Flashcards

Abstract

Provide flashcards. The flashcard (1) has a question and answer section for writing the question and an answer section for writing the answer, and the question and answer sections are connected by a boundary line so that the question and answer can be seen, and the card is folded in half at the boundary line. This allows the learner (6) and the learning instructor (8) to memorize while communicating face-to-face, something that was previously difficult to do.

Description

[Technical Field]

[0001] This invention relates to cards for learning words and sentences, and more particularly to flashcards for language learning that can stand on their own on a desk or similar. [Background technology]

[0002] In the past, vocabulary cards with questions on one side and answers on the other have been widely used in language learning. These cards are memorized by manually flipping through them one by one.

[0003] In the prior art, as shown in the prior art document "Utility Model Registration No. 3129378," there is a technique in which multiple cards are fastened together with a ring, and by sliding the cards, it is possible to easily separate items that have been memorized from those that have not, thereby increasing the efficiency of memorization. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Utility Model Registration No. 3129378 Summary of the Invention [Problem to be solved by the invention]

[0005] Conventional flashcards are generally closed with a ring, and when used with a ring, it is not possible to get a bird's-eye view of multiple flashcards at once.

[0006] If you remove traditional flashcards from the rings and line them up on a desk, you can get a bird's-eye view of the multiple flashcards, but it's difficult to see the characters unless you look down on them from above.

[0007] Conventional flashcards are made up of flat surfaces, so if they are placed at a higher eye level than the learner, they become invisible and cannot be used.

[0008] When conventional flashcards are used on a desk, the learner and the instructor can see the front side, but neither can see the back side.

[0009] The present invention was made in consideration of the problems of the prior art as described above. That is, the flashcards of the present invention solve the problem of "memorizing while communicating face-to-face between the learner and the learning instructor," which was difficult with conventional flashcards. [Means for solving the problem]

[0010] The flashcard for writing questions and answers has a question writing section for writing questions and an answer writing section for writing answers, and the question writing section and the answer writing section are configured to be continuous via a boundary line so that the questions and the answers can be seen, and is mountain-folded at the boundary line.

[0011] The problem entry section and / or the answer entry section are characterized by having an identification section for identifying the problem according to its nature. [Effects of the Invention]

[0012] The flashcards of this invention are self-standing, so the side with the letters written on it is directly in front of the learner or instructor, making it easy to recognize the letters.

[0013] The flashcards of this invention are self-standing and can be placed on a desk or other surface at the same time, allowing you to get an overview of multiple items to be memorized at once.

[0014] The flashcards of this invention are self-supporting and can be placed on a shelf or other location higher than the learner's eye level, increasing the opportunities for the learner to see the items to be memorized in their daily lives.

[0015] The flashcards of this invention can be made to stand on their own, so that the learner can only see the question section, but the instructor can see the answer section. This allows the learner and instructor to communicate face-to-face while memorizing. [Brief explanation of the drawings]

[0016] [Figure 1] 1 is a development view of a flashcard according to a first embodiment of the present invention; [Figure 2] 1 is a perspective view showing a state in which a flashcard according to the present invention in Example 1 is folded in half along the boundary line and allowed to stand on its own. FIG. [Figure 3] 1 is a perspective view showing a state in which a learner is using a plurality of flashcards according to the present invention in Example 1. FIG. [Figure 4] 1 is a perspective view showing a state in which a flashcard according to the present invention in Example 1 is placed in a high place such as a shelf and used; FIG. [Figure 5] 1 is a perspective view showing a state in which a learner and a learning instructor are using a plurality of flashcards according to the present invention in Example 1. FIG. [Figure 6] FIG. 10 is a perspective view showing a state in which a flashcard according to the present invention in a second embodiment is folded in half along the boundary line and allowed to stand on its own. DETAILED DESCRIPTION OF THE INVENTION

[0017] 1 to 5 show a flashcard according to a first embodiment of the present invention, and Fig. 6 shows a flashcard according to a second embodiment of the present invention.

[0018] Example 1 In Figure 1, 1 shows the flashcard of the present invention, and Figure 1 is a development view of the flashcard 1 of the present invention. In Figure 1, 2 shows the question area, 3 shows the answer area, and 4 shows the boundary line in the center of the card.

[0019] FIG. 2 is a perspective view of the case where the question writing section 2 is placed facing forward in a state where the case is folded along the boundary line 4 in FIG. 1 and stands on its own.

[0020] 3 is a perspective view showing a state in which a learner 6 is using a plurality of flashcards 1 placed on a desk 5. 5 indicates the desk, and 6 indicates the learner.

[0021] As shown in Figure 3, learner 6 can more easily recognize the characters on flashcard 1 than on conventional flashcards because flashcard 1 is self-standing, and can more easily get an overview of multiple cards.

[0022] 4, reference numeral 7 denotes a shelf, which is a perspective view showing a state in which the shelf is used at a position higher than the eye level of the learner 6.

[0023] As shown in Figure 4, the learner 6 can see the flashcard 1 even if it is placed above eye level because the flashcard 1 is freestanding. Therefore, it can be placed in a place other than a desk.

[0024] 5, reference numeral 8 denotes an instructor, and this is a perspective view showing a state in which a plurality of flashcards 1 are arranged on a desk 5, with a student 6 looking at the question entry section 2 and an instructor 8 looking at the answer entry section 3.

[0025] As shown in Figure 5, the learner 6 can only see the question section 2. The instructor 8 can only see the answer section 3. When the learner 6 declares that he or she does not understand something, the instructor 8 can provide hints to lead the learner to the correct answer, allowing for mutual communication between the two.

[0026] By carrying out the above communication, the learner 6 can gain experience in connecting questions with answers, and this experience can lead to efficient memorization.

[0027] Example 2 FIG. 6 shows an example of use in which the rote card 1 is provided with an identification part 9 that distinguishes it from other cards.

[0028] FIG. 6(a) shows a problem description section 2 with a three-line identification section 9 at the end, which can be identified as being of higher importance (problem nature) than a two-line identification section.

[0029] In FIG. 6(b), the color of the entire surface of the question writing section 2 and the answer writing section 3 is changed depending on the importance, and the entire question writing section 2 and the answer writing section 3 constitute the identification section 9.

[0030] As shown in FIGS. 6(a) and 6(b), by providing a recognition section 9 on flashcards 1, flashcards 1 can be used by dividing them into subjects or by importance according to the purpose of learner 6. The form of the recognition unit 9 shown in FIG. 6 is an example, and the form is not limited to this. [Explanation of symbols]

[0031] 1 Flashcards 2. Question section 3 Answer section 4. Boundary 5 desk 6. Learners 7 shelves 8. Learning Instructors 9 Identification section

Claims

1. The memory card on which questions and answers are written has a problem writing section for writing the questions and an answer writing section for writing the answers, and the problem writing section and the answer writing section are configured continuously via a boundary line so that the questions and the answers can be seen, and the memory card is mountain-folded at the boundary line.

2. 2. The flashcard according to claim 1, wherein both or either of the question entry section and the answer entry section has an identification section for identifying the question according to the nature of the question.

Images