Sex education materials

Abstract

This material provides sex education teaching materials that enable effective instruction by encouraging learners to actively engage with the tasks. [Solution] The teaching material set 2 includes a group of 200 interaction stages and relationship cards. The interaction stages and relationship card group 200 consists of interaction stage cards and relationship cards. The interaction stage cards consist of orange individual cards 211, etc., depicting various levels of intimacy in person-to-person interactions. The relationship cards consist of green individual cards 221, etc., depicting various human relationships. Each individual card contains explanatory text and illustrations corresponding to the themes that children will discuss.

Description

Technical Field

[0001] The present invention aims to provide a teaching material for sex education that can effectively promote learning guidance.

Background Art

[0002] Conventionally, various teaching materials for guiding learning have been proposed. Patent Document 1 is an example of a teaching material used for comprehensive learning time.

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] As teaching materials for sex education, those assuming that learners will actively engage in problem-solving, such as discussions and group work, are few. There is a need for appropriate teaching materials produced to effectively promote learning guidance.

[0005] The object of the present invention is to provide a teaching material for sex education that can effectively promote learning guidance by having learners actively engage in problems.

Means for Solving the Problems

[0006] The teaching material for sex education of the present invention includes a plurality of cards on which explanatory texts corresponding to the themes for participants to discuss are described for each category, and the plurality of cards are color-coded according to the categories.

[0007] According to this invention, explanatory texts corresponding to the theme are provided for each category and are color-coded. Therefore, it is easy to encourage discussion among participants while using the cards according to the category. Consequently, it is possible to enable learners to actively engage with the tasks, resulting in teaching materials that can effectively advance sex education instruction.

[0008] Furthermore, in this invention, it is preferable to include illustrations corresponding to the theme. This makes the content of the theme easier to understand through the illustrations.

[0009] Furthermore, in this invention, it is preferable that the illustration is printed on one side of the card and the explanatory text is printed on the other side. This makes it possible to first show the side with the illustration to the participant to evoke an image, and then show the side with the explanatory text to the participant to encourage discussion.

[0010] Furthermore, in this invention, it is preferable that the classification includes a first category relating to the actions of people and a second category relating to the relationships between people. This makes it easier to teach participants about the correspondence between the actions of people and the relationships between people by presenting them with cards that correspond to the first category and cards that correspond to the second category in association with each other.

[0011] Furthermore, in this invention, it is preferable that the themes belonging to the first category are set for each of the multiple stages of behavior corresponding to the depth of the relationship between people, and that the themes belonging to the second category are set for each of the multiple stages of behavior corresponding to the depth of the relationship between people. This makes it possible to provide guidance while relating the depth of the relationship between people to the stages of behavior. [Brief explanation of the drawing]

[0012] [Figure 1] This figure shows the front and back of an individual card, which is a social studies card and a thinking card, from the SH card group of a teaching material set, which is one embodiment of the present invention. [Figure 2] This diagram shows the page number for the individual card in Figure 1 of the facilitator's manual. [Figure 3] This diagram shows the front and back of individual cards from the SH card group, which are both body cards and knowledge cards. [Figure 4] Figures 1-3 are flowcharts showing how to use the teaching materials set. [Figure 5] This figure shows an individual card from the Interaction Stage & Relationship Card set, which is another embodiment of the present invention. [Figure 6] This diagram shows individual relationship cards from the Interaction Stages & Relationship Cards set. [Figure 7] Figures 5 and 6 show how to use the teaching materials set. (a), (b), and (c) show how to arrange the individual interaction stage cards. (d) shows how to arrange the individual interaction stage cards in a row, followed by the individual relationship cards corresponding to that interaction. [Modes for carrying out the invention]

[0013] [First Embodiment] Hereinafter, a teaching material set 1 according to the first embodiment of the present invention will be described with reference to Figures 1 to 4. Teaching material set 1 is a teaching material for sex education. Teaching material set 1 is designed as a teaching material that allows children to learn the ability to think about their own thoughts and the thoughts of others (thinking ability), the ability to judge appropriate actions (judgment ability), and the ability to express what they have thought and judged (expression ability) through discussions and learning with each other.

[0014] Teaching material set 1 includes 100 SH (Sexual Health) cards and a 150-page facilitator's manual. The 100 SH cards consist of 44 individual cards, each containing a descriptive text indicating a topic for children to discuss, categorized by type. The role of each individual card is to inform the children of the discussion topic. The front of each card features an illustration corresponding to the topic, and the back contains a descriptive text corresponding to that topic.

[0015] The individual cards are categorized by the type of learning related to the discussion topic and the specific content of the discussion topic, so that they can be used according to the learning objectives. The classification of learning types is done by color. The individual cards are divided into core learning cards: orange "Future" cards, green "Body" cards, blue "Mind" cards, red "Society" cards, and pink "Life" cards, as well as multi-colored "Break Cards" that serve to create a relaxed atmosphere.

[0016] The specific content of the themes is categorized into two types: "Thinking" and "Knowledge." The Thinking cards are for learning about the diversity of ways of thinking and values. The Knowledge cards are for reviewing and learning about knowledge related to sexuality.

[0017] For example, Figure 1 shows individual cards 110 for discussing the theme "Think about the potential dangers of uploading your photos and videos to social media, and think about how to use social media appropriately." Individual card 110 is classified as a "social studies" card in terms of learning type, and as a "thinking" card in terms of the specific content of the theme. The front side 111 of individual card 110 has the classification indicator "Thinking" C1 in the upper right corner. The front side 111 also has an illustration IM1 that depicts the situation of posting a photo of oneself. The back side 112 of individual card 110 has the explanatory text S1, "Is it okay to post that photo?"

[0018] Figure 3 shows an individual card 120 where the classification of the type of learning is a body card and the classification of the specific content of the theme is a knowledge card. On the front surface 121 of the card, a classification display C2 of "knowledge" is described in the upper right corner. On the front surface 121, an illustration IM2 showing a human, a line of sight directed at the human, and a cross mark on the hand is described. On the back surface 122 of the individual card 120, a text S2 of "Where is the private zone in the body?" is described as an explanatory text.

[0019] The facilitator's manual 150 includes pages showing explanations for each individual card so that an appropriate individual card can be selected according to the class content and purpose, and appropriate guidance based on the individual card becomes possible.

[0020] For example, the explanatory page 151 shown in Figure 2 corresponds to the page showing the explanation of the individual card 110. The explanatory page 151 describes the aim related to the theme and the content of the front surface 111 and the back surface 112 of the individual card 110. Below the content of the front surface 111 and the back surface 112 of the individual card 110, the way to proceed with the conversation as the guiding method of the individual card 110 is described. Questions to children such as "What risks are there in posting photos and videos on SNS?" and the direction of the conversation such as "Check the experience of posting photos and videos on SNS, etc., and talk about the risks caused by posting." are described.

[0021] Next, the usage method of the teaching material set 1 will be explained using Figure 4. First, a plurality of individual cards pre-selected according to the class content and purpose are arranged on the desk with the surface on which the illustration is drawn facing up (S1). Then, while showing the children the illustrations of the individual cards spread out on the desk, ask them to imagine what is being shown.

[0022] Next, ask the children to select one individual card they want to talk about (S2).

[0023] Next, the individual cards selected in S2 are turned over, and the children are asked to discuss the theme of that individual card (S3). For example, suppose individual card 110, shown in Figure 1, is selected. The facilitator reads aloud the theme of individual card 110, "Think about the potential dangers of uploading your photos and videos to social media, and think about how to use social media appropriately," and asks the children to share their thoughts and feelings on the theme. As the discussion progresses, the facilitator will refer to the page of the selected individual card in the facilitator manual 150 as needed. If a knowledge card is selected, the facilitator will guide the discussion to ensure that the children acquire correct knowledge while checking their knowledge and understanding. If a thinking card is selected, the facilitator will encourage each child to speak and encourage the discussion while affirming their statements.

[0024] After the individual cards selected in S2 have been thoroughly discussed, if there are any remaining individual cards on the table (S4, YES), repeat S2 through S3 for the next individual card. If there are no remaining individual cards on the table (S4, NO), end the discussion.

[0025] [Second Embodiment] Hereinafter, a teaching material set 2 according to a second embodiment of the present invention will be described with reference to Figures 5 to 7. Teaching material set 2 is a teaching material for sex education. Teaching material set 2 is designed as a teaching material that allows users to confirm how to deepen their interactions with others and how to think about interactions according to the relationship with the other person.

[0026] Teaching material set 2 includes a set of 200 interaction and relationship cards. The set of 200 interaction and relationship cards consists of 26 individual cards, each containing explanatory text categorized according to themes that children will discuss. The front of each individual card features an illustration and an explanatory text related to the theme.

[0027] The Interaction Stages & Relationship Card Set of 200 includes two classifications, "Interaction Stages" and "Relationships," to allow users to learn that people have different ways of thinking about interaction stages and relationships. The Interaction Stages category (the first category of this invention) is a category related to the actions of people. The themes belonging to the Interaction Stages category are set for each of the multiple stages of actions corresponding to the depth of the relationship between people. The Relationships category (the second category of this invention) is a category related to the relationships between people. The themes belonging to the Relationships category are set for each of the multiple stages corresponding to the depth of the relationship between people.

[0028] The interaction stages category cards (hereinafter referred to as "interaction stages cards") are categorized in orange. The interaction stages cards consist of 16 individual cards depicting various levels of intimacy in human interaction. By arranging the individual interaction stages cards, you can see how to deepen your interactions with others.

[0029] For example, Figure 5 shows six individual cards 211-216 out of the 16 individual cards in the Interaction Stages Card set. Individual card 211 contains the text S11, "Making eye contact," related to the theme, and an illustration IM11 of two people facing each other and making eye contact. Individual card 212 contains the text S12, "Removing masks and showing faces," related to the theme, and an illustration IM12 of a person removing their mask and showing a smile. Individual card 213 contains the text S13, "Having a conversation," related to the theme, and an illustration IM13 of two people facing each other and having a conversation. Individual card 214 contains the text S14, "Tapping someone on the shoulder to call them," related to the theme, and an illustration IM14 of one person tapping the other person on the shoulder. Individual card 215 contains the text S15, "Patting someone on the head," related to the theme, and an illustration IM15 of one person patting the other person on the head. Individual card 216 contains the text S16, which relates to the theme of "hugging," and an illustration IM16 of two people smiling and embracing.

[0030] The relationship category cards (hereinafter referred to as "relationship cards") are categorized in green. The relationship cards consist of 10 individual cards depicting various human relationships. By arranging the individual relationship cards, you can confirm different ways of interacting with people depending on your relationship with them.

[0031] For example, Figure 6 shows six of the ten individual relationship cards, 221 to 226. Individual card 221 contains the text S21, "Someone you only know by face," related to the theme, and an illustration IM21, showing a store clerk paying for items a customer has brought. Individual card 222 contains the text S22, "Someone you interact with on social media or games," related to the theme, and an illustration IM22, showing a person wearing headphones playing a game on a computer while talking to someone online. Individual card 223 contains the text S23, "Someone you interact with on a dating app," related to the theme, and an illustration IM23, showing two people smiling at their smartphones. Individual card 224 contains the text S24, "Best friends," related to the theme, and an illustration IM24, showing three people with their arms around each other's shoulders while shouting. Individual card 225 contains the text S25, "Family," related to the theme, and an illustration IM25, showing a father, a mother holding a baby, and a child smiling. Individual card 226 contains text S26 on the theme "Lovers" and illustration IM26 of two people gazing into each other's eyes.

[0032] Next, we will explain how to use the teaching material set 2, referring to Figure 7. First, place the individual interaction stage cards and relationship cards, which have been selected in advance according to the lesson content and objectives, on the desk. Have the children discuss and arrange the individual interaction stage cards in a row so that the rightmost card represents a more intimate interaction. For example, suppose the children think that individual cards 213, 211, 212, and 214 represent increasingly intimate interactions. In this case, as shown in Figure 7(a), have the children arrange the individual interaction stage cards in a row by placing individual card 211 to the right of individual card 213, individual card 212 to the right of that, and individual card 214 to the right of that.

[0033] If the children cannot rank the intimacy of interaction between any of the individual cards, they are asked to arrange those individual cards vertically. For example, as shown in Figure 7(b), if individual cards 211 and 212 cannot be ranked, they are asked to arrange them vertically. Individual card 213, which they consider to have less intimacy than individual cards 211 and 212, is placed to their left, and individual card 214, which they consider to have more intimacy than individual cards 211 and 212, is placed to their right.

[0034] If the children perceive a significant difference in the level of intimacy between individual cards, they should be asked to arrange the cards at a greater distance from each other. For example, as shown in Figure 7(c), if they perceive individual card 211 as being more intimate than individual card 213, they should be asked to place individual card 211 to the right of individual card 213. If they perceive individual card 212 as being much more intimate than individual card 211, they should be asked to place individual card 212 far to the right of individual card 211.

[0035] Next, the children are asked to place individual relationship cards, each depicting a corresponding relationship, above each individual interaction card on the interaction stage card. For example, as shown in Figure 7(d), individual interaction stage cards 213, 211, 214, 215, and 216 are arranged in a row in order of their respective levels of intimacy.

[0036] Then, the children are asked to place the relationship cards, which depict the relationships corresponding to each interaction, above each individual interaction card. If the children think that the relationship corresponding to the interaction "making eye contact" is "someone they only know by face," they are asked to place relationship card 221 above individual interaction card 211. If they think that the relationship corresponding to the interaction "tapping someone on the shoulder to call them over" is "a friend," they are asked to place relationship card 224 above individual interaction card 214. If they think that the relationship corresponding to the interaction "giving a hug" is "a lover," they are asked to place individual interaction card 226 above individual interaction card 216.

[0037] Next, the children explain to each other the reasons for arranging the interaction stages cards and relationship cards. In this way, the children learn that there are different ways of deepening interactions and different ways of thinking about interactions depending on the relationship. The children can think about the importance of considering the feelings of others and the boundaries of their own relationships.

[0038] [Summary of the First and Second Embodiments] As described above, the teaching material sets 1 and 2 according to the first and second embodiments include explanatory texts categorized by theme and color-coded, making it easy to encourage discussion among children using individual cards according to the categories. Therefore, it is possible to have children actively engage with the tasks, resulting in teaching materials that can effectively advance sex education instruction.

[0039] Additionally, the inclusion of illustrations on individual cards makes the theme easier to understand.

[0040] Furthermore, each individual card in Teaching Material Set 1 has an illustration on the front and an explanatory text on the back. This allows for instruction where the front side is first shown to the children to evoke an image, and then the side with the explanatory text is shown to encourage discussion.

[0041] Furthermore, by presenting the interaction stage categories and relationship categories to children in a related manner, the teaching material set 2 makes it easier to instruct them on the correspondence between people's actions and their relationships.

[0042] Furthermore, themes belonging to the Interaction Stages category in Material Set 2 are set for each of the multiple stages of behavior corresponding to the depth of relationships between people, and themes belonging to the Relationships category are set for each of the multiple stages corresponding to the depth of relationships between people. Therefore, it becomes possible to teach while relating the depth of relationships between people to the stages of behavior.

[0043] <Variation> The above describes preferred embodiments of the present invention, but the present invention is not limited to the embodiments described above, and various modifications are possible within the scope of the means for solving the problem.

[0044] For example, in the teaching material sets of each embodiment described above, illustrations corresponding to the discussion topic are included, but illustrations are not required, or photographs may be used instead. Also, illustrations unrelated to the topic may be included instead of, or in conjunction with, the topic-specific illustrations.

[0045] Furthermore, while the aforementioned teaching material set 1 has illustrations on the front and explanatory text on the back, both could be on the same side.

[0046] Furthermore, the aforementioned training material set 1 may or may not include the facilitator's manual 150. The training material set 2 may include the facilitator's manual.

[0047] Furthermore, while the participants in each of the embodiments described above are children, the participants are not limited to children. [Explanation of Symbols]

[0048] 100 SH card group 110, 120 individual cards 200 Stages of Interaction & Relationship Cards Individual cards 211-216, 221-226

Claims

1. The game includes multiple cards, each containing a descriptive text categorized according to the topic the participants will be discussing. A sex education material characterized in that the aforementioned multiple cards are color-coded according to the aforementioned classification.

2. The sex education material according to claim 1, characterized in that it includes illustrations corresponding to the aforementioned theme.

3. The sex education material according to claim 2, characterized in that the illustration is printed on one side of the card and the explanatory text is printed on the other side.

4. The sex education material according to claim 1, characterized in that the classification includes a first category relating to the behavior of people and a second category relating to the relationships between people.

5. The themes belonging to the first category are set up for multiple stages of behavior corresponding to the depth of relationships between people, The sex education material according to claim 4, characterized in that the themes belonging to the second category are set up in multiple stages corresponding to the depth of relationships between people.

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