Modular teaching aids for physical fitness and motor skills instruction

Abstract

The objective is to provide modular teaching materials for physical fitness and motor skills instruction. [Solution] The teaching aid comprises a base plate with a functional area on its top surface, and two assembly parts provided at the front and rear ends of the base plate, respectively. The functional area has a functional part that protrudes from the top surface of the base plate. By changing the functional area of ​​the base plate, it is possible to create different terrain changes in the teaching aid. The changes are quick, there is no need to replace the entire teaching aid, switching and assembly are easy, and assembly and extension are possible via the assembly parts at both ends, thereby increasing the versatility of the teaching aid and lessons.

Description

Technical Field

[0001] The present invention relates to teaching aids, and particularly to modular teaching aids for guiding physical strength and motor ability that are easy to assemble and store and can change the usage terrain.

Background Art

[0002] In the process of children's growth, they often stimulate the vestibular sense and exercise the trunk muscle groups through various movements. The development of the vestibular sense contributes to the improvement of children's physical coordination and concentration. For example, training is carried out through sports with a sense of speed and involving the exertion of muscle strength, such as balance bikes and inline skates. In the usage space of such training, it is common to change the configuration of the usage space and enhance the diversity of training content by installing teaching aids such as slopes, hills, or seesaws. By implementing different trainings with different teaching aids, it becomes possible to increase the variations of the entire training.

[0003] However, many conventional teaching aids are made of wood, and since molding by assembly and fixation is common during production, each teaching aid cannot be disassembled or its shape changed after completion, and it is necessary to manufacture and install each teaching aid individually, and the functions of the teaching aids cannot be changed either. Therefore, a large space is required for storing and installing teaching aids for different terrains or uses. Also, since the bottom of the teaching aid is made of wood and has a certain thickness, when the wheels of a balance bike or other equipment try to contact the teaching aid, the tip of the wheel is likely to collide with the teaching aid, resulting in a collision between the teaching aid and the wheel, and there is a risk that the teaching aid will be subjected to an impact force and move, and the position of the teaching aid may deviate from the initial setting, requiring inspection and adjustment of the teaching aid when in use. Furthermore, wood is likely to be damaged or cracked by the impact of external forces during long-term use, which may cause injury to the user.

Summary of the Invention

Problems to be Solved by the Invention

[0004] One objective of the present invention is to provide a physical fitness and motor skills modular teaching aid that can be used with exercise equipment such as balance bikes and kick scooters, by creating various terrains through adjustment or exchange of functional areas.

[0005] One objective of the present invention is to provide modular teaching aids that can reduce storage space for teaching aids through a method of attachment and disassembly, and that can be partially replaced during maintenance, by assembly molding.

[0006] One objective of the present invention is to provide modular teaching aids made of flexible and durable materials so that users do not suffer injury due to the material or breakage during use. [Means for solving the problem]

[0007] The modular teaching aids for physical fitness and motor skills instruction provided in this invention are: A base plate having at least one functional area on its top surface, The base plate comprises two assembly parts provided at the front and rear ends, respectively. At least one functional part protruding from the base plate is provided on the top surface of the at least one functional area.

[0008] By installing the base plate, the terrain in which the teaching aid can be used can be changed by replacing only the functional area or the base plate, allowing it to be used with different exercise equipment such as balance bikes, kick scooters, and inline skates, without the need to replace the entire teaching aid. Furthermore, by partially disassembling, replacing, and deforming the base plate, storage space can be reduced, and even in the event of damage, the entire teaching aid does not need to be replaced.

[0009] Preferably, the functional part is a corrugated block having a plurality of continuous semicircular elongated protrusions and projecting from the top surface of the base plate.

[0010] Preferably, an auxiliary unit is provided on the functional unit, and the front and rear ends of the auxiliary unit are pivotable up and down with the functional unit as a pivot point.

[0011] Preferably, the base plate is provided with a locking portion and an engaging portion corresponding to the locking portion at its bottom, and at least one functional area is formed so that the engaging portion can engage with the locking portion, and the functional portion is provided on the top surface of the functional area and protrudes from the top surface of the base plate, thereby creating a height difference between the functional portion and the top surface of the base plate. [Effects of the Invention]

[0012] As a result, the modular teaching aids for physical fitness and motor skills instruction can be adapted to various terrains or usage methods through changes in functional areas or base plate types, and expansion configurations combining them. This improves the convenience of switching between teaching aids, and even if a part is damaged, only the damaged part needs to be replaced, eliminating the need to replace the entire teaching aid, thus reducing maintenance costs.

[0013] To further understand the purpose, features, and effects of the present invention, six preferred embodiments of the present invention are listed below and described in detail with reference to the drawings. [Brief explanation of the drawing]

[0014] [Figure 1] This is a perspective view of a first preferred embodiment of the present invention. [Figure 2] This is an exploded view of a preferred embodiment of the first part of the present invention. [Figure 3] This is a schematic diagram showing the usage state of a first preferred embodiment of the present invention. [Figure 4] This is an exploded view of a second preferred embodiment of the present invention. [Figure 5] This is a schematic diagram showing the usage state of a second preferred embodiment of the present invention. [Figure 6] This is a perspective view of a third preferred embodiment of the present invention. [Figure 7] It is a perspective view of the fourth preferred embodiment of the present invention. [Figure 8] It is an exploded perspective view of the fourth preferred embodiment of the present invention. [Figure 9] It is a cross-sectional view of the fourth preferred embodiment of the present invention. [Figure 10] It is a schematic view showing the usage state of the fourth preferred embodiment of the present invention. [Figure 11] It is a perspective view using two base plates according to the fourth preferred embodiment of the present invention. [Figure 12] It is a cross-sectional view using two base plates according to the fourth preferred embodiment of the present invention. [Figure 13] It is a perspective view of the fifth preferred embodiment of the present invention [Figure 14] It is a cross-sectional view of the fifth preferred embodiment of the present invention. [Figure 15] It is a perspective view of the sixth preferred embodiment of the present invention [Figure 16] It is a cross-sectional view of the sixth preferred embodiment of the present invention.

Mode for Carrying Out the Invention

[0015] (First Preferred Embodiment) Referring to FIGS. 1 to 3, the present invention provides a first preferred embodiment of a modular teaching aid. The modular teaching aid 10 includes a base plate 20 and two slope plates 30.

[0016] In this embodiment, the base plate 20 is a soft plate made of EVA, and although the material is not limited, it is mainly a flexible and reusable material. The base plate comprises two planar regions 21 and a functional region 22. In this embodiment, the two planar regions 21 and the functional region 22 of the base plate 20 are each soft individual units and are sequentially divided and arranged in the front-rear direction. Assembly portions 211 are provided at the front and rear ends of the two planar regions 21, and each assembly portion 211 is composed of a plurality of wedge-shaped blocks arranged at intervals. Assembly portions 221 are also provided at the front and rear ends of the functional region 22 at connection points with the two planar regions 21, and the two assembly portions 221 are also composed of a plurality of wedge-shaped blocks arranged at intervals. During assembly, the assembly parts 221 at both ends of the functional area 22 and the assembly parts 211 at one end of the two planar areas 21 are superimposed and assembled so that the two planar areas 21 are located at the front and rear ends of the functional area 22, respectively. The two planar areas 21 can also be assembled together to one end of the functional area 22 (for example, the front or rear end) after the adjacent assembly parts 211 are joined together first. After assembly is complete, the front and rear ends of the base plate 20 are provided with assembly parts 211 that can be assembled with other plate materials. Furthermore, a functional part 222 is provided on the top surface of the functional area 22, and in this embodiment, a corrugated block 223 is configured as the functional part 222. The corrugated block 223 is composed of a plurality of continuous semicircular elongated protrusions (continuous sleepers) 2231 arranged at equal intervals. The functional parts 222 of the different functional areas 22 can be formed in different shapes or styles depending on the purpose of use, thereby creating diverse terrain variations. When using different functional parts 222, the configuration of the base plate 20 can be changed to a different usable space simply by replacing it with a functional area 22 having different functional parts 222, without replacing the entire base plate 20. The number of planar areas 21 and functional areas 22 of the base plate 20 is for illustrative purposes only and is not limited to the number shown in Figure 1.

[0017] In this embodiment, the two slope plates 30 are soft plates made of EVA, but the material is not limited and any flexible and reusable material can be used. An inclined surface 31 is provided at one end of the top surface of each slope plate 30 along the width direction, the width of the two slope plates 30 is approximately the same as the width of the base plate 20, and a connecting portion 32 is provided at the other end of the two slope plates 30, the connecting portion 32 is composed of a plurality of wedge-shaped blocks, the dimensions of which are approximately the same as the wedge-shaped blocks of the assembly portions 211 of the two planar areas 21. As a result, the two slope plates 30 can be fitted to the wedge-shaped blocks of the assembly portions 211 at the front and rear ends of the base plate 20 via the wedge-shaped blocks of the connecting portion 32.

[0018] The modular teaching aid 10 of the present invention, after being assembled, can be used by children to perform physical fitness and motor skills training while riding a balance bike C, a kick scooter, or other exercise equipment such as inline skates. As shown in Figure 3, when a child rides the balance bike C and moves from a general road surface towards the modular teaching aid 10, the wheels of the balance bike C first come into contact with the inclined surface 31 of the ramp board 30, allowing the child to easily get onto the modular teaching aid 10. Furthermore, because the balance bike C and the inclined surface 31 are in contact at an angle, it is possible to prevent the modular teaching aid 10 from shifting position due to collision with the balance bike C. When the front wheel of the balance bike C is on the ramp board 30, the weight of the front wheel presses down on the modular teaching aid 10, preventing the teaching aid 10 from moving, thus improving stability, allowing the balance bike C to pass through the teaching aid smoothly, and preventing accidents such as falling due to the teaching aid moving while riding the balance bike C.

[0019] When riding, as the balance bike C passes over the functional section 222, the wheels of the balance bike C pass over the wave-shaped blocks 223 and move up and down on a series of continuous semi-circular elongated protrusions 2231. As the user grips the handlebars firmly to avoid deviating from the route, the muscles in the hands and concentration are strengthened, contributing to improved maneuverability.

[0020] The base plate 20 and slope plate 30 of the modular teaching aid 10 are made of EVA material, making them lightweight, flexible, and easy to carry. Furthermore, they are less likely to injure the user in the event of a collision, and even if the EVA material is damaged, it will not harm the human body. In addition, the functional area 22 and the two planar areas 21 are separated by a detachable assembly design, allowing the terrain configuration to be changed by replacing the functional area 22, and the lesson content can be enriched by the terrain changeability of the functional part 222 of the functional area 22. The assembly parts 211 and 221 of the planar area 21 and the functional area 22 are wedge-shaped blocks that complement each other, making assembly and separation easy. In terms of use, multiple planar areas 21 and functional areas 22 can be combined with each other, or the front-to-back arrangement of different functional areas 22 can be changed to alter the positional relationship between the functional area 22 and the planar area 21, enabling terrain changes and quick assembly and replacement.

[0021] (Second Preferred Embodiment) Figures 4 and 5 show a second preferred embodiment of the teaching aid of the present invention. The main structure is the same as that of the previously described preferred embodiment, and the same reference numerals are used for the same components, so redundant explanations are omitted.

[0022] This embodiment further includes an auxiliary unit 40 joined to the functional part 222 of the functional region 22. In this embodiment, the functional part 222 is a groove 224, and the auxiliary unit 40 comprises a swinging block 41 and a long plate 42. The swinging block 41 is provided near the center of the bottom surface of the long plate 42 and is provided within the groove 224. The swinging block 41 rotates freely with the groove 224 as a pivot point, allowing both ends of the long plate 42 to swing up and down / tilt up and down. The long plate 42 is higher than the top surface of the base plate 20, and the front and rear ends of the long plate 42 swing up and down with the swinging block 41 as a pivot point, so that the auxiliary unit 40 forms a seesaw-like structure. The user can move from the front end to the rear end of the long plate 42 of the auxiliary unit 40, and due to the change in the center of gravity, the long plate 42 of the auxiliary unit 40 swings up and down / tilts up and down with the swing block 41 as the pivot point, creating a difference in height.

[0023] When in use, the front end of the long plate 42 is positioned downwards and the rear end is tilted upwards. The balance bike C moves from the front end to the rear end of the long plate 42, and as the center of gravity of the balance bike gradually moves backward, the rear end of the long plate 42 swings downwards, allowing the user to continue moving forward towards the rear end of the modular teaching aid 10. By installing the auxiliary unit 40, the user can learn to control the change in the center of gravity and overcome the psychological fear caused by changes in vertical position. When passing over the auxiliary unit 40, children need to increase their concentration and carefully judge the change in position, and the change in position in the vertical direction stimulates the prefrontal cortex and promotes the connection of neural networks in the brain.

[0024] (Third Preferred Embodiment) Figure 6 shows a third preferred embodiment of the teaching aid of the present invention. The main structure is the same as that of the first preferred embodiment, and the same reference numerals are used for the same components, so redundant explanations are omitted.

[0025] The planar area 23 and the functional area 24 of the base plate 20 are integrally molded, the two planar areas 23 are located at the front and rear ends of the functional area 24, and assembly parts 231 that connect to the connecting part 32 of the slope plate 30 are provided at the front and rear ends of the two planar areas 23, and the functional part 241 of the functional area 24 is positioned between the two planar areas 23. When the functional area 24 is replaced, the entire base plate 20 must be replaced. Furthermore, since the two planar areas 23 and the functional area 24 are integrally molded, the structural joint strength is high and the assembly process is relatively simple.

[0026] (Fourth Preferred Embodiment) Figures 7 to 12 show a fourth preferred embodiment of the teaching aid of the present invention. The main structure is the same as that of the third preferred embodiment, and the same reference numerals are used for the same components, so redundant explanations are omitted.

[0027] A locking member is provided in the planar area 23 of the base plate 20. In this embodiment, the locking member includes two locking portions 25 that are spaced apart, and the two locking portions 25 are projections 251 that protrude from the base plate 20.

[0028] The functional area 50 is made of a soft, reusable material such as EVA, but is not limited thereto. In this embodiment, the functional area 50 is an inclined obstacle block having height and a front slope and a rear slope, and includes a front inclined block 51 and a rear inclined block 52, wherein the bottom surface of the front inclined block 51 is provided with an engaging portion 511 corresponding to the locking member, and the engaging portion 511 is a groove corresponding to the locking portion 25. The bottom surface of the rear inclined block 52 is provided with an engaging portion 521 corresponding to another locking portion 25, and the engaging portion 521 is also a recessed groove, so that the front inclined block 51 and the rear inclined block 52 can be assembled on the base plate 20, a front inclined portion 512 is provided on the front side of the top surface of the front inclined block 51, and a rear inclined portion 522 is provided on the rear side of the top surface of the rear inclined block 52, and a recess 513 and a protrusion 523 are provided on the rear end surface of the front inclined block 51 and the front end surface of the rear inclined block 52, respectively, and the protrusion 523 is fitted into the recess 513 so that the front inclined block 51 and the rear inclined block 52 are connected. The front inclined block 51 and the rear inclined block 52 are engaged with the locking portion 25 of the base plate 20 via the engaging portions 511 and 521 on the bottom. The front and rear inclined blocks 51 and 52 form raised slopes protruding from the base plate 20, and a functional part (inclined surface) is formed on the top surface of the functional area 50. In implementation, the inclined obstruction blocks can also be formed on the functional area 50 using an integral molding method, and a front inclined part 512 and a rear inclined part 522 are provided on the front and rear of the functional area 50, respectively, and the engaging parts 511 and 522 are provided on the bottom, so that the functional area 50 can be directly assembled to the locking part 25 of the base plate 20.

[0029] Please refer to Figure 10. When a child rides the balance bike C and moves from a normal flat surface towards the modular teaching aid 10, the wheels of the balance bike C first make contact with the inclined surface 31 of the ramp board 30, allowing the child to easily get onto the modular teaching aid 10. Furthermore, because the balance bike C and the inclined surface 31 are in contact at an angle, it is possible to prevent the modular teaching aid 10 from shifting position due to a collision with the balance bike C. In addition, when the weight of the front wheel of the balance bike C is transferred to the ramp board 30, it presses down on the modular teaching aid 10, suppressing its movement and preventing the balance bike C from tipping over while being ridden. The base board 20, ramp board 30, and functional area 50 of the modular teaching aid 10 are made of EVA material, which is lightweight and flexible, easy to carry, and less likely to injure the user in the event of a collision, and even if the EVA material is damaged, it will not harm the human body. Furthermore, the separable design of the functional area 50 and the base plate 20 allows for easy rearrangement of the functional area 50 and modification of the terrain configuration of the riding field, enriching the lesson content through terrain changes. Since the assembly parts 23 at both ends of the base plate 20 are complementary in shape, multiple base plates 20 can be connected in the front-to-back direction and combined with different functional areas 50 to create terrain changes in the usage space, enabling quick assembly and replacement. When riding the balance bike C and entering the functional area 50, the front inclined block 51 provides an upward climbing sensation, and the rear inclined block 52 provides a downward sliding sensation, improving the intensity and variability of the training. The front inclined section 512 helps train the user's climbing ability, promotes muscle use, and cultivates concentration during ascent and descent, contributing to preventing route deviations and falls. Furthermore, when descending a slope via the aforementioned rearward-sloping section 522, the user's frontal lobe can be stimulated, promoting the development of the user's brain network.

[0030] Furthermore, as shown in Figures 11 and 12, the modular teaching aid 10 is provided with two base plates 20, and the two base plates 20 can be connected to each other via adjacent assembly parts 231. This increases the extending length of the teaching aid. In addition, a functional area 50 is provided on each base plate 20, and the teaching aid is configured to have two functional parts consisting of two inclined surfaces. This improves the structural complexity of the teaching aid, making it possible to effectively train the user's maneuverability and the explosiveness of muscle strength during the second ascent through continuous changes in the inclined surface over a short distance. Furthermore, passing through continuous uphill and downhill slopes can cultivate the user's sense of balance and improve their ability to adapt to multiple instantaneous changes in inclination.

[0031] (Fifth Preferred Embodiment) Figures 13 and 14 show a fifth preferred embodiment of the teaching aid of the present invention. The main structure is the same as that of the previously described preferred embodiment, and the same reference numerals are used for the same components, so redundant explanations are omitted.

[0032] The functional area 50 further includes a connecting block 53, which is an elongated cube, positioned between the front inclined block 51 and the rear inclined block 52. The connecting block 53 has connecting protrusions 531 and connecting recesses 532 at both ends, with the connecting protrusions 531 being fitted into the recesses 513 of the front inclined block 51 and the connecting recesses 532 being fitted into the protrusions 523 of the rear inclined block 52. The bottom surface of the connecting block 53 is provided with two engaging portions 533 that can engage with the locking portions 25 of the base plate 20. The top surface of the connecting block 53 is a flat surface 534. After the front inclined block 51, the connecting block 53, and the rear inclined block 52 are assembled, the functional portion of the functional area forms a platform that protrudes from the base plate, allowing the user to climb the front inclined block 51, slide a certain distance on the connecting block 53, and then descend the rear inclined block 52. Because the length of the functional area 50 is relatively long, a single functional area 50 is constructed using two base plates 20, and the functional part of the functional area 50 is mounted across the two base plates 20, thereby allowing it to accommodate different lengths of use.

[0033] The user can train their concentration while avoiding falling from the plane 534 by practicing maintaining balance on the plane 534. In addition, when the user performs an accelerating motion on the plane 534, the falling speed from the posterior inclined section 522 increases, thereby promoting stimulation of the frontal lobe.

[0034] (Sixth Preferred Embodiment) Figures 15 and 16 show a fourth preferred embodiment of the teaching aid of the present invention. The main structure is the same as that of the first preferred embodiment, and the same reference numerals are used for the same components, so redundant explanations are omitted.

[0035] To enhance the variability of the modular teaching aid 10, the base plates 20 of the above embodiment can be combined to create a base plate 20 of this embodiment with three different functional areas. In this case, the functional area 50 of the foremost base plate 20 is an inclined surface formed by a front inclined block 51 and a rear inclined block 52, which create an ascending and descending slope. The functional areas 222 of the functional areas 22 of the middle and rear base plates 20 are a corrugated block 223 and a groove 224, respectively. The groove 224 is provided with the auxiliary unit 40. The different functional areas and terrain configurations on these continuously joined base plates 20 allow for variations in the overall terrain and diversification of usage methods, thereby stimulating the user's interest and attention.

[0036] By using Balance Bike C and various exercise equipment, infants and children can strengthen their core muscles, enhance the development of their entire body's muscles, and correct poor posture. The changes in terrain caused by the functional areas stimulate the vestibular sense, promoting the development of the frontal lobe, and activating the reticular nervous system in the brain, improving the integrated function of the cerebrum. Furthermore, by focusing their attention on overcoming diverse terrains, users can improve their concentration, cultivate courage to overcome difficulties, and gain self-confidence.

[0037] The embodiments described above are merely examples to illustrate the technical features of the present invention and do not limit the scope of the invention in any way. Any structural design equivalent to the present invention is understood to fall within the technical scope of the present invention. The modular teaching aid for physical fitness and motor skills instruction provided by the present invention is a structure proposed for the first time in the relevant art field and has a technical effect that demonstrates inventiveness; therefore, an application will be filed in accordance with the prescribed procedures. [Explanation of Symbols]

[0038] 10 Modular Teaching Materials 20 base plate 21, 23 Planar area 211, 221, 231 Assembly section 22, 24, 50 functional areas 222, 241 Functional parts 223, 242 Waveform Blocks 2231 Convexity 224 groove 25 Locking part 251 Protrusion 30 ramp boards 31 Slope 32 Connecting part 40 Auxiliary Units 41. Oscillating block 42 Long plate 51 Front inclined block 511, 521, 533 Engaging parts 512 Front slope 513 Recess 52 Rear inclined block 522 Rear inclined section 523 Convex part 53 Connecting Blocks 531 Connecting protrusion 532 Connecting recess 534 plane

Claims

1. A base plate having at least one functional area on its top surface, Two assembly parts are provided at the front and rear ends of the base plate, A modular teaching aid for physical fitness and motor skills instruction, At least one functional part protruding from the base plate is provided on the top surface of the at least one functional area. A modular teaching aid for physical fitness and motor skills instruction.

2. The modular teaching aid according to claim 1, wherein the base plate has at least one planar area.

3. The modular teaching aid according to claim 2, wherein the at least one planar region and the at least one functional region are integrally formed.

4. The modular teaching aid according to claim 1, wherein the base plate has at least one planar region, the planar region and the functional region are arranged in the front-rear direction, assembly portions are provided at the opposing ends of the planar region and the functional region, and the planar region and the functional region are joined via the assembly portions.

5. The modular teaching aid according to any one of claims 1 to 4, wherein the functional part has a plurality of continuous elongated protrusions and is formed as a corrugated block protruding from the top surface of the base plate.

6. The modular teaching aid according to any one of claims 1 to 3, wherein the functional part is provided with an auxiliary unit, and the front and rear ends of the auxiliary unit swing up and down with the functional part as a pivot point.

7. The modular teaching aid according to claim 5, wherein the functional part has a groove formed on its top surface, the auxiliary unit comprises a swinging block and a long plate, the swinging block is positioned between both ends of the long plate and within the groove, and the long plate is oscillating on the functional part with the swinging block as a pivot point.

8. The modular teaching aid according to claim 1, wherein the base plate is provided with a locking member and at its bottom with an engaging portion corresponding to the locking member, and at least one functional area is formed thereon so that the engaging portion can engage with the locking portion, the functional portion is provided on the top surface of the functional area and protrudes from the top surface of the base plate, thereby creating a height difference between the functional portion and the top surface of the base plate.

9. The modular teaching aid according to claim 8, wherein the functional area includes a front inclined block and a rear inclined block, the bottom surfaces of the front inclined block and the rear inclined block are each provided with the engagement portion, the front inclined block and the rear inclined block are assembled to a locking member of the base plate by the engagement portion and mounted on the top surface of the base plate, the front inclined portion is provided on the front side of the top surface of the front inclined block, the rear inclined portion is provided on the rear side of the top surface of the rear inclined block, the opposing ends of the front inclined block and the rear inclined block are each provided with a recess and a protrusion, the protrusion can be fitted into the recess, and the front inclined portion and the rear inclined portion are connected to form the functional area.

10. The modular teaching aid according to claim 1, comprising two base plates and two functional areas, wherein the two base plates are arranged in the front-to-back direction and fitted together via opposing assembly parts, and each base plate is provided with the functional area.

11. The functional area comprises a front inclined block, a rear inclined block, and a connecting block, the front inclined block and the rear inclined block are connected to the front and rear ends of the connecting block, the bottom surfaces of the front inclined block and the rear inclined block are each provided with the engagement portion, and the bottom surface of the connecting block is provided with at least one of the engagement portions, and after the front inclined block, the connecting block, and the rear inclined block are combined, they are engaged with the locking member of the base plate via the engagement portion, the front inclined portion is provided on the front side of the top surface of the front inclined block, and the rear side of the top surface of the rear inclined block A rear-sloping portion is provided, the top surface of the connecting block is flat, recesses are provided at the opposing ends of the front-sloping block and the connecting block, protrusions are provided at the opposing ends of the rear-sloping block and the connecting block, connecting recesses and connecting protrusions are provided at the front end and rear end of the connecting block, the protrusions can be fitted into the connecting recesses, and the connecting protrusions can be fitted into the recesses, thereby connecting the front-sloping portion and the rear-sloping portion to the connecting block, and the front-sloping portion, the flat surface and the rear-sloping portion are connected to form the functional portion, as described in claim 8.

12. The modular teaching aid according to claim 11, comprising two base plates and a functional area, wherein the two base plates are fitted together via opposing assembly portions, and the functional area spans the two base plates.

13. The modular teaching aid according to claim 1, comprising three base plates, one of which is provided with a functional area having a front inclined block and a rear inclined block, the top surfaces of the front inclined block and the rear inclined block are provided with a front inclined portion and a rear inclined portion, respectively, the front inclined portion and the rear inclined portion are arranged in opposite directions to each other, the front inclined portion and the rear inclined portion form the functional portion, the functional portion on another base plate is a corrugated block having a plurality of continuous semicircular elongated protrusions and protruding from the top surface of the base plate, the functional portion on the other base plate is provided with an auxiliary unit that can swing with the functional portion as a pivot point, and the assembly portions of the three base plates are assembled to each other.

14. A groove is formed on the top surface of the functional part of the base plate on which the auxiliary unit is provided, the auxiliary unit comprises a rocking block and a long plate, the rocking block is positioned between both ends of the long plate, and the rocking block is pivotally mounted in the groove, so that the long plate can rock on the functional part with the rocking block as a fulcrum, as described in claim 13.

15. A modular teaching aid according to any one of claims 1 to 4, 8 to 13, comprising two ramp plates, with an inclined surface provided at one end of each ramp plate, and connecting parts provided at the other ends of the two ramp plates, the two ramp plates being fitted into two assembly parts of the base plate via the connecting parts.

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