Teaching materials set

Abstract

To provide a teaching material set that enables the realization of effective educational games. [Solution] The teaching material set is used for an educational game played by multiple players together, and has a card group from which one card can be selected by a player while playing the game, and each card in the card group is formed into the same flat shape and has different information about the game printed on its surface.

Description

[Technical field]

[0001] The present invention relates to a set of instructional materials for use in an educational game played by multiple players together. [Background technology]

[0002] Conventionally, various game tools for multiple players to play together have been proposed. For example, Patent Document 1 discloses a game toy that is equipped with game items and a play field and is considered to be highly entertaining.

[0003] Although game tools are generally used for play, they can also be used as a type of teaching material for educational games by modifying the content and rules, etc. By using such teaching materials, players can be expected to learn with greater curiosity, and a very high educational effect can be expected. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent No. 7268114 Summary of the Invention [Problem to be solved by the invention]

[0005] In order to realize an effective educational game, it is important to incorporate game elements while also incorporating a relatively large amount of information into the game content, such as various knowledge and explanations related to the educational objectives. In view of this situation, the present invention aims to provide a teaching material set that makes it possible to realize an effective educational game. [Means for solving the problem]

[0006] The teaching material set according to the present invention is a teaching material set for use in an educational game played by multiple players together, comprising a card group from which one card is selected by a player during the game, each card of the card group being formed into the same flat shape and having different information related to the game printed on its surface. With this configuration, it is possible to realize an effective educational game.

[0007] More specifically, the above-mentioned configuration may include a flat game board arranged so that each player can see the surface of the board during the game, and information about the game may be printed on the surface of the board.More specifically, the above-mentioned configuration may include a recording medium having recorded thereon materials to be displayed on a display and shown to each player.

[0008] More specifically, the above configuration may be such that the game is executed in sequence through a step in which each player takes charge of one of the positions in the supply chain, and a decision step in which each player thinks up and decides on an idea from the position that he or she is in charge of regarding one of the phases of the supply chain, and the set of cards may include a position card set including a plurality of position cards for each player to take in the step in which they take charge, and each position card may be configured to indicate one of the positions.

[0009] More specifically, the above configuration may further include a group of additional position cards that serve as substitutes for the group of position cards, the group of additional position cards being made up of additional position cards that indicate various types of the positions, and the content of the position indicated by each additional position card may be content in which a predetermined condition is added to the position indicated by each position card. More specifically, the predetermined condition may be a condition that the position takes into consideration the SDGs.

[0010] More specifically, the above configuration may have an idea card group including a plurality of idea cards for each player to select in the deciding step, and each idea card may represent one of the ideas.

[0011] More specifically, as the above configuration, the game may be configured such that a game pattern including the decision step is executed for each of a plurality of types of the phases, and the group of idea cards is provided separately for each of the phases.

[0012] More specifically, the above configuration may be such that the decision step is executed in a situation where there is a request from outside the supply chain that influences the idea, and the configuration may have a group of request cards consisting of each request card indicating various types of the request.

[0013] More specifically, the above configuration may be such that the decision step is executed in a situation in which a happening that affects the idea occurs, and the configuration may include a group of happening cards consisting of happening cards each indicating a different type of happening.

[0014] More specifically, the above configuration may be such that the game has a game pattern including the decision step that is executed for each of a plurality of types of phases, and each of the players has a problem-solving sheet on which they enter specified information, and the problem-solving sheet has a position entry column for entering their own position, an happening entry column for entering the type of happening, and an idea entry column provided for each phase in which they enter the ideas they have decided upon.

[0015] More specifically, the above configuration may be such that the decision step is a step in which each player selects an idea card corresponding to the idea that the player has decided on and takes the selected idea card, and when the same idea card is selected by multiple players, a MeToo card group including multiple MeToo cards is provided for a person among the multiple players other than the player who takes the idea card, and each MeToo card describes various of the positions.

[0016] More specifically, the above configuration may have a game board provided with a card placement space for arranging all cards of the idea card group used in the same phase, and a phase display section that displays the multiple phases.

[0017] More specifically, as the above configuration, the materials may include a portion to be shown to each player before the game is played, a portion to be shown to each player while the game is being played, and a portion to be shown to each player after the game is played. Effect of the Invention

[0018] The teaching material set according to the present invention makes it possible to realize effective educational games. [Brief description of the drawings]

[0019] [Figure 1] FIG. 2 is an explanatory diagram of each component of a teaching material set according to the present embodiment. [Figure 2A] FIG. 2 is an external view of a position card according to the present embodiment. [Figure 2B] 13 is an external view of an additional position card according to the present embodiment. [Diagram 3] FIG. 2 is an external view of a portion of the “production” idea card group according to the present embodiment. [Figure 4] FIG. 13 is an external view of a portion of the "Delivery" idea card group according to the present embodiment. [Diagram 5]FIG. 2 is an external view of a portion of a group of “sales” idea cards according to the present embodiment. [Figure 6] FIG. 2 is an external view of a portion of a group of “consumption” idea cards according to the present embodiment. [Figure 7] FIG. 2 is an external view of a portion of the "garbage disposal" idea card group according to the present embodiment. [Figure 8] FIG. 2 is an external view of a request card according to the present embodiment. [Figure 9] 1 is an external view of a happening card according to an embodiment of the present invention. [Figure 10] FIG. 2 is an external view of the MeToo card according to the present embodiment. [Figure 11] 1 is an external view of a game board according to an embodiment of the present invention. [Figure 12] FIG. 2 is an external view of an idea selection sheet according to the embodiment; [Figure 13A] FIG. 2 is an external view of a problem-solving sheet according to the present embodiment. [Figure 13B] FIG. 13 is an explanatory diagram regarding the contents of the slide material. [Figure 14] 5 is a flowchart relating to a first usage pattern according to the present embodiment. [Figure 15] FIG. 13 is an explanatory diagram of a state in which a teaching material set according to the present embodiment is used. [Figure 16] FIG. 13 is an explanatory diagram of a state in which a teaching material set according to the present embodiment is used. [Figure 17] 5 is a flowchart relating to a first usage pattern according to the present embodiment. [Figure 18] 10 is a flowchart relating to a second usage pattern according to the embodiment. [Figure 19] 10 is a flowchart relating to a second usage pattern according to the embodiment. [Figure 20] 10 is a flowchart relating to a third usage pattern according to the embodiment. [Figure 21] 10 is a flowchart relating to a third usage pattern according to the embodiment. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0020] Hereinafter, an embodiment of the present invention will be described with reference to the drawings.

[0021] 1. Composition of the teaching materials set First, the configuration of the teaching material set TS according to this embodiment will be described. Fig. 1 shows an outline of each component of the teaching material set TS. As shown in this figure, the teaching material set TS has a position card group 1aW, an additional position card group 1bW, an idea card group 2W, a request card group 3W, an occurrence card group 4W, a Me Too card group 5W, a game board 6, an idea selection sheet 7, a problem-solving sheet 8, a coin 9, and a slide material recording medium 10.

[0022] The teaching material set TS is a teaching material set used in an educational game (hereinafter, sometimes simply referred to as a game) that is played by about 4 to 5 players (preferably 5 players) together. The game of this embodiment is designed to enable education that allows participants to learn about the relationships between connections in the supply chain while also learning about the positions of people (self-employed, managers, consumers, investors, and workers) who are responsible for each phase (aspect) of the supply chain, including production, delivery, sales, consumption, and waste disposal, and to think about the SDGs [Sustainable Development Goals] from a broader perspective and encourage their actions. In the following explanation, the phases of the supply chain may be simply referred to as "phases."

[0023] Each of the position card group 1aW, the additional position card group 1bW, the idea card group 2W, the request card group 3W, the happening card group 4W, and the Me Too card group 5W is formed as a thin flat plate that is rectangular in plan view, and information about the game is printed on the surface. Cards belonging to the same card group are all the same shape and size. In the example of this embodiment, all the cards are formed of cardboard with the same shape and size, and are rectangular in plan view with a vertical dimension of about 9 cm and a horizontal dimension of about 6 cm. The position card group 1aW consists of five position cards 1a as shown in FIG. 2A. As shown in this figure, each of the position cards 1a indicates various positions in the supply chain, specifically, one of "self-employed", "manager", "consumer", "investor", and "worker".

[0024] The additional position card group 1bW consists of five additional position cards 1b as shown in FIG. 2B. The additional position card group 1bW, like the position card group 1aW, also indicates various positions in the supply chain. However, the positions indicated by each additional position card 1b are concepts in which a certain condition is added to each position in the position card 1a (in the present embodiment, a concept in which a condition of a position that takes into consideration the SDGs is added). Specifically, as shown in FIG. 2B, each additional position card 1b indicates one of "social entrepreneurs" (a concept in which the above condition is added to self-employed people), "CSV management" (a concept in which the above condition is added to managers), "ethical consumers" (a concept in which the above condition is added to consumers), "ESG investors" (a concept in which the above condition is added to investors), and "work-life balance workers" (a concept in which the above condition is added to workers).

[0025] Both Position Card 1a and Additional Position Card 1b clearly state the name of the position represented by the card, as well as the meaning of the position and the requests of the person in that position. Therefore, by looking at the contents written on these cards, each player can deepen their understanding of each position in the supply chain.

[0026] The idea card group 2W is made up of a plurality of idea cards 2 showing ideas from the perspective of those in charge of the supply chain regarding any phase of the supply chain. An "idea" here typically corresponds to what one wants (e.g., "I want to act like this") or what one wants from others (e.g., "I want people in the world to act like this") as a way of improving the current situation (or not making it worse) regarding that phase. In the following explanation, an idea from the perspective of those in charge of the supply chain regarding any phase of the supply chain may be simply referred to as an "idea."

[0027] In this embodiment, the idea card group 2W includes a "production" idea card group 2Wa relating to the production phase, a "delivery" idea card group 2Wb relating to the delivery phase, a "sales" idea card group 2Wc relating to the sales phase, a "consumption" idea card group 2Wd relating to the consumption phase, and a "waste disposal" idea card group 2We relating to the waste disposal phase. Each of these idea card groups 2Wa to 2We consists of a total of 12 idea cards 2.

[0028] Fig. 3 shows some of the idea cards 2 in the "production" idea card group 2Wa. As shown in this figure, each idea card 2 in the "production" idea card group 2Wa shows various ideas from the perspective of a person in charge of the supply chain regarding the production phase, such as "I want you to mass-produce something that sells for a high price with a small investment in a short time."

[0029] Fig. 4 shows some of the idea cards 2 in the "Delivery" idea card group 2Wb. As shown in this figure, each idea card 2 in the "Delivery" idea card group 2Wb shows various ideas from the perspective of those in charge of the supply chain regarding the delivery phase, such as "Please work on reducing CO2 (carbon dioxide)."

[0030] Fig. 5 shows some of the idea cards 2 in the "Sales" idea card group 2Wc. As shown in this figure, each idea card 2 in the "Sales" idea card group 2Wc shows various ideas from the perspective of a person in charge of the supply chain regarding the sales phase, such as "I want to sell easily and get a high salary."

[0031] 6 shows some of the idea cards 2 in the "consumption" idea card group 2Wd. As shown in this figure, each idea card 2 in the "consumption" idea card group 2Wd shows various ideas from the perspective of a person in charge of the supply chain regarding the consumption phase, such as "Please don't ask for excessive service."

[0032] Figure 7 shows some of the idea cards 2 in the "Waste disposal" idea card group 2We. As shown in this figure, each idea card 2 in the "Waste disposal" idea card group 2We shows various ideas from the perspective of those in charge of the supply chain regarding the phase of waste disposal, such as "I want the workplace to be free of health hazards."

[0033] The request card group 3W is made up of multiple request cards 3 indicating requests from an external perspective of the supply chain (requests that influence ideas) for each phase of the supply chain. In this embodiment, as shown in FIG. 8, the request card group 3W is made up of a total of four request cards 3, namely, "protectors," "teachers," "examiners," and "communicators." For example, the request card 3 for "examiners" indicates a request from the perspective of "people who work for people's health and public sanitation, such as doctors, pharmacists, and public health nurses," saying, "I want more people to know about disease prevention and food safety."

[0034] The group of occurrence cards 4W is made up of a plurality of occurrence cards 4 indicating occurrences that affect ideas from the perspective of those in charge of the supply chain with respect to each phase of the supply chain. In this embodiment, as shown in FIG. 9, the group of occurrence cards 4W is made up of a total of six occurrence cards 4, including "pandemic," "pollution / CO2 problem," "war / conflict," "natural disaster," "recession," and "fraud." For example, the "natural disaster" occurrence card 4 indicates an occurrence in which "crops cannot be harvested due to earthquakes / typhoons. Food factories cannot be used."

[0035] The MeToo card group 5W is made up of a plurality of MeToo cards 5 that substitute for the idea cards 2 under a predetermined situation in the game (step S14 described later). In this embodiment, as shown in FIG. 10, the MeToo card group 5W includes a MeToo card 5 with "self-employed or social entrepreneur" written on it, a MeToo card 5 with "manager or CSV management" written on it, a MeToo card 5 with "consumer or ethical consumer" written on it, a MeToo card 5 with "investor or ESG investor" written on it, and a MeToo card 5 with "worker or work-life balance worker" written on it. There are 12 of each of these five types of MeToo cards 5, and therefore the MeToo card group 5W is made up of a total of 60 MeToo cards 5.

[0036] FIG. 11 is an external view of the game board 6. The game board 6 is a flat board that is rectangular in plan view and is placed on the floor, a desk, etc. so that each player can see the surface during the game, and is made of a large piece of paper. The game board 6 includes a card arrangement space 61 for arranging all the idea cards 2 (i.e., 12 idea cards 2) of the idea card group 2W used in the same phase, and a phase display section 62 showing a plurality of phases (production, delivery, sales, consumption, and waste disposal). In this way, information related to the game (display information such as the card arrangement space 61 and the phase display section 62) is printed on the surface of the game board 6.

[0037] 12 is an external view of the idea selection sheet 7. The idea selection sheet 7 has card placement spaces 71 for placing the idea cards 2 selected by the players for each of a number of phases (production, delivery, sales, consumption, and waste disposal). Each card placement space 71 has a number entry field 71a for writing the number of the selected idea card 2, and a reason entry field 71b for writing the reason for choosing the idea card 2.

[0038] Fig. 13A is an external view of the problem-solving sheet 8. As shown in this figure, the problem-solving sheet 8 has a position entry column 81 and an incident entry column 82, as well as idea entry columns 83-87 corresponding to each of a number of phases (production, delivery, sales, consumption, and waste disposal). In the teaching material set TS, five or more problem-solving sheets 8 are provided so that one sheet can be assigned to each of the five players.

[0039] Twenty-five or more coins 9 are provided so that five coins can be allocated to each of the five players participating in the game. The slide material recording medium 10 is a medium that records slide materials 10a (materials consisting of multiple slide images) created as data in PDF format, for example, and can be used by connecting it to a general PC (personal computer) or the like.

[0040] The slide material recording medium 10 is typically a USB memory, but is not limited to this and may be, for example, a CD-ROM, etc. By operating a PC or the like to which the slide material recording medium 10 is connected, any slide image included in the slide material 10a can be displayed on a display connected to the PC or the like.

[0041] The slide material 10a includes, for each of the first to third usage patterns described below, an introductory section (a section consisting of multiple slide images displaying the gist and purpose of the game to be played) to be shown to each player before the game is played, an expanded section (a section consisting of multiple slide images displaying an explanation of the game progress, etc.) to be shown to each player during the game, and a summary section (a section consisting of multiple slide images displaying content encouraging players to review the results of the game played this time, etc.) to be shown to each player after the game is played. Note that Fig. 13B shows the contents of some of the slide images related to the first usage pattern in the slide material 10a, with Fig. 13B(a) showing the contents of part of the introductory section, Fig. 13B(b) showing the contents of part of the expanded section, and Fig. 13B(c) showing the contents of part of the summary section.

[0042] 2. How to use the teaching materials set The teaching material set TS is preferably used by an instructor and 4 to 5 players (ideally 5). For example, when used in a school class, the teacher of the class can be the instructor and 4 to 5 students of the class can be the players.

[0043] For example, if there are 30 students in a class, the students can be divided into six groups (each consisting of five students), and each group can use a different teaching material set TS, with the teacher of the class acting as the instructor for the entire group. In the following explanation, it is assumed that the teaching material set TS is used by one instructor and five players.

[0044] A typical method of using the teaching material set TS is to sequentially carry out the first, second and third usage patterns in this order. Each of these usage patterns will be specifically described below.

[0045] First, the first usage pattern will be described with reference to the flow chart in Fig. 14. In preparation for using the teaching material set TS, the card groups to be used and the game board 6 are placed on a table TB as shown in Fig. 15. In the first usage pattern, the card groups used are the position card group 1aW, the idea card group 2W, and the Me Too card group 5W. The players are positioned around the table TB so that they can see the slide material 10a displayed on the display.

[0046] The instructor uses the introductory portion of the slide material 10a corresponding to the first usage pattern to explain the purpose and objective of the game to be played (step S1). This allows each player to understand the purpose and objective in advance, and to play the game more effectively. Furthermore, when steps S2 to S4 are to be performed, the instructor can appropriately explain the progress of the game using the development portion corresponding to the first usage pattern.

[0047] Next, each player takes one Position Card 1a from the Position Card group 1aW and takes charge of that position (the position indicated by the card he or she took) (step S2). At this time, each player may decide in advance which position they will take by discussion or the like, and then take the Position Card 1a. In order to randomly assign positions, each Position Card 1a may be turned over so that the contents are not known, and then each player may take one Position Card 1a. As shown in FIG. 16, each player places the Position Card 1a they have taken in front of them on the table TB, so that all players can know which player is taking which position.

[0048] Next, each player executes the game plan for each phase of production, delivery, sales, consumption, and waste disposal in order (step S4). The flow of this game plan will be described with reference to the flowchart shown in FIG.

[0049] First, all idea cards 2 to be used in this phase are placed on the game board 6 (card placement space 61) (step S11). For example, if the current phase is "production", all 12 idea cards 2 of the "production" idea card group 2Wa are placed in the card placement space 61 of the game board 6 so that the contents written on them are visible to all players.

[0050] Next, each player selects an idea card 2 that describes an idea from the position he / she is in charge of regarding the current phase (or an idea card 2 that describes an idea that is closest to the idea) from among the idea cards 2 placed on the game board 6 (step S12). At this time, each player becomes the person in charge of the position he / she is in charge of, and while looking at each idea card 2, he / she thinks about and decides an idea from the position, and selects an idea card 2 that describes the idea.

[0051] Next, each player simultaneously points to the idea card 2 that he or she has selected (step S13). After that, each player takes the idea card 2 that he or she has pointed to (step S14).

[0052] Here, since there is only one idea card 2 with the same content, if there is a duplicate idea card 2 pointed to, the missing one will be substituted with a MeToo card 5. In other words, if multiple players point to the same idea card 2, one of the multiple players will take that idea card 2, and the other players will take the corresponding MeToo card 5 (the MeToo card 5 that shows the position of the person who took that idea card 2) instead of the idea card 2.

[0053] Each player places the idea card 2 (or MeToo card 5) he or she has taken in front of him or her on the table TB so that all players know which player has taken which idea card 2. Each player may have one idea selection sheet 7 in advance, and each player may place the idea card 2 (or MeToo card 5) he or she has taken in the corresponding card placement space 71 on his or her idea selection sheet 7. At this time, the player may first write the number of the idea card 2 he or she has taken (chosen) in the number entry field 71a and write the reason for choosing the idea card 2 in the reason entry field 71b, and then place the idea card 2.

[0054] Next, each player shares the reason why he or she selected the idea card 2 with the other players (step S15). A specific method for this sharing may be, for example, a format in which each player discusses with each other, or a format in which each player takes turns presenting the reason. Also, each idea card 2 of the current phase remaining on the game board 6 is collected before moving on to the game plan of the next phase.

[0055] When the above-mentioned game plan (steps S11 to S15) for the "production" phase is completed, the game plan for the "delivery" phase, the game plan for the "sales" phase, the game plan for the "consumption" phase, and the game plan for the "waste disposal" phase are executed in sequence. Note that the phase display section 62 of the game board 6 also shows the order in which each phase is executed, and by looking at this, it is possible to know at a glance which phase's game plan should be executed next.

[0056] Returning to Fig. 14, when the game plans for all phases are completed, the instructor then summarizes the game played this time using the summary section corresponding to the first usage pattern of the slide material 10a (step S6). By making the summary while showing each player the summary section of the slide material 10a, the instructor can easily encourage each player to reflect on the results of the game played this time. When this summary is completed, the use of the teaching material set TS according to the first usage pattern is completed.

[0057] Through playing the game in the first usage pattern described above, each player can realize that the SDGs are closely related to their own lives and furthermore, that everything is interconnected and included in the supply chain.

[0058] Next, the second usage pattern will be described with reference to the flowchart of FIG.

[0059] In preparation for using the teaching material set TS, each card group to be used and the game board 6 are placed on the table TB. In the second usage pattern, the following card groups are used: additional position card group 1bW, idea card group 2W, request card group 3W, and Me Too card group 5W. The players are positioned around the table TB so that each player can see the slide material 10a displayed on the display. Each player also has five coins 9 in advance.

[0060] The instructor uses the introductory portion of the slide material 10a corresponding to the second usage pattern to explain the purpose and objective of the game to be played (step S1). This allows each player to understand the purpose and objective in advance, and to play the game more effectively. Furthermore, when steps S2 to S5 are to be performed, the instructor can appropriately explain the progress of the game using the development portion corresponding to the second usage pattern.

[0061] Next, each player takes one additional position card 1b from the additional position card group 1bW and takes charge of that position (the position indicated by the card he or she took) (step S2). Basically, a player who took the role of "self-employed" in the game of the first usage pattern takes the role of "social entrepreneur", which is a concept obtained by adding a certain condition to "self-employed", in the game of the second usage pattern that is played next. In this way, in the second usage pattern, each player takes the role of a concept obtained by adding a certain condition to the role that he or she took in the game of the first usage pattern. However, if the players are switched between the game of the first usage pattern and the game of the second usage pattern, a player may take a different role depending on the circumstances at the time.

[0062] Also, each player may decide in advance which position they will play by discussing, etc., and then take the additional position card 1b. In order to randomly assign positions, each additional position card 1b may be turned over so that the contents are not known, and each player may take one additional position card 1b. Each player places the additional position card 1b they have taken in front of them on the table TB so that all players can see which player is in charge of which position.

[0063] In this way, in the second usage pattern, the additional position card group 1bW is used instead of the position card group 1aW. This allows each player to think of and decide on an idea from a position that takes the SDGs into consideration in step S12, which will be described later, and to learn more about the SDGs.

[0064] Next, one request card 3 is taken from the request card group 3W, and the request indicated on that card is set as the current request (step S3). The person who takes the request card 3 may be either the instructor or the player.

[0065] Next, each player executes the game plan for each phase of production, delivery, sales, consumption, and waste disposal in order (step S4). FIG. 19 is a flowchart of the flow of this game plan. The flow of the game plan is basically the same as that of the first use pattern (steps S11 to S15). However, in the case of the second use pattern, in step S12, each player, in a situation where there is a current request (a request indicated by the request card 3 taken in step S3), selects an idea card 2 on which an idea from the position of the player in charge of the current phase is written (or an idea card 2 on which an idea closest to the idea is written) from among the idea cards 2 placed on the game board 6. At this time, each player becomes a person in charge of the current position, and while considering how to satisfy the current request as much as possible, looks at each idea card 2, thinks of an idea from the position of the player, and decides on an idea card 2 on which the idea is written. In the second usage pattern, after step S15, each player selects the idea that the other players have decided on that they most empathize with from the perspective of the person in their position, and hands over coin 9 to that player (step S16).

[0066] After all phases of the game plan are completed, each player counts the number of 9 coins they have acquired (step S5). The more 9 coins they have acquired, the more positions their idea has gained in sympathy from, and the more they have been able to think about things from the perspective of the SDGs. Competing to see who can get the most 9 coins makes the game even more fun, allowing each player to learn more.

[0067] Next, the instructor summarizes the game played this time using the summary section of the slide material 10a for the second usage pattern (step S6). By showing each player the summary section of the slide material 10a while making the summary, the instructor can easily encourage each player to reflect on the results of the game played this time. When this summary is completed, the use of the teaching material set TS according to the second usage pattern is completed.

[0068] Through playing the game in the second usage pattern described above, each player can learn about new trends toward achieving the SDGs in various fields, such as ESG investment, CSV management, and work-life balance. In addition, while each player basically plays the game from a selfish perspective in the first usage pattern, by playing the game in the second usage pattern, each player can broaden their perspective from a selfish perspective and develop the ability to choose altruistic actions that take into account the interest and impact on others. Furthermore, each player can develop the ability to think about achieving the SDGs from three perspectives: environment, society, and economy.

[0069] Next, the third usage pattern will be described with reference to the flowchart of FIG.

[0070] In preparation for using the teaching material set TS, each card group to be used and the game board 6 are placed on the table TB. In the third usage pattern, the additional position card group 1bW, the idea card group 2W, and the happening card group 4W are used. In the third usage pattern, the problem-solving sheet 8 is distributed to each player in advance. The players are positioned around the table TB so that each player can see the slide material 10a displayed on the display. Each player also has five coins 9 in advance.

[0071] The instructor uses the introductory portion of the slide material 10a corresponding to the third usage pattern to explain the purpose and objective of the game to be played (step S1). This allows each player to understand the purpose and objective in advance and play the game more effectively. Furthermore, when steps S2 to S5 are to be performed, the instructor can appropriately explain the progress of the game using the development portion corresponding to the third usage pattern.

[0072] Next, each player takes one additional position card 1b from the additional position card group 1bW and takes charge of that position (the position indicated by the card they took) (step S2). This step S2 is basically the same as step S2 in the second usage pattern.

[0073] Next, one occurrence card 4 is taken from the occurrence card group 4W, and the occurrence indicated on the occurrence card 4 is set as the occurrence of this time (step S3). The person who takes the occurrence card 4 may be either the instructor or a player.

[0074] Next, each player executes the game plan for each phase of production, delivery, sales, consumption, and waste disposal in order (step S4). The flow of this game plan will be described with reference to the flowchart shown in FIG.

[0075] First, all idea cards 2 to be used in this phase are placed on the game board 6 (card placement space 61) (step S20). For example, if the current phase is "production", all 12 idea cards 2 of the "production" idea card group 2Wa are placed in the card placement space 61 of the game board 6 so that the contents written on them are visible to all players.

[0076] Next, each player considers and decides on an idea from his / her position regarding the current phase in the situation where the current happening (the happening indicated by the happening card 4 taken in step S3) occurred (step S21). At this time, each player must become the person in charge and consider and decide on an idea from that position while also taking into account the response to the occurrence of the current happening. At this time, each player may consider and decide on the idea while referring to the contents of each idea card 2 placed on the game board 6.

[0077] Next, each player writes the idea that he / she decided in step S21 in the problem-solving sheet 8 (step S22). At this time, the idea is written in the entry column corresponding to the current phase among the idea entry columns 83 to 87. Each player writes his / her current position in the position entry column 81 of the problem-solving sheet 8, and writes the type of the current incident in the incident entry column 82.

[0078] Furthermore, each player shares with the other players the reason why he or she wrote down the idea on the problem-solving sheet 8 (step S23). A specific method for this sharing may be, for example, a format in which each player discusses with each other, or a format in which each player takes turns presenting their reason.

[0079] Next, each player chooses the idea that the other players have decided on that they most empathize with from the perspective of the person in charge, and gives the coin 9 to that player (step S24). In addition, each idea card 2 of the current phase remaining on the game board 6 is collected before moving on to the game plan of the next phase.

[0080] When the above-described game plan for the "production" phase (steps S21 to S24) is completed, the same game plan for the "delivery" phase, the same game plan for the "sales" phase, the same game plan for the "consumption" phase, and the same game plan for the "waste disposal" phase are executed in sequence.

[0081] Returning to FIG. 20, when the game plans for all phases are completed, each player counts the number of coins 9 that he or she has acquired (step S5). The more coins 9 that are acquired, the more positions that one's idea has gained sympathy from, and the more one has been able to think about things from the perspective of the SDGs. Competing to see who can get the most coins 9 makes the game even more fun, allowing each player to learn more.

[0082] Next, the instructor summarizes the game played this time using the summary section of the slide material 10a corresponding to the third usage pattern (step S6). By showing each player the summary section of the slide material 10a while the instructor summarizes, it becomes easy to encourage each player to reflect on the results of the game played this time. When this summary is completed, the use of the teaching material set TS according to the third usage pattern is completed.

[0083] Through playing the game in the third usage pattern described above, each player will develop the ability to overcome unexpected happenings with their own ideas to achieve the SDGs. Each player will also develop an interest in and awareness of the events happening around the world, and the ability to accept and act. Furthermore, this will bring about behavioral changes in each player's daily decision-making and choices.

[0084] By playing the game using the first to third usage patterns described above, it is expected that each player will be able to empathize with the ideals that the SDGs aim for and become interested in supply chain management. Furthermore, it is expected that players will be able to empathize with the current situations and requests of people in different positions, develop a sense of improvement, and continue to think about issues that do not have a definite answer while cooperating with their peers. However, the usage of the Teaching Material Set TS is not limited to the above and can be customized as appropriate.

[0085] 3.Other As described above, the teaching material set TS is used in an educational game played by multiple players together, and has a card group (position card group 1aW, etc.) from which one card is selected by a player during the game, and each card in this card group is formed into the same flat shape, and different information related to the game is printed on the surface. By using such a card group, the teaching material set TS can incorporate a relatively large amount of information, such as ideas from the perspective of a supply chain, into the game content, making it possible to realize an effective educational game.

[0086] The teaching material set TS also has a flat game board 6 that is arranged so that each player can see the surface during the game, and information about the game is printed on the surface of the board. Therefore, in addition to the above-mentioned cards, a large amount of information can be included in the game content, making it possible to realize an effective educational game. The teaching material set TS also has a recording medium 10 that records slide materials 10a to be displayed on a display and shown to each player.

[0087] In addition, the game of this embodiment is executed in sequence through a step in which each player takes charge of one of the positions in the supply chain (step S2), and a decision step in which each player thinks up and decides on an idea from the position he or she is responsible for regarding one of the phases of the supply chain (steps S12 to S14, S21 to S22).The teaching material set TS has, as the card group, a position card group 1aW including a plurality of position cards 1a for each player to take in the step in which they take charge, and each position card 1a represents one of the various positions.

[0088] Therefore, by using the Position Card 1a, it is possible to clarify the position that each player is responsible for. Also, by writing an explanation of the position on the Position Card 1a, players can deepen their understanding of the position by looking at it.

[0089] The teaching material set TS further includes an additional position card group 1bW that replaces the position card group 1aW, and the additional position card group 1bW is made up of additional position cards 1b that indicate various positions, and the content of the position indicated by each additional position card 1b is the content in which a predetermined condition is added to the position indicated by each position card 1a. In particular, in this embodiment, the predetermined condition is a condition that the position is one that takes into consideration the SDGs.

[0090] Therefore, for example, after playing a game using Position Card Group 1aW, it is possible to play the game again using Additional Position Card Group 1bW. This allows each player to learn more about the SDGs. For example, when playing a game using Position Card Group 1aW, each player will act selfishly, thinking only of their own position, but when playing a game using Additional Position Card Group 1bW afterwards, by developing their Position Cards to take the SDGs into consideration, they will broaden their perspective and see things, and a change will appear in the Idea Card 2 they choose. It is expected that such changes will allow players to learn more about the SDGs.

[0091] The teaching material set TS also has an idea card group 2W including a plurality of idea cards 2 for each player to select in the decision step, and each idea card 2 indicates various kinds of ideas. Therefore, it is possible to clarify the ideas decided by each player by using the idea cards 2. In addition, by looking at the contents shown on each idea card 2, players can refer to the contents when thinking about and deciding on the ideas. Note that the contents of each idea card 2 in this embodiment are designed to be an index when thinking about specific actions that take into account the SDGs.

[0092] In addition, in the game of this embodiment, a game pattern including a decision step is executed for each of the multiple phases of the supply chain (production, delivery, sales, consumption, and waste disposal), and the idea card group 2W is provided separately for each phase. Therefore, it is possible to learn more about the SDGs by executing the game pattern for each of the multiple phases of the supply chain.

[0093] The decision-making step is executed in a situation where there is a request from outside the supply chain that affects the idea, and the teaching material set TS has a request card group 3W consisting of request cards 3 indicating various types of requests. This allows each player to think about and decide on the idea in a situation where there is a request, making it possible to learn more about the SDGs.

[0094] In this embodiment, each of the request cards 3 encourages the selection of idea cards 2 taking into consideration the third-party perspectives of education, medicine, government, and the media. Therefore, in order to fulfill requests from these perspectives in addition to the individual perspective, it is possible to create an opportunity to use imagination and empathy to think about which idea card 2 to select.

[0095] The decision step is executed in a situation where an incident that affects the idea occurs, and the teaching material set TS has an incident card group 4W consisting of incident cards 4 indicating various types of incidents. This allows each player to think about and decide on the idea in a situation where an incident occurs, making it possible to learn more about the SDGs.

[0096] The teaching material set TS also has a problem-solving sheet 8 on which each player writes in the required items, and the problem-solving sheet 8 has a position entry column 81 for writing in one's own position, an incident entry column 82 for writing in the type of incident, and idea entry columns 83 to 87 for writing in the ideas that one has decided for each phase. Therefore, each player can write in the required items so as to fill in each column of the problem-solving sheet 8, and the problem-solving sheet 8 can also be used for reviewing and learning.

[0097] In addition, the decision step (steps S12 to S14) in the first usage pattern is a step in which each player selects an idea card 2 corresponding to the idea that he or she has decided, and takes the selected idea card 2. When the same idea card 2 is selected by multiple players, the teaching material set TS has a MeToo card group 5W including multiple MeToo cards 5 for the players other than the one who takes the idea card 2 among the multiple players to take. Each MeToo card 5 describes various positions. Therefore, when there are duplicates of selected idea cards 2, it is possible to substitute the missing cards with MeToo cards 5. Furthermore, by adopting the MeToo cards 5, it is possible to more easily distinguish between players who have selected the same idea card 2.

[0098] The game board 6 also has a card arrangement space 61 for arranging all the idea cards 2 of the idea card group 2W used in the same phase, and a phase display section 62 that displays a number of different phases (production, delivery, sales, consumption, and waste disposal). This allows each player to easily arrange all of the idea cards 2 of the same phase without missing any, and to more accurately recognize each phase.

[0099] The slide material 10a also includes an introductory section to be shown to each player before the game is played, a development section to be shown to each player during the game, and a summary section to be shown to each player after the game is played.

[0100] The teaching material set according to the present invention can be configured to play various types of educational games. For example, if the teaching material set has a game board with many squares for playing Sugoroku, a dice, pieces representing each player, and a group of cards, it can play an educational game that utilizes the gameplay of Sugoroku (moving pieces forward by the number of dots rolled on the dice). In this case, the group of cards can be used such that a card is drawn by a player who stops on a specific square, and if some instruction is written on the card, the player follows the instruction.

[0101] Furthermore, the educational content provided using the teaching materials set of the present invention is not limited to the educational content in this embodiment (education to deepen understanding of the supply chain, think about the SDGs from a broader perspective, and encourage action on the SDGs), but can be a variety of educational content.

[0102] Although the embodiment of the present invention has been described above, the configuration of the present invention is not limited to the above embodiment, and various modifications can be made within the scope of the gist of the invention. In other words, the above embodiment should be considered to be illustrative in all respects and not restrictive. The technical scope of the present invention is indicated by the scope of the utility model registration claims, not the description of the above embodiment, and should be understood to include all modifications that fall within the meaning and scope equivalent to the scope of the utility model registration claims. [Industrial Applicability]

[0103] The present invention can be used in teaching materials sets for use in educational games. [Explanation of symbols]

[0104] 1a Position Card 1aW Position Card Group 1b Additional Position Card 1bW Additional Position Cards 2. Idea Cards 2W Idea Cards 3. Request Cards 3W Request Cards 4 Happening Cards 4W Happening Cards 5. MeToo Cards 5W MeToo Cards 6 Game Board 61 Card placement space 62 Phase display 7. Idea Selection Sheet 71 Card placement space 71a Numbering column 71b Reason entry field 8. Problem-solving sheet 81 Position entry field 82 Happenings entry column 83~87 Idea entry section 9 Coins 10 Slide recording media 10a Slides TS Teaching Material Set

Claims

1. A teaching material set for use in an educational game played by multiple players, comprising: a group of cards from which any one of the cards is selected by a player during execution of the game; The teaching material set is characterized in that each card in the card group is formed into a flat plate of the same shape and has different information related to the game printed on its surface.

2. a flat game board arranged so that each player can see the surface of the game while the game is being played; 2. The teaching material set according to claim 1, wherein information relating to the game is printed on the surface.

3. 3. The teaching material set according to claim 2, further comprising a recording medium on which is recorded materials to be displayed on a display and shown to each player.

4. The game is Each player is responsible for one of the supply chain steps. A decision step in which each player considers and decides on an idea from the standpoint of the player in charge regarding any phase of the supply chain, the card group includes a position card group including a plurality of position cards to be taken by each player in the taking step; 3. The teaching material set according to claim 2, wherein each position card indicates a different type of said position.

5. Further comprising a group of additional position cards to substitute for the group of position cards; The additional position card group is made up of additional position cards each showing one of the positions, 5. The teaching material set according to claim 4, wherein the content of the position indicated by each additional position card is a content in which a predetermined condition is added to the position indicated by each position card.

6. The teaching material set according to claim 5, characterized in that the specified condition is a condition of taking into consideration the SDGs.

7. a group of idea cards including a plurality of idea cards for each player to select in the determining step; 5. The teaching material set according to claim 4, wherein each idea card represents a different type of said idea.

8. In the game, a game pattern including the determination step is executed for each of a plurality of types of the phases, 8. The teaching material set according to claim 7, wherein the idea cards are provided separately for each of the phases.

9. The determining step is performed in the context of a desire to influence the idea from a position external to the supply chain, 9. The teaching material set according to claim 7, further comprising a request card group consisting of request cards each indicating one of the various requests.

10. The determining step is performed in a situation where an occurrence that affects the idea occurs, 7. The teaching material set according to claim 4, further comprising a group of occurrence cards each showing one of the occurrences.

11. In the game, a game pattern including the determination step is executed for each of a plurality of types of the phases, Each of the players has a problem-solving sheet on which to fill in prescribed information; The problem-solving sheet is: The teaching material set according to claim 10, characterized in that it has a position entry column for entering one's position, an occurrence entry column for entering the type of the occurrence, and an idea entry column for entering the idea decided by the oneself, which is provided for each phase.

12. The determination step is a step in which each player selects an idea card corresponding to the idea determined by the player and takes the selected idea card, a MeToo card group including a plurality of MeToo cards to be taken by a person other than the player who takes the idea card among the plurality of players when the same idea card is selected by a plurality of players; 9. The teaching material set according to claim 7 or 8, wherein each MeToo card describes one of the various positions.

13. The game board comprises: The teaching material set according to claim 8, characterized in that it has a card arrangement space for arranging all cards of the idea cards used in the same phase side by side, and a phase display section that displays the multiple phases.

14. 4. The teaching material set according to claim 3, wherein the materials include a portion to be shown to each player before the game is played, a portion to be shown to each player while the game is being played, and a portion to be shown to each player after the game is played.

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