Kana character learning materials

Abstract

To provide a learning material for kana characters that enables kana characters to be easily learned. [Solution] The kana character learning material 1 for learning kana characters for each of a plurality of categories based on the morphological characteristics of the strokes that make up the kana characters includes a learning page 1a for each of the categories. A learning page 1a for a first category is followed by a learning page 1a for a second category.

Description

[Technical Field]

[0001] This invention relates to teaching materials for learning kana characters such as hiragana. [Background technology]

[0002] Various teaching materials for learning kana characters have been proposed in the past. For example, Patent Document 1 discloses a learning device that has a plurality of pieces on which katakana characters are printed, and generates a melody when the pieces are arranged in alphabetical order. This learning device allows users to correctly learn kana characters based on the alphabetical order. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Publication No. 8-123311 Summary of the Invention [Problem to be solved by the invention]

[0004] A phonetic arrangement such as the Japanese alphabet is generally effective for learning characters. However, depending on the learner's cognitive characteristics, learning methods based on such phonetic arrangements may not be effective enough.

[0005] The present invention was made in consideration of the above circumstances, and its main purpose is to provide learning materials for kana characters that can provide sufficient learning results by being based on the morphological characteristics of the strokes that make up kana characters. [Means for solving the problem]

[0006] In order to solve the above-mentioned problems, one embodiment of the kana character learning material of the present invention is a kana character learning material for learning kana characters in multiple categories based on the morphological characteristics of the strokes that make up the kana characters, and includes a learning page for each category, with the learning page for the first category being placed after the learning page for the second category.

[0007] In the above aspect, the kana characters may be hiragana, the category may include a group of hiragana characters containing two horizontal strokes, and learning pages provided for other categories may be arranged after the learning page provided for the group of hiragana characters containing two horizontal strokes.

[0008] In addition, in the above aspect, the category may include a group of hiragana characters that include diagonal strokes, and the learning page provided for the group of hiragana characters that include the diagonal strokes may be arranged after the learning page provided for the group of hiragana characters that include the two horizontal strokes.

[0009] In addition, in the above aspect, the kana characters may be katakana characters, the category may include a group of katakana characters that includes only horizontal and / or vertical strokes, and the learning pages provided for other categories may be arranged after the learning page provided for the group of katakana characters that includes only horizontal and / or vertical strokes.

[0010] In addition, in the above aspect, the category may include a group of katakana characters that include diagonal strokes, and a learning page provided for a group of katakana characters that include diagonal strokes may be arranged after a learning page provided for a group of katakana characters that include only horizontal and / or vertical strokes.

[0011] In the above aspect, each of the learning pages may display a plurality of tracing examples of learning target characters belonging to each category in a manner that the colors become lighter in one direction.

[0012] In the above aspect, the device may further include a learning page for learning the strokes that make up kana characters. [Effects of the Invention]

[0013] According to this invention, even learners who have difficulty learning kana characters in a phonetic arrangement such as the 50-sound order can easily learn kana characters. [Brief explanation of the drawings]

[0014] [Figure 1] FIG. 1 is a diagram showing the structure of learning materials according to the first embodiment. [Figure 2] FIG. 1 is a diagram showing a hiragana category table in which hiragana categories used in the learning materials of the first embodiment are organized. [Figure 3] FIG. 2 is a diagram showing an example of a study page included in the study material according to the first embodiment. [Figure 4] FIG. 2 is a diagram showing an example of a study page included in the study material according to the first embodiment. [Figure 5] FIG. 10 is a diagram showing the structure of learning materials according to the second embodiment. [Figure 6] FIG. 10 is a diagram showing a katakana category table in which katakana categories used in the learning materials of the second embodiment are organized. [Figure 7] FIG. 10 is a diagram showing an example of a study page included in the study material according to the second embodiment. [Figure 8] FIG. 10 is a diagram showing an example of a study page included in the study material according to the second embodiment. [Figure 9] FIG. 10 is a diagram showing a configuration of a modified example of a study page included in study materials. DETAILED DESCRIPTION OF THE INVENTION

[0015] The following describes preferred embodiments of the present invention with reference to the drawings. Note that the following embodiments are merely examples of devices that embody the technical concept of the present invention, and the technical concept of the present invention is not limited to the following. Various modifications can be made to the technical concept of the present invention within the technical scope described in the utility model claims.

[0016] (Embodiment 1) The learning material of the first embodiment is for learning hiragana based on categories (hereinafter referred to as "hiragana categories") according to the morphological characteristics of the strokes that make up the hiragana. FIG. 1 is a diagram showing the configuration of the learning material. As shown in FIG. 1, the learning material 1 includes a plurality of learning pages 1a. Each learning page 1a is made up of a paper medium.

[0017] A study page 1a is provided for each hiragana category, and a study page 1a for a particular hiragana category is placed after a study page 1a for another hiragana category. For example, if there are three hiragana categories, a study page 1a for the first hiragana category is placed after a study page 1a for the second hiragana category, and then a study page 1a for the third hiragana category is placed after that.

[0018] First, the hiragana categories will be described in detail with reference to Figure 2. Figure 2 is a diagram showing a hiragana category table that organizes the hiragana categories used in the learning materials of embodiment 1. As shown in Figure 2, this hiragana category table shows 15 hiragana categories (such as "horizontal lines (2 lines)") in association with the hiragana characters included in each hiragana category (such as "ko", "ni", "ho", "ma", and "mo").

[0019] Each hiragana category is constructed based on the morphological characteristics of the strokes that make up the hiragana. For example, "horizontal lines (two)" (corresponding to "hiragana group containing two horizontal strokes") is a category to which hiragana containing two horizontal strokes belong. Also, "diagonal (from upper right to lower left)" is a category to which hiragana containing a diagonal stroke that extends from upper right to lower left belongs, and "diagonal (from upper left to lower right)" is a category to which hiragana containing a diagonal stroke that extends from upper left to lower right belongs. Note that "diagonal (from upper right to lower left)" and "diagonal (from upper left to lower right)" correspond to "hiragana group containing diagonal strokes."

[0020] In this embodiment, the learning page 1a for the hiragana category located at the top of the hiragana category table is placed first, followed by the learning pages 1a for the other hiragana categories in order from top to bottom of the table. For a hiragana category containing multiple hiragana characters, learning pages 1a for learning those hiragana characters are provided consecutively.

[0021] The hiragana category table shown in Figure 2 is merely an example, and the number and names of the categories, as well as the combination of hiragana characters to belong to each category, can be changed as appropriate depending on the learner's age and learning objectives. For example, two hiragana categories can be combined, or one hiragana category can be divided into multiple categories.

[0022] The order of the hiragana category table shown in Figure 2 is an example that was set with a focus on the simplicity of morphological features, and it is not necessary to follow this order. For example, depending on the learner's level of proficiency, a specific hiragana category may be placed first, or learning pages 1a corresponding to hiragana categories that have already been learned may be rearranged for review purposes.

[0023] In the learning material 1 of this embodiment configured as described above, at the beginning, a series of learning pages 1a are provided for learning the hiragana characters "ko," "ni," "ho," "ma," and "mo," which belong to the hiragana category "horizontal lines (two lines)" located at the top of the hiragana category table. Next, a series of learning pages 1a are provided for learning the hiragana characters "ka" and "ta," which belong to the hiragana category "diagonal (from upper right to lower left)." The same process continues, and finally, a learning page 1a is provided for learning "he," which belongs to the hiragana category "other."

[0024] In the above hiragana category table, the hiragana categories at the top are those with relatively simple morphological characteristics, while those at the bottom are those with relatively complex morphological characteristics. Therefore, by learning hiragana in this order of hiragana categories, learners can easily master each hiragana.

[0025] Next, details of the study page 1a will be described. Figures 3 and 4 are diagrams showing an example of the study page 1a included in the study material 1 of the first embodiment. Figures 3 and 4 show an example of a study page 1a for studying "tsu" which belongs to the hiragana category "tsu no katagai ga aru." Similar study pages 1a are also provided for hiragana characters other than "tsu."

[0026] As shown in Figure 3, the study page 1a has a model frame 11 in which a model of the hiragana to be studied is displayed, first practice frames 12, 13, 14 and a second practice frame 15 for entering the hiragana, and a learned entry frame 16 for entering information indicating that the hiragana has been learned.

[0027] Each of the first practice frames 12, 13, and 14 is made up of a pair of practice frames arranged side by side, and these pairs of practice frames are arranged from top to bottom in the order of first practice frames 12, 13, and 14. A model for tracing the hiragana character to be learned is displayed in each of the first practice frames 12, 13, and 14. The model for tracing is displayed in a lighter color from first practice frame 12 to first practice frame 14, i.e., from top to bottom. This means that the difficulty of tracing increases from top to bottom, and a high learning effect can be expected.

[0028] The second practice frame 15 is left blank. After tracing the hiragana characters in each of the first practice frames 12, 13, and 14, the learner completes their study on this study page 1a by writing the hiragana characters in the second practice frame 15. After that, the learner marks the completed study frame 16 with a specific mark (circle, check mark, etc.) or affixes a specific sticker to indicate that they have completed their study.

[0029] Next to the study page 1a shown in Fig. 3, a study page 1a shown in Fig. 4 is arranged. As shown in Fig. 4, this study page 1a has a model frame 21 in which a model of the hiragana to be learned is displayed, first practice frames 22, 23, 24 and second practice frame 25 in which the hiragana to be learned is to be entered, and a learned entry frame 26 in which information indicating that the hiragana has been learned is to be entered.

[0030] The first practice frames 22, 23, and 24 are arranged sequentially from top to bottom. Each of the first practice frames 22, 23, and 24 displays a word containing the hiragana character to be learned. Here, the hiragana character to be learned serves as a model for tracing, and as in the example shown in FIG. 3, the hiragana characters to be learned are displayed in a lighter color from the first practice frame 22 to the first practice frame 24, i.e., from top to bottom. In addition, an illustration representing each word is displayed to the left of each of the first practice frames 22, 23, and 24.

[0031] Below each of the first practice frames 22, 23, and 24, a short sentence containing each word is displayed (e.g., "The moon appeared"). By referring to this short sentence, learners can train their visual perception and study sentences in addition to practicing writing characters.

[0032] The second practice frame 25 is left blank. After tracing the hiragana characters in each of the first practice frames 22, 23, and 24, the learner completes their study on this study page 1a by writing the hiragana characters in the second practice frame 25. After that, the learner marks the completed study frame 26 or affixes a specific sticker to indicate that they have completed their study.

[0033] The learning material 1 configured as described above allows students to learn hiragana characters in order according to the morphological characteristics of the strokes that make up the characters, rather than following a phonetic arrangement such as the 50-character alphabet order. Therefore, even students who have difficulty learning kana characters using a learning method based on phonetic arrangement can achieve a sufficient learning effect.

[0034] (Embodiment 2) The learning materials of the second embodiment are for learning katakana based on categories (hereinafter referred to as "katakana categories") according to the morphological characteristics of the strokes that make up the katakana. Figure 5 is a diagram showing the configuration of the learning materials. As shown in Figure 5, the learning materials 2 include a plurality of learning pages 2a. Each learning page 2a is composed of a paper medium.

[0035] A study page 2a is provided for each katakana category, and as in embodiment 1, a study page 2a provided for a particular katakana category is placed after a study page 2a provided for other katakana categories.

[0036] The above katakana categories will be described in detail below with reference to Fig. 6. Fig. 6 is a diagram showing a katakana category table that organizes the katakana categories used in the learning materials of embodiment 2. As shown in Fig. 6, this katakana category table shows 10 katakana categories (such as "straight lines (vertical and horizontal only)") in association with the katakana characters included in each katakana category (such as "e", "ko", "ni", "yo", and "ro").

[0037] Each katakana category is constructed based on the morphological characteristics of the strokes that make up the katakana. For example, "straight lines (vertical or horizontal only)" (corresponding to "katakana groups containing only horizontal and / or vertical strokes") is a category to which katakana containing only horizontal and / or vertical strokes belong. Also, "diagonal lines only," "stroke from top to bottom (with the shape of ノ)," and "stroke from bottom to top" are categories to which katakana containing only diagonal strokes, katakana containing diagonal strokes that extend from top to bottom, and katakana containing diagonal strokes that extend from bottom to top belong, respectively. Note that "diagonal lines only," "stroke from top to bottom (with the shape of ノ)," and "stroke from bottom to top" correspond to "katakana groups containing diagonal strokes."

[0038] In this embodiment, the study page 2a for the katakana category located at the top of the katakana category table is placed first, followed by the study pages 2a for the other katakana categories in order from top to bottom of the table. For a katakana category containing multiple katakana characters, study pages 2a for learning those katakana characters are provided consecutively.

[0039] In the learning materials 2 of this embodiment configured as described above, a series of learning pages 2a are provided at the beginning for learning the katakana characters "e," "ko," "ni," "yo," and "ro," which belong to the katakana category "straight lines (vertical and horizontal only)" located at the top of the katakana category table. Next, a series of learning pages 2a are provided for learning the katakana characters "ki" and "mi," which belong to the katakana category "diagonal lines only." This is followed by a similar sequence, with the final learning pages 2a being provided for learning "he" and "yu," which belong to the katakana category "other."

[0040] In the above katakana category table, the katakana categories at the top are those with relatively simple morphological characteristics, while those at the bottom are those with relatively complex morphological characteristics. Therefore, by learning katakana in this order of katakana categories, learners can effortlessly master each katakana.

[0041] The katakana category table shown in Figure 6 is an example, and the number of categories, names, and combinations of katakana characters to belong to each category can be changed as appropriate. For example, the number of categories for katakana characters that include slanted strokes can be increased or decreased, or katakana characters classified as "other" can be reassigned to a different category.

[0042] The order of the katakana categories in the table shown in Figure 6 is also an example, and it is not necessary to follow this order. For example, to correspond to the learning order of hiragana, a specific katakana category may be placed at the beginning, or teaching materials may be created that extract only specific categories.

[0043] Next, the details of the study page 2a will be described. Figures 7 and 8 are diagrams showing an example of a study page 2a included in the study material 2 of embodiment 2. Figures 7 and 8 show an example of a study page 2a for studying "ni" which belongs to the katakana category "straight lines (vertical and horizontal only)." Note that similar study pages 2a are also provided for katakana characters other than "ni."

[0044] 7, study page 2a is provided with model box 41 in which a model of the katakana to be studied is displayed, first practice boxes 42, 43, 44 and second practice box 45 for entering the katakana, and learned entry box 46 for entering information indicating that the katakana has been studied. Each of these boxes is the same as in the first embodiment, and therefore detailed description thereof will be omitted.

[0045] Next to the study page 2a shown in Fig. 7, a study page 2a shown in Fig. 8 is placed. As shown in Fig. 8, this study page 2a is provided with a model frame 51 displaying a model of the katakana to be studied, first practice frames 52, 53, 54 and second practice frame 55 for entering the katakana, and a studied entry frame 56 for entering information indicating that the katakana has been studied. Each of these frames and the illustrations and short sentences attached to each frame are the same as those in the first embodiment, and therefore detailed description thereof will be omitted.

[0046] In the case of learning materials 2 configured as described above, it is possible to learn katakana characters sequentially according to the morphological characteristics of the strokes that make up the characters, just as in the case of embodiment 1. Therefore, even learners who have difficulty mastering kana characters using a learning method based on phonetic arrangement can achieve a sufficient learning effect.

[0047] (Other embodiments) In the learning pages 1a and 2a of the learning materials 1 and 2 of the above-described embodiments, the tracing examples are displayed in a lighter color from top to bottom, but the present invention is not limited to this as long as the tracing examples are displayed in a lighter color in one direction. For example, the tracing examples may be displayed in a lighter color from left to right.

[0048] Furthermore, in the learning materials of the above-described embodiments, the learning pages are configured as sheets printed on paper media, but the present invention is not limited to this and may be configured as electronic pages displayed on a display device such as a tablet terminal or an electronic whiteboard, in which case the learner can write using a stylus pen or their finger.

[0049] Furthermore, the learning materials in each of the above-described embodiments are in the form of a booklet made up of multiple learning pages bound together, but each learning page may also be provided as a separate sheet that can be bound into a file.

[0050] Furthermore, while the learning materials of the above-described embodiments are intended for learning kana characters character by character, learning pages may be added that enable learning of kana characters stroke by stroke. Figure 9 shows an example of such a learning page. This learning page is intended for learning vertical strokes that extend vertically among the strokes that make up kana characters.

[0051] 9, this learning page has a first practice column 61 and a second practice column 62 for entering the strokes to be learned, and a learned entry box 63 for entering information indicating that learning has been completed. Here, the learned entry box 63 is the same as the learned entry box in each of the above-mentioned embodiments, and therefore a description thereof will be omitted.

[0052] In the first practice section 61, three model strokes to be learned are displayed horizontally for tracing. Each model has a specific illustration (a tomato illustration in the example shown in FIG. 9) attached to both ends. The learner can practice writing the stroke by drawing a line connecting the illustrations at both ends of each model.

[0053] The tracing model displayed in the first practice column 61 is displayed in a lighter color from left to right, which increases the difficulty of tracing from left to right, and is expected to be highly effective in learning.

[0054] In the second practice column 62, like the first practice column 61, three model strokes to trace of the target stroke are displayed horizontally, and the length of each model is longer than in the first practice column 61. This makes it more difficult to draw the lines connecting the illustrations at both ends of each model than in the first practice column 61, making it possible to gradually master the target stroke.

[0055] At the right end of the first practice section 61 and the second practice section 62, there are no traceable models, only two illustrations. The most difficult part is drawing a line connecting these illustrations. By performing this exercise, the learner completes the study of the stroke.

[0056] These stroke learning pages may be configured as separate learning materials from the learning pages for each kana character, or may be inserted before or after the learning pages for a specific kana character. For example, by placing a learning page for vertical strokes before learning a kana character that contains many vertical strokes, the learning effect for that kana character can be further improved.

[0057] While the above example shows a learning page for learning vertical strokes, learning pages for learning other strokes (horizontal strokes, diagonal strokes, dotted strokes, curved strokes, etc.) are also provided. This allows students to learn all the strokes that make up kana characters. [Explanation of symbols]

[0058] 1,2 Learning materials 1a,2a Study Page 11,21 Model frame 12,13,14,22,23,24,42,43,44,52,53,54 1st practice slot 15, 25, 45, 55 2nd practice slot 16, 26, 46, 56 Learned entry boxes 61 1st practice column 62 2nd practice column 63 Learned entry box

Claims

1. A learning material for kana characters for learning kana characters for each of a plurality of categories based on the morphological characteristics of the strokes that make up the kana characters, A learning page is provided for each of the categories, A learning page for the second category is arranged after a learning page for the first category. Materials for learning kana characters.

2. the kana characters are hiragana, The category includes a group of hiragana characters containing two horizontal strokes, After the learning page for the hiragana group including two horizontal strokes, learning pages for other categories are arranged. The kana character learning material according to claim 1.

3. The category includes a group of hiragana characters that include slanted strokes, a learning page for the hiragana group including the diagonal strokes is arranged after a learning page for the hiragana group including the two horizontal strokes; The kana character learning material according to claim 2.

4. the kana characters are katakana characters, the categories include katakana groups containing only horizontal and / or vertical strokes, The study pages for the katakana group including only horizontal and / or vertical strokes are followed by study pages for other categories. The kana character learning material according to claim 1.

5. The category includes a group of katakana characters that include slant strokes; a learning page for a group of katakana characters including only horizontal and / or vertical strokes is placed after a learning page for a group of katakana characters including only diagonal strokes; The kana character learning material according to claim 4.

6. On each of the learning pages, a plurality of tracing examples of learning target characters belonging to each category are displayed in a manner that the color of the tracing examples becomes lighter in one direction.

6. A learning material for kana characters according to any one of claims 1 to 5.

7. Further comprising a learning page for learning the strokes that make up kana characters; 6. A learning material for kana characters according to any one of claims 1 to 5.

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