A learning tool that enables integrated visual and tactile sensory education

Abstract

A learning tool capable of integrated visual and tactile sensory education according to one embodiment of the present invention is a learning tool capable of integrated visual and tactile sensory education, comprising a front sheet that enables the contour of an object to be perceived by touch, and is characterized in that the front sheet comprises an information section in which a picture of an object is drawn or a character string is written, a Braille section in which dots corresponding to the vertical and horizontal dots of Braille are displayed and Braille characters that guide the contents of the information section are protruded, and a shape section having a tactile stimulating contour line in which the contour of the object corresponding to the information in the Braille section is expressed and can be perceived by touch.

Description

[Technical field]

[0001] The present invention relates to a learning tool capable of integrated sensory education of vision and touch, and more particularly to a learning tool capable of integrated sensory education of vision and touch that allows learners to learn cognitive abilities by themselves. [Background technology]

[0002] In general, in order to develop the cognitive abilities of visually impaired children, more detailed instruction is required, such as learning auditory sensory abilities by a learning instructor, and in an independent environment without a learning instructor, there is a limitation that children cannot learn unless they themselves memorize all the learning content. In order to overcome this environment, various teaching materials have been developed for visually impaired children to learn their cognitive abilities on their own, but these teaching materials are biased toward hearing-related teaching materials, and are extremely limited in reality. In addition, in recent years, education through cyber lectures and distance learning has become popular, and although such non-face-to-face education can provide educational content to visually impaired children through Braille and audio, it is very difficult for visually impaired children who lack the basic foundation to access it.

[0003] Due to these lack of teaching materials and education, the burden of educating visually impaired children to develop their cognitive abilities falls primarily on the instructors, which causes great stress not only for the visually impaired children receiving the education, but also for the instructors.

[0004] In addition, society has become more complex, and with an increase in the number of people who have become visually impaired and the general public's interest in Braille, there is a growing need for the general public to learn Braille. However, there is a shortage of teaching materials that allow people to learn Braille easily, regardless of time or place.

[0005] This calls for the development of intuitive and easy-to-use learning tools that can develop the self-directed cognitive abilities of learners, including visually impaired people and the general public, and enable learners to learn on their own. Summary of the Invention [Problem to be solved by the invention]

[0006] The present invention provides a learning tool that enables intuitive, visual and tactile integrated perceptual education that allows learners to learn cognitive abilities by themselves. [Means for solving the problem]

[0007] A learning tool capable of integrated visual and tactile sensory education according to one embodiment of the present invention is a learning tool capable of integrated visual and tactile sensory education, comprising a front sheet that enables the contour of an object to be perceived by touch, and is characterized in that the front sheet comprises an information section in which a picture of an object is drawn or a character string is written, a Braille section in which dots corresponding to the vertical and horizontal dots of Braille are displayed and Braille characters that guide the contents of the information section are protruded, and a shape section having a tactile stimulating contour line in which the contour of the object corresponding to the information in the Braille section is expressed and can be perceived by touch.

[0008] The device further includes a rear sheet attached to the rear surface of the front sheet, the rear sheet being formed so that the contour of an object can be perceived tactilely, and including a line guide groove for guiding the contour of the object.

[0009] The line guide groove is formed to overlap with the tactile stimulation contour line formed on the front sheet.

[0010] The rear sheet further includes a braille guide groove formed in an area corresponding to the braille portion of the front sheet. Effect of the Invention

[0011] According to the present invention, a learner can learn information about an object by himself / herself.

[0012] Furthermore, according to the present invention, it is possible to recognize shape information of an object and learn Braille characters corresponding to the object information. [Brief description of the drawings]

[0013] [Figure 1] FIG. 1 is a perspective view showing a schematic front sheet of a learning tool capable of integrated visual and tactile sensory education according to an embodiment of the present invention. [Diagram 2] FIG. 2 is a perspective view showing a schematic rear sheet of a learning tool capable of integrated visual and tactile sensory education according to an embodiment of the present invention. [Diagram 3] FIG. 3 is a front view showing the line guide grooves of the rear sheet in FIG. [Figure 4] FIG. 4 is a cross-sectional view taken along line II' in FIG. [Diagram 5] FIG. 5 is a front view showing a line guide groove according to another embodiment of the present invention. [Figure 6] FIG. 6 is a cross-sectional view taken along the line II-II' in FIG. [Figure 7] FIG. 7 is a cross-sectional view taken along line III-III' in FIG. [Figure 8] FIG. 8 is a cross-sectional view taken along line IV-IV' in FIG. [Figure 9] FIG. 9 is a transparent perspective view showing a Braille character according to another embodiment of the present invention. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0014] The advantages and features of the present invention, as well as the methods for achieving them, will become clear from the following detailed description of the embodiments in conjunction with the accompanying drawings. However, the present invention is not limited to the embodiments disclosed below, and can be embodied in various other forms. The present embodiments are provided solely to complete the disclosure of the present invention and to fully inform those skilled in the art of the present invention of the scope of the invention, and the present invention is only defined by the claims. The same reference numerals refer to the same elements throughout the specification.

[0015] The shapes, sizes, ratios, angles, numbers, etc. shown in the drawings for explaining the embodiments of the present invention are merely examples, and the present invention is not limited to these details. In addition, when explaining the present invention, if a detailed description of related publicly known technologies is considered to obscure the gist of the present invention, the detailed description will be omitted.

[0016] Hereinafter, a learning tool 10 capable of integrated visual and tactile sensory education according to one embodiment of the present invention will be described with reference to the drawings.

[0017] FIG. 1 is a perspective view showing a schematic front sheet 100 of a learning tool 10 capable of integrated visual and tactile sensory education according to an embodiment of the present invention.

[0018] As shown in FIG. 1, a learning tool 10 capable of integrated visual and tactile perception education according to one embodiment of the present invention relates to a teaching tool for simultaneously learning integrated visual and tactile perception, and includes a front sheet 100 that enables the contour of an object to be recognized by touch.

[0019] The front sheet 100 includes information sections 110, 120 in which a picture corresponding to the contour of an object to be represented is drawn or a character string is written, a Braille section 130 including a protruding Braille character 131, and a shape section 140 in which the contour of the object is protruding. The information sections 110, 120, the Braille section 130, and the shape section 140 are not shown as partitioned areas as in Fig. 1, but partitioned areas such as solid lines can be displayed as necessary. Also, parts of the information sections 110, 120, the Braille section 130, and the shape section 140 can overlap each other.

[0020] The front sheet 100 is made of a material such as paper or synthetic resin and has a coated surface, but is not limited thereto and can be changed as necessary. The front sheet 100 is also a laminated paper made of a plurality of materials having a certain thickness.

[0021] A plurality of front sheets 100 are provided and are connected to each other so as to be rotatable by a hinge portion. The hinge portion includes, but is not limited to, a spring, and includes all fastening methods that allow the front sheet 100 to be rotatable.

[0022] The information units 110 and 120 are formed on the front sheet 100 and indicate information of an object to be expressed. The information units 110 and 120 include at least one of a picture information unit 110 and a text information unit 120 to guide information that will be the object of the Braille unit 130 and the shape unit 140. The objects that appear in the information units 110 and 120 include all objects that can be visually expressed, such as people, animals, objects, or characters.

[0023] The picture information section 110 is an area where information is provided through pictures of objects corresponding to the Braille section 130 and the shape section 140, and is visually recognized. The picture information section 110 may be drawn smaller than the pictures shown in the shape section 140, but is not limited to this, and the size may be changed as necessary.

[0024] The picture information portion 110 is colored to guide the coloring information of the shape portion 140 so that the learner can refer to the picture information portion 110 when coloring the shape portion 140 .

[0025] 1, the picture information unit 110 according to one embodiment shows a picture of a car. The picture of the car is shown by a solid black line, but is not limited thereto, and includes all lines or surfaces capable of expressing a picture.

[0026] The text information section 120 is an area where a character string is displayed to guide information about an object and to be visually recognized. The text information section 120 displays a character string explaining the picture shown in the shape section 140, and the character string can be expressed in the language of each country. A learner can learn the character corresponding to the picture drawn in the picture information section 110 or the shape section 140 from the character string written in the text information section 120. The text information section 120 is the name of the object to be expressed, but is not limited to this, and can represent explanatory information of the object.

[0027] 1, the text information unit 120 according to an embodiment has the character string "Car" written therein, and provides text corresponding to a car. The text information unit 120 is written in English as an example, but is not limited thereto, and may use text corresponding to the language situation of each country.

[0028] The picture information section 110 and the text information section 120 are formed on the upper end of the front sheet 100, but are not limited to this and can be formed in any necessary area of ​​the front sheet 100 as necessary.

[0029] The Braille section 130 is an area in which the Braille characters 131 protrude so that the learner can recognize it by touch. The Braille section 130 can guide information on objects tactilely and visually by having the Braille characters 131 corresponding to the contents of the information sections 110, 120 and the shape section 140 protrude. The Braille section 130 has the Braille characters 131 protruding so as to guide not only information corresponding to the names of the information sections 110, 120 and the shape section 140 but also information explaining the objects of the information sections 110, 120 and the shape section 140.

[0030] Braille portion 130 has protruding braille characters 131 corresponding to vertical and horizontal dots. At least one of six braille characters 131, consisting of two dots in the top row, two dots in the middle row, and two dots in the bottom row, protrudes in accordance with the rules stipulated by the braille system proposed by the International English Braille Committee.

[0031] 1, in the Braille unit 130 according to an embodiment, the Braille 131 corresponding to the character string "Car" is protruding. As an example, the Braille unit 130 has protruding upper left and right Braille 131 corresponding to "C", protruding upper left Braille 131 corresponding to "a", protruding upper left Braille 131 corresponding to "r", protruding middle left and right Braille 131, and protruding lower left Braille 131. The Braille unit 130 is not limited thereto, and all Braille 131 for related information that guides the information units 110 and 120 to the contents may be protruding.

[0032] The braille unit 130 also includes braille characters 131 formed at different heights so as to teach the order of typing the braille characters 131. As an example, the braille characters 131 are formed with increasing height depending on the order of typing the braille characters 131. In contrast, the braille characters 131 are formed with decreasing height depending on the order of typing the braille characters 131.

[0033] The shape section 140 includes tactile stimulation contours 141 in which the contours of objects corresponding to the contents of the Braille section 130 are expressed and the contours of the objects are raised so that the shape of the objects can be recognized by touch. The shape section 140 improves the learner's tactile learning of the shape of the expressed objects by expressing all the contours of the object for each partition area.

[0034] The tactile stimulation contour 141 is a protruding contour that represents the shape of an object, and may be partially protruding. The tactile stimulation contour 141 may be protruding in a continuous semicircular shape, but is not limited thereto, and may include any shape that a learner can easily recognize by touch.

[0035] The tactile stimulation contour 141 further includes intersections that protrude from the tactile stimulation contour 141. An intersection is a point where two or more lines meet in the tactile stimulation contour 141. The intersections protrude from the tactile stimulation contour 141, allowing a learner to recognize a change in shape from the intersections.

[0036] An intersection point protrudes more as more lines meet in the tactile stimulation contour 141. As an example, an intersection point where three lines meet in the tactile stimulation contour 141 protrudes higher than an intersection point where two lines meet.

[0037] FIG. 2 is a perspective view showing a schematic view of a rear sheet 200 of a learning tool 10 capable of integrated visual and tactile sensory education according to one embodiment of the present invention, FIG. 3 is a front view showing a line guide groove 241 of the rear sheet 200 in FIG. 2, and FIG. 4 is a cross-sectional view along line I-I' in FIG. 1.

[0038] As shown in FIGS. 2-4, the learning tool 10 capable of integrated visual and tactile sensory education includes a back sheet 200 that allows not only tactile perception but also direct perception of shapes through pictures.

[0039] The rear sheet 200 is a sheet that is adhered to the front sheet 100. The rear sheet 200 is pressed together with the front sheet 100 to form one integral sheet.

[0040] The rear sheet 200 is formed so that the contours of the Braille characters 131 can be perceived by touch, and further includes a Braille guide groove 231 formed by being recessed along the Braille characters 131. The Braille guide groove 231 is a groove that guides the learner to type the Braille characters corresponding to the information of the object, and is formed in an area corresponding to the Braille portion 130 formed on the front sheet 100.

[0041] 4, the Braille guide groove 231 is formed so as to overlap the Braille character 131, and the Braille guide groove 231 has the same shape as the Braille character 131. That is, the Braille guide groove 231 is formed inside the Braille character 131.

[0042] However, the Braille guide grooves 231 are not limited to this, and at least one of the six Braille guide grooves 231 are formed on the rear sheet 200, namely, two at the top, two at the middle, and two at the bottom, according to the rules stipulated by the Braille system presented by the International English Braille Committee. In other words, the Braille guide grooves 231 are formed as not symmetrical in the top-bottom direction with the Braille characters 131.

[0043] The Braille guide groove 231 has a cross section formed with an incline so as to guide a learner to write correct Braille using a writing implement. A learner can primarily recognize an object from the protruding Braille 131, and then secondarily recognize object information by writing Braille through the Braille guide groove 231. However, the Braille guide groove 231 is not limited to having a cross-sectional shape with an incline, and the shape can be changed as necessary.

[0044] The rear sheet 200 is formed so that the contour of an object can be perceived by touch, and includes a line guide groove 241 that guides the contour of the object. The line guide groove 241 is a groove that guides the learner to draw a picture along the shape of the object, and is formed corresponding to the tactile stimulation contour line 141 formed on the front sheet 100. As shown in FIG. 4, the line guide groove 241 is formed so as to overlap the tactile stimulation contour line 141, and the line guide groove 241 can have the same shape as the tactile stimulation contour line 141. In other words, the line guide groove 241 is formed inside the tactile stimulation contour line 141.

[0045] The line guide groove 241 has a cross section formed with an inclination including a semicircle so as to easily guide the movement of a writing implement. A learner can primarily recognize an object through the tactile stimulation contour line 141, and then can draw a picture through the line guide groove 241 to secondary recognize the object. However, the cross-sectional shape of the line guide groove 241 is not limited to a semicircle, and the shape can be changed as necessary.

[0046] Hereinafter, a line guide groove 241 according to another embodiment of the present invention will be described with reference to FIGS.

[0047] Figure 5 is a front view showing a line guide groove 241 according to another embodiment of the present invention, Figure 6 is a cross-sectional view along line II-II' in Figure 5, Figure 7 is a cross-sectional view along line III-III' in Figure 5, and Figure 8 is a cross-sectional view along line IV-IV' in Figure 5.

[0048] A line guide groove 241 according to another embodiment of the present invention will be described with reference to Figures 5 to 8. As shown in Figures 5 to 7, the line guide groove 241 includes sub-line guide grooves 241a, 241b, and 241c that are formed deeper to more easily guide the movement of the writing implement.

[0049] The sub-line guide grooves 241a, 241b, and 241c are formed in an intersection area where two or more lines meet in the line guide groove 241, and are formed in an area deeper than the line guide groove 241. The sub-line guide grooves 241a, 241b, and 241c include an inner sub-line guide groove 241a formed at an intersection where two lines are fitted, and an outer sub-line guide groove 241b formed at an intersection where two lines protrude. The inner sub-line guide groove 241a is formed inside the shape of the object to guide the writing tool so that it can easily move inward. The outer sub-line guide groove 241b is formed outside the shape of the object to guide the writing tool so that it can easily move outward. The inner sub-line guide groove 241a and the outer sub-line guide groove 241b are formed by inclining the grooves.

[0050] As shown in FIG. 8, the sub-line guide grooves 241a, 241b, and 241c further include a divided sub-line guide groove 241c formed in an area where the line guide groove 241 is divided into two or more. The divided sub-line guide groove 241c is formed in an area where the line guide groove 241 is divided into two or more, so that a learner can recognize that the line is divided into two or more lines from the point of the divided sub-line guide groove 241c. In addition, a learner can draw a picture in a preferred direction from the intersection point through the divided sub-line guide groove 241c. The divided sub-line guide groove 241c is formed at an angle so as to guide the writing implement more smoothly.

[0051] Hereinafter, a Braille guide groove 231 according to another embodiment of the present invention will be described with reference to Fig. 9. Fig. 9 is a transparent perspective view showing a Braille 131 according to another embodiment of the present invention. As shown in Fig. 9, the Braille guide groove 231 is formed inside the Braille 131 and is formed to different depths to guide a learner in the order in which to type the Braille 131.

[0052] However, the Braille guide grooves 231 are not limited thereto, and may be formed in an area corresponding to the Braille portion 130. The Braille guide grooves 231 are formed in at least one of a total of six points, namely, two at the top, two at the middle, and two at the bottom, on the rear sheet 200, according to the rules stipulated by the Braille system presented by the International English Braille Committee. That is, the Braille guide grooves 231 are formed so as not to be symmetrical up and down with the Braille characters 131.

[0053] The Braille guide grooves 231 may be formed deeper in the order. As shown in Fig. 9, the Braille guide grooves 231 are formed such that the first Braille guide groove 231a formed at the position where Braille should be written with the highest priority has the deepest depth (w), and the fourth Braille guide groove 231d formed at the position where Braille should be written last has the shallowest depth (w). That is, the depths (w) of the first Braille guide groove 231a are deeper than those of the second Braille guide groove 231b, the third Braille guide groove 231c, and the fourth Braille guide groove 231d in that order.

[0054] However, the Braille guide groove 231 is not limited to this, and may be formed shallower depending on the order.

[0055] The above description of the present invention is merely illustrative, and those skilled in the art will understand that the present invention can be easily modified into other specific forms without changing the technical idea or essential features of the present invention. Therefore, it should be understood that the above-described embodiments are merely illustrative and not limiting in all respects. For example, each component described as a single type can be implemented in a distributed manner, and similarly, each component described as being distributed can be implemented in a combined form.

[0056] The scope of the present invention is defined by the claims set forth below rather than the above detailed description, and all modifications and variations that fall within the meaning and scope of the claims and their equivalent concepts should be interpreted as being included in the scope of the present invention.

Claims

1. A learning tool capable of integrated visual and tactile perception education, comprising a front sheet that allows the contour of an object to be recognized by the sense of touch, The front sheet is An information section in which a picture relating to the object is illustrated or a character string is written; A braille section in which dots corresponding to the vertical and horizontal dots of braille are displayed and braille protrudes to provide information about an object; A learning tool capable of integrated visual and tactile perception education, characterized in that the contour of an object corresponding to the information in the Braille section is expressed, and the contour of the object is represented by a shape section having a tactile stimulating contour line that protrudes so that it can be recognized by the sense of touch.

2. Further, a rear sheet attached to a rear surface of the front sheet, The learning tool capable of integrated visual and tactile perception education according to claim 1, wherein the rear sheet is formed so that the contour of an object can be recognized by touch and includes a line guide groove for guiding the contour of the object.

3. The learning tool according to claim 2, wherein the line guide groove is formed to overlap with a tactile stimulation contour line formed on the front sheet.

4. 3. A learning tool capable of integrated visual and tactile sensory education as claimed in claim 2, wherein the rear sheet further includes a Braille guide groove formed in an area corresponding to the Braille portion of the front sheet.

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