5 at learning standby angle 4H, and then solve the problem using the top learning card 2 at learning standby angle 4H as the currently studied card 2L to derive the answer. At this time, the surface 23F of the currently studied card 2L, visible through the flashcard 5, allows the problem to be seen but not the correct answer. Next, when the currently studied card 2L is rotated to answer confirmation angle 4C, the currently studied card 2L moves out of the area of ​​flashcard 5, allowing the correct answer to be seen. After that, just like when using learning tool 1, the learning cards are separated into unlearned cards 2NG and mastered cards 2OK while studying, and only the unlearned cards 2NG are returned to learning standby angle 4H for re-learning. This procedure is repeated.

[0046] Here, when rotating the learning card 2L from the answer angle 4A to the correct answer confirmation angle 4C, the main body is rotated in the opposite direction to the rotation direction of the learning card 2L in accordance with the rotation of the learning card 2L, so that the position and angle of the learning card 2L remain constant when solving the problem and when checking the correct answer, making learning easier.

[0047] By using the learning tool 1S configured as described above and studying in the above-described procedure, effective learning can be performed efficiently using only the simple operation of rotating the learning card 2, without having to turn the main body over or fold the learning card 2 when checking the correct answer.

[0048] [Various uses] Since the rotation angle for collecting the learning cards 2 can be increased to any number, it is possible to use the device to effectively re-study by collecting, for example, questions that you didn't understand at all and questions that you got right but are still unsure about at different rotation angles.

[0049] Since the rotation position of the learning card 2 is maintained, you can study while holding the main unit with one hand and writing answers to questions and notes in a notebook with the other hand, and even if you put the main unit on the desk while you are studying, you can resume studying at any time you like.

[0050] It is possible to study not only from the top of the stack of study waiting cards 2H, but also from the bottom up, or to solve problems in a randomly selected order, and if the problem is not yet mastered, return it to the stack of study waiting cards 2H, and collect only the problems that have been answered correctly at any rotation angle.

[0051] The questions and answers written on the learning cards 2 are expected to be written horizontally on the learning cards 2 with the lengthwise direction horizontal if they are English words or sentences, and vertically on the learning cards 2 with the lengthwise direction vertical if they are Japanese sentences or phrases. In either case, learning can be easily done by appropriately changing the orientation of the main body and the respective rotation angles that are arbitrarily set during learning.

[0052] [How to use] The learning procedure in the present invention consists only of rotating and folding the learning card 2, so no complicated operations are required and even elementary school students and elderly people can easily use it.

[0053] Furthermore, since the rotation angle of each learning card 2 is maintained, it is possible to take a break by placing the main body on a desk or the like during learning, or to continue learning while lying on one's back.

[0054] Furthermore, because it is compact, it can be stored in a small space, making it suitable for use in small spaces such as on trains or for short periods of time such as during breaks at exam venues.

[0055] [In creating this] The materials of the components constituting the learning tool 1 and learning tool 1S in the present invention are not limited to one in particular, and for example, the learning cards 2 may be made of inexpensive cardboard or laminated printed paper, the anti-reaction sheets 3 may be made of inexpensive thin plastic, the support shafts 4 may be made of inexpensive metal or resin, and the flashcards 5 may be commonly used red or green translucent sheets for flashcards.

[0056] [Another form] In the learning tool 1, the learning cards 2 may not have folds 22, and the reaction prevention sheet 3 may be configured with a simple shape that does not take into account any relationship with other parts. In this case, the correct answer can be viewed on the back surface 23B of the learning card 2L by simply turning the main body over as needed during learning. Also, in the learning tool 1, the learning cards 2 have folds 22, but the reaction prevention sheet 3 may be configured with a simple shape that does not take into account any relationship with other parts. In this case, the learning card 2L may be supported by hand so that the folds 22 of the outside card 2LO do not bend accidentally during learning. Also, the folds 22 may not be folds, but instead utilize the curvature of the card.

[0057] The learning angle 4L, which is the predetermined rotation angle of the learning tool 1, is not limited to the right side of the main body, and the position where the connecting part 32 of the reaction prevention sheet 3 is provided is not limited to the rear left of the main body, but if it is assumed that learning cards 2 with letters written horizontally will be rotated clockwise while studying, it is desirable that the predetermined learning angle 4L be to the right side of the main body and that the connecting part 32 be provided at the rear left of the main body so as not to interfere with the rotation range. However, if it is assumed that learning cards 2 with letters written vertically will be used or that they will be rotated counterclockwise while studying, it is advisable to configure the main body by appropriately changing the rotation angle of the predetermined learning angle 4L and the position where the connecting part 32 is provided.

[0058] Furthermore, although there is no particular rule regarding the distance from the support shaft 4 to the connecting part 32, the shorter it is, the more compact the main body will be, and the longer it is, the wider the rotation range will be. Here, if the distance from the support shaft 4 to the connecting part 32 is configured to be longer than the longitudinal direction of the learning card 2, the learning card 2 and the connecting part 32 will not interfere with each other, and the learning card 2 will be able to rotate more than 360 degrees, and the main body may be configured taking these characteristics into consideration.

[0059] Furthermore, there are no particular restrictions on the method of attaching the joints 32 of the reaction prevention sheets 3; they may be glued together, or an axis may be inserted from top to bottom to achieve the effect of attachment. Alternatively, each reaction prevention sheet 3 may be fixed to the main body or the like without providing the joints 32.

[0060] Furthermore, the function of pressing weakly from above and below against the bulge of the stack of learning cards 2 and reaction prevention sheets 3 can be achieved not only by changing the position at which the shaft end 41 is set, but also by providing a spring or the like at the shaft end 41, or by using the support shaft 4 as a screw and the shaft end 41 as a nut so that the pressing force can be adjusted during learning.

[0061] There are no particular restrictions on the height or shape of the memorization sheet 5 of the learning tool 1S, but to prevent the memorization sheet 5 from getting in the way when the top learning card 2 is grasped and rotated with the hand, it is advisable to make the length of the memorization sheet 5 slightly shorter than the length of the learning card 2, or to leave a gap between the top learning card 2 and the memorization sheet 5.

[0062] For those who are using learning tool 1 or learning tool 1S for the first time, it is a good idea to mark, for example, on the top surface of the topmost anti-reaction sheet 3, so that it is clear at what rotation angle each tool should be set to make it easy to use for learning. [Explanation of symbols]

[0063] 1. Learning tools (learning tools in the present invention) 1S Learning Tools (Learning Tools with Learning Tool 1 as a Memorization Sheet) 2 Study Cards 21 Hole (Hole for bundling learning cards 2) 22 Fold line (fold line for viewing the back surface 23B by folding) 23F Front side (the side with the questions) 23B Back side (the side with the correct answer in Learning Tool 1) 2L Study Card (Study Card 2, which is currently being studied and is located at angle 4L in Study Tool 1 and angle 4A or angle 4C to confirm the correct answer in Study Tool 1S) 2LO learning center outside card (learning center outside angle 4LO located learning card 2) 2R Rotating target card (learning card 2 being held and rotated by hand) 2RO Non-rotating card (learning card 2 that has not been grasped and rotated by hand) 2H Study Waiting Card (Study Card 2, located at study waiting angle 4H, which is to be studied in the future) 2NG Unacquired Learning Card (Unacquired Learning Card 2 located at Unacquired Angle 4NG) 2OK Acquired Learning Card (Acquired Learning Card 2 located at the acquired angle 4OK) 3. Anti-reaction sheet (a component to prevent learning cards 2 from reacting to each other) 31 hole (hole for bundling the reaction prevention sheet 3) 32 Joint (part for joining the anti-movement sheets 3 together) 4. Support shaft (shaft for bundling the learning card 2 and the reaction prevention sheet 3) 41 shaft end (member for suppressing the bulge of the stack of learning cards 2 and reaction prevention sheets 3) 4H Learning waiting angle (arbitrary rotation angle for collecting learning card 2 to be learned) 4L Angle during learning (arbitrary or predetermined rotation angle for operating the learning card 2 during learning with the learning tool 1) 4LO learning angle (rotation angle other than learning angle 4L of learning tool 1) 4NG Unlearned Angle (Optional rotation angle to collect unlearned learning card 2) 4OK Mastered Angle (any rotation angle to collect mastered learning card 2) 4A Solution angle (the angle of rotation when solving a problem and deriving the answer using the learning tool 1S) 4C Correct answer confirmation angle (arbitrary rotation angle when checking the correct answer with learning tool 1S) 5. Memorization sheet (a colored, semi-transparent sheet used to hide the correct answer when solving problems with Learning Tool 1S)

Claims

1. A learning tool for efficiently carrying out effective learning using a plurality of study cards, the learning tool comprising a plurality of study cards with questions written on the front and correct answers written on the back, a plurality of reaction prevention sheets, and a support shaft, the learning cards and the reaction prevention sheets being alternately stacked one on top of the other, the support shaft being inserted into a hole (21) provided at one end of the learning card and a hole (31) provided at approximately the center of the reaction prevention sheet, and the support shaft being rotatably attached to the support shaft, the support shaft having shaft ends at both ends, each of which is inserted into the hole (21) of the learning card and the front of the reaction prevention sheet. The reaction prevention sheets are formed in a shape that does not pass through the hole (31), and are positioned so that they press the bulges of the stack of learning cards and the reaction prevention sheets from above and below with weak force, and the reaction prevention sheets are held together at a connecting portion provided at a position a predetermined distance from the support shaft. By this structure, when the learning cards in the stack of learning cards that are grasped by hand and rotated around the support shaft are called rotation target cards, and the learning cards other than the rotation target cards are called non-rotation target cards, the transmission of the reaction force generated in conjunction with the rotation of the rotation target cards is transmitted to the rotation target cards. The mechanism prevents the non-rotation target cards from rotating in response to the rotation of the rotation target card by the reaction prevention sheets that are held together and in contact with the top and bottom of the target card, and since the shaft end presses the stack of learning cards, each learning card will not rotate due to its own weight or the tilt of the main body, and the rotation angle of each learning card that has been rotated to an arbitrary angle will be maintained in that state, and the learning card that is about to be studied will be treated as a waiting card, and the learning card that is currently being studied will be treated as a learning card. The learning cards that have not been mastered when the correct answer is confirmed after solving the problem are called the "current learning card," the learning cards that have not been mastered when the correct answer is confirmed are called the "unmastered card," and the learning cards that have been mastered are called the "mastered card." Furthermore, when an arbitrary rotation angle for collecting the learning cards is called the "learning waiting angle," an arbitrary rotation angle for positioning and operating the learning cards is called the "current learning angle," an arbitrary rotation angle for collecting the unmastered cards is called the "unmastered angle," and an arbitrary rotation angle for collecting the mastered cards is called the "mastered angle," all the learning cards that are to be studied at the learning waiting angle are collected and made into the learning waiting cards,Next, the topmost of the waiting-for-learning cards is grasped by hand and rotated to the learning angle to make it the currently-learning card, and after solving the problem on the front side of the currently-learning card, the main body is turned over to check the correct answer on the back side, and if the problem is not yet mastered, the currently-learning card is rotated to the unmastered angle to make it the currently-learning card, and if the problem is mastered, the currently-learning card is rotated to the mastered angle to make it the mastered card, and after repeating this procedure until all the waiting-for-learning cards are gone, only the unmastered cards gathered at the unmastered angle are rotated to the waiting-for-learning angle to be re-learned as the waiting-for-learning cards, thereby enabling efficient and effective learning of only the problems on the learning cards that have not yet been mastered, without performing unnecessary operations such as re-solving or turning over the problems on the learning cards that have already been mastered.

2. The learning card has a fold line between the center of the learning card and the hole (21), and the fold line when viewed from above is positioned so that it does not overlap with other learning cards when the learning card is rotated a predetermined angle around the support shaft from the learning card itself, the learning angle is not an arbitrary rotation angle but a predetermined rotation angle, and rotation angles other than the learning angle are called learning outside angles, and when the learning card located at the learning outside angle is called a learning outside card, the shape of the reaction prevention sheet when viewed from above overlaps with the fold line of at least a portion of each learning outside card, but does not overlap with the fold line of the learning card. The learning tool of claim 1, characterized in that by using a structure in which the folds of the non-learning cards positioned at each of the learning and non-learning angles overlap with the anti-reaction sheet, the folds of the non-learning cards positioned at each of the learning and non-learning angles do not bend unnecessarily, but the folds of the learning cards positioned at the learning angles do not overlap with the anti-reaction sheet, so the folds can be easily bent.Therefore, when checking the correct answer, it is only necessary to fold the learning card without turning the main body over, and effective learning can be performed efficiently using only a combination of the simple operations of rotating the learning card and folding the learning card.

3. In place of the topmost learning card, a memorization sheet, which is a colored semitransparent sheet for memorization and has substantially the same shape as the learning card, is attached to the pivot, and the correct answer is not written on the back of the learning card, and the correct answer is written on the front of the learning card in addition to the question, but the correct answer is written in the same color as the memorization sheet on a white background, or in black on a partial area painted with the complementary color of the memorization sheet. By using the answer angle, which is the same angle as the learning waiting angle and is an arbitrary rotation angle for solving a problem and deriving an answer, and the correct answer confirmation angle, which is an arbitrary rotation angle for confirming the correct answer and determining whether the problem has been mastered or not, instead of the learning angle, the learning angle can be adjusted to the angle of the answer that is the same as the learning waiting angle.

2. The learning tool of claim 1, wherein the learning cards are gathered together with the flashcards at the learning waiting angle, and when solving a problem on the currently learning card, which is the learning card at the top of the learning waiting angle, the currently learning card overlaps the flashcard, so that the problem written on the front of the currently learning card can be seen but the correct answer cannot be seen; and when the currently learning card is rotated to the correct answer confirmation angle, the currently learning card no longer overlaps with the flashcard, so that the correct answer written on the front of the currently learning card can be seen. Therefore, when checking the correct answer, the learning tool can be performed effectively and efficiently by simply rotating the learning card without having to turn the main body over or bend the learning card.

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