Two-layered character learning tool

Abstract

To provide a character learning tool capable of improving fixing / reproducing of two-way storage of pronunciation from a character shape and the character shape from pronunciation of a character learner to enable confirmation of education effect and repeated reproduction practice by the character learner.SOLUTION: A character learning tool is composed of three: a character learning tool 200 that displays only a picture, illustration, etc. that reminds of or suggests a character shape of a character together with pronunciation that are a separate existence; a character learning tool 100 that displays only the character shape of the character; and a phrase 30 such as picture and illustration including pronunciation of the character shape of the character that associate their correspondence. By selecting 50 what a character learner considers to be a pair corresponding to the previous two, and superposing 60 these character learning tools on two layers, the character learning tool can check whether or not correspondence is correct and repeatedly check the correspondence.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to a character learning tool for use by character learners, such as those whose native language is not a target language, young children, etc., to learn the character shapes and pronunciations of the characters to be learned. [Background technology]

[0002] In order for learners of characters to acquire them, it is necessary to achieve the consolidation and recall of memories that link the character shape and pronunciation in both directions, from character shape to pronunciation and from pronunciation to character shape (hereinafter referred to as "character shape-pronunciation two-way set memory"). In particular, learning hiragana, katakana, and the alphabet (hereinafter referred to as "hiragana, etc.") is difficult because the character shapes are abstract.

[0003] For this reason, there has been a technology described in prior art documents (hereinafter "prior art") that utilizes character learning tools such as pictures and illustrations (hereinafter "prior art - character learning tools such as pictures") to mediate the connection between character shape and pronunciation and ensure "memory of a two-way set of character shape and pronunciation" (hereinafter "memory formation mediation function"). [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Special Publication No. 46-1770 [Patent Document 2] Special table 2007-538290 publication [Patent Document 3] Utility Model Registration No. 3180775 [Non-patent literature]

[0005] [Non-Patent Document 1] Language Japanese Supervisor: Masahito Ishishiro, "Steiner School Japanese Language Class Hiragana Complete Collection" e-waldorf, June 10, 2017 [Non-patent document 2] "Kana Can Be Easy" Japan Times Publishing, May 20, 1990 [Non-patent document 3] Itchy's Alphabet, "Alphabet Book", [online], [Retrieved September 6, 2021], Internet<URL:https: / / itchysalphabet.com / product-category / english / alphabet-book-guides / > Summary of the Invention [Problem to be solved by the invention]

[0006] This has caused the following problems:

[0007] The "prior art" has defects in the exercise of the "memory formation mediation function." For example, if the "prior art - character learning tools such as pictures" is removed from in front of the character learner, it becomes difficult to "memorize the two-way set of character shape and pronunciation."

[0008] This defect poses a major problem in "character shape-pronunciation bidirectional set memory" in the case of similar character shapes (for example, the hiragana characters "shi" and "tsu" in "hiragana, etc.") (hereinafter referred to as "similar character shapes"), which require a higher level of discrimination ability than normal characters. In the "prior art," in the case of "similar character shapes," memory may be linked to other characters with similar character shapes.

[0009] In all of the "prior art" technologies, (1) there is no mechanism for thoroughly checking the correspondence between pictures, illustrations, etc. and character shapes (hereinafter referred to as "self-recall and confirmation mechanism"), which is essential for acquiring "character shape-pronunciation two-way set memory," or this mechanism is defective, making it difficult for "prior art - character learning aids such as pictures" to demonstrate the "memory formation mediation function" of pictures, illustrations, etc., which connects pronunciation and character shapes in memory, and (2) due to the absence or defect of the "self-recall and confirmation mechanism," it is difficult to expect the learning effect of "learning from one's own mistakes," which is generally thought to be a significant effect.

[0010] In all of the "prior art," there is a part in the "prior art - character learning aids such as pictures" that symbolizes the character shape, but not only that, the answer character shape itself is also written alongside it (i.e., the correct answer is already written in the "prior art - character learning aids such as pictures"). Therefore, character learners become dependent on the character shape displayed there, and there is no system in place that requires them to search for a character learning aid that displays only the character shape that is thought to correspond to it and confirm the match.

[0011] Furthermore, for example, in the technology of Patent Document 3, by placing a special resin sheet on top of the "Prior Art - Character Learning Tool, such as Pictures," only the character shape becomes visible, which helps to recall the pronunciation from the character shape, but because the character shape of the character is also displayed on the "Prior Art - Character Learning Tool, such as Pictures," attention is focused on the displayed character shape, and it is not designed to face the need to recall the character shape from the pronunciation.

[0012] Furthermore, for example, in Non-Patent Document 3, the "prior art - character learning tool such as pictures" and the "character learning tool with character shape display" are set up as a set from the beginning, so there is no mechanism in place that allows a character learner to find a character learning tool that displays only character shapes and that is thought to correspond to the "prior art - character learning tool with pictures etc." and confirm a match.

[0013] Furthermore, in all of the "prior art," the learner of characters is unable or only able to practice self-review and confirmation repeatedly, making it difficult to "learn from one's own mistakes," which is generally thought to be a significant benefit.

[0014] The present invention has been made to solve these problems. [Means for solving the problem]

[0015] It consists of a separate character learning tool that displays only pictures and illustrations that evoke the shape of a character along with its pronunciation or suggest the shape of a character along with its pronunciation, a character learning tool that displays only the shape of a character, and a phrase such as a picture or illustration that includes the pronunciation of the character in question to relate and strengthen the correspondence between these two character learning tools.

[0016] The system is designed so that a character learner can select a character learning tool that displays only pictures and illustrations, and a character learning tool that displays only character shapes, which they consider to be a corresponding pair, and by stacking these two character learning tools in two layers, they can confirm whether the correspondence is correct or not.

[0017] For this purpose, character learning tools that display only pictures, illustrations, etc. will not include the actual character shape or phrase that is the answer, but will include a portion in which the picture, illustration, etc. symbolically shows part or all of the character shape, and either or both of these two character learning tools will be made of a transparent or semi-transparent material that can be seen through, or a character learning tool that displays only the character shape with the character shape cut out will be placed on top of a character learning tool that displays only the corresponding picture or illustration, and the correspondence will be confirmed by visually viewing them, and in either case, the shape and size of the character shape symbolic portion or character shape portion will be such that a match can be confirmed when viewed when they are placed on top of each other. [Effects of the Invention]

[0018] (A) "Character shape-pronunciation bidirectional set memory" is improved. In particular, it contributes to improving the ability to distinguish between "similar character shapes."

[0019] (a) Students can check for themselves whether they have memorized the character shape and pronunciation pairs correctly, and instructors can check the educational effectiveness of memorizing the character shape and pronunciation pairs. This allows students to learn from their own mistakes, which is generally considered to be a very effective method.

[0020] (c) Students will be able to practice repetition to ensure they have memorized the two-way set of character shapes and pronunciations. This will enable them to learn from their own mistakes, which is generally believed to have a significant effect. [Brief explanation of the drawings]

[0021] [Figure 1] This is a plan view showing examples of the character learning tools of the present invention, including a character shape display character learning tool, a picture etc. character learning tool, and a phrase character learning tool, as well as an example of the character shape display character learning tool and the picture etc. character learning tool selected and stacked in two layers and shifted, and an example of both learning tools stacked in two layers so that they can be seen through. [Figure 2] 1 is a plan view of Example 1 illustrating a character learning tool according to a first embodiment of the present invention. (a) "character cards," "picture cards," and "phrase cards" corresponding to the characters to be learned. (b) "character cards" and "picture cards" shown in (a) are stacked in two layers and are shifted. [Figure 3] A plan view of Example 1 of the first embodiment. [Figure 4] 1 is a plan view relating to Example 1 of the first embodiment. (a) A state in which multiple pairs of corresponding "letter cards" and "picture cards" are lined up. (b) A state in which one "phrase card" is selected from multiple "phrase cards" corresponding to the "letter cards" and "picture cards" shown in (a) above. (c) One "letter card" that does not correspond to one "picture card" shown in (a) that corresponds to the "phrase card" shown in (b) above. (d) A state in which the "picture cards" and "letter cards" shown in (c) above are stacked in two layers. [Figure 5] 1A is a plan view of Example 1 of the first embodiment, showing a state in which the picture card for "tsu" and the character card for "shi," which do not correspond to each other, are shifted and stacked in two layers. [Figure 6] FIG. 1 is a plan view of Example 2 of the first embodiment, showing corresponding "letter cards" and "picture suggestion cards" stacked in two layers. [Figure 7]1 is a plan view of Example 1 and an advanced application example illustrating a character learning tool according to a second embodiment of the present invention. The corresponding "character learning tool of the present invention - picture etc." and "character-shaped cutout character learning tool," the state in which both character learning tools are stacked in two layers, "phrase cards" corresponding to both character learning tools, and the advanced application example "character learning tool with suggested pictures etc." [Figure 8] FIG. 1 is a plan view of a conventional character learning card shown in FIG. 1 of Patent Document 1. [Figure 9] FIG. 1 is a plan view of a conventional picture-based character learning tool shown in FIG. 1 of Patent Document 2. [Figure 10] This is a front view of the special resin sheet shown in Figure 2 of Patent Document 3, a character / picture display area where characters and pictures are displayed overlapping each other, and the character / picture display area shown in Figure 3, with a special resin sheet superimposed on it to display only characters. [Figure 11] FIG. 1 is a plan view of the publication of Non-Patent Document 1. [Figure 12] FIG. 1 is a plan view of the cover of the publication of Non-Patent Document 2. [Figure 13] FIG. 1 is a perspective view of the publication of Non-Patent Document 3. DETAILED DESCRIPTION OF THE INVENTION First embodiment

[0022] Hereinafter, the configuration of the character learning tool according to the first embodiment of the present invention will be described with reference to the drawings.

[0023] As shown in Figure 1, the present invention comprises a character learning tool (hereinafter referred to as "the present invention - character learning tool with pictures etc.") 200 that displays only pictures or illustrations that evoke the shape of a character along with its pronunciation or suggest the shape of a character along with its pronunciation, a character learning tool (hereinafter referred to as "the present invention - character learning tool with character shape display") 100 that displays only the shape of a character, and a phrase (30) such as a picture or illustration that includes the pronunciation of the character to relate and strengthen the correspondence between them. Hereinafter, the character learning tool that displays a phrase will be referred to as a "phrase character learning tool" 300, and when the "the present invention - character learning tool with pictures etc." and the "the present invention - character learning tool with character shape display" are referred to together, they will be referred to as a "character learning tool with pictures etc. and character shape".

[0024] As shown in Figure 1, the character learner selects what he / she thinks are corresponding pairs of "pictures, character shapes and character learning tools" 50, and by stacking these in two layers 60, he / she can confirm whether the correspondence is correct or not (hereinafter referred to as "correspondence confirmation").

[0025] The "pictures, character shapes - two-character learning tool" uses a medium (such as a card) made of a transparent or semi-transparent material that allows one or both layers to be seen through and visible, in order to enable "confirmation of correspondence" by stacking two layers.

[0026] It is essential that learners of characters recall the character shapes solely through the pictures and illustrations of the "present invention - character learning tool such as pictures," and as a result, in order to ensure that the "confirmation of correspondence" is effective when it is overlaid on top of the "character shape display character learning tool," the "present invention - character learning tool such as pictures" does not include the display of the character shape itself or phrase that is the answer (the display of a character shape that indicates the answer or the presence of a phrase that suggests the answer may distract the attention of learners of characters from the pictures and illustrations, weakening the mediating function of the pictures and illustrations), and includes parts where the pictures and illustrations symbolically display or suggest part or all of the character shape.

[0027] The shape and size of both parts are made the same so that when the character symbol display / suggestion part of the "Picture etc. Character Learning Tool" and the character part of the "Character Display Character Learning Tool" are superimposed and visually recognized, they can be confirmed to match.

[0028] In the "phrase letter learning tool", in order to correlate the "picture etc. / character shape - both letter learning tools", phrases are used that can demonstrate the function of linking the letter learner's memory of letter shape and pronunciation in both directions, from letter shape to pronunciation and from pronunciation to letter shape. In order to focus the letter learner's attention on the pictures, illustrations, etc., the "present invention - letter learning tool such as pictures" is required not to include the display of the answer letter shape itself or a phrase, so by stacking the "picture etc. / character shape - both letter learning tools" in two layers and simultaneously pronouncing the phrase of the "phrase letter learning tool", it becomes possible to strengthen the memory that links letter shape and pronunciation.

[0029] In the "phrase character learning tool," it is common to use a phrase that starts with the character to be learned, but if it is difficult to create a phrase that starts with the character in question, such as "n" or "wo," the character in question may be included somewhere in the phrase, such as "udon" or "sky tobu."

[0030] In order to make it possible to check the correspondence relationship for both pronunciation and character shape, as shown in FIG. 1, the phrase character learning tool 300 displays both a phrase 30 of pictures, illustrations, etc. that evoke the character shape, and an answer picture 40 in which the "pictures, etc., character shape - both character learning tools" are superimposed on two layers.

[0031] The character shapes of the "character shape display character learning tool" 10 include "hiragana, etc.", but the character shapes are not limited to "hiragana, etc." and may be, for example, kanji.

[0032] The number of characters in a "character shape display character learning tool" is one in principle, but it may be two or more.

[0033] If one or both of the "pictures, characters, and both letter learning tools" are made of a transparent or semi-transparent material that allows for see-through and overlapping viewing, it becomes difficult to tell the front, back, top, and bottom of the "pictures, characters, and both letter learning tools." Therefore, to enable even learners who are still learning but cannot read letters to distinguish the front, back, top, and bottom, identification marks 1 and 2 are attached to the same positions on the "pictures, characters, and both letter learning tools," as shown in Figure 1. It is preferable that the identification marks be made up of letters or figures.

[0034] The present invention includes not only cards but also character learning tools using physical media such as picture books and lists.

[0035] It is also possible to use electronic media as character learning tools.

[0036] The first embodiment of the present invention has the above configuration.

[0037] Next, Example 1 of the first embodiment will be described with reference to FIGS. Example 1

[0038] As shown in Figure 1, in Example 1, the "present invention - character shape display character learning tool" 100 is the upper layer made of a card medium made of a transparent material that can be seen through and is visible, and the "present invention - picture etc. character learning tool" 200 is the lower layer, and the two layers are stacked and viewed through 60 to "confirm the correspondence relationship," and this is an example in which multiple sets of character learning tools are used.

[0039] Although it is possible for a character learner to use it for self-study, here we show the case where an instructor uses the cards as a "phrase character learning tool" 300 during instruction.

[0040] Hereinafter, the cards of the "present invention - character learning tool such as pictures" will be referred to as "picture cards," the cards of the present invention - character shape display character learning tool will be referred to as "character cards," and the cards of the "phrase character learning tool" will be referred to as "phrase cards."

[0041] First, as shown in Figure 2(a), the instructor shows the learner a character shape 11 on a pair of "character cards" 101 and a picture or illustration (hereinafter referred to as "picture") 21 that recalls the character shape on the corresponding "picture card" 201, and explains the correspondence between the character shape 11 and the "picture" 21 using a phrase 31 attached to a "phrase card" 301. At this time, while pronouncing the phrase 31, the instructor repeatedly stacks and shifts the character shape portion of the "character card" and the character symbolic display or suggestive portion of the "picture card" in two layers, as shown in (b), to help the learner memorize the correspondence between the pair of character shapes and the "picture."

[0042] As a result, when an instructor presents only "picture cards," it is essential for the learner to recall the character shape from the symbolic and suggestive parts of the character shape in the "picture," and at the same time, it is possible to recall the pronunciation of that character shape through the pronunciation of the phrase from the "picture." Also, when only "character cards" are presented, it is essential to recall the symbolic and suggestive parts of the character shape in the "picture card" from the character shape, and similarly, it is possible to recall the pronunciation of that character shape through the pronunciation of the phrase from the recalled "picture." In this way, "character shape-pronunciation two-way set memory" can be improved.

[0043] Next, as shown in Figure 3, the instructor repeats the process described above for multiple sets of other characters.

[0044] Next, the instructor arranges multiple sets of "character cards" and "picture cards" as shown in Figure 4 (a). At this time, the number of corresponding sets of "character cards" and "picture cards" is adjusted according to the character acquisition level of the learner.

[0045] The instructor selects one "phrase card" 300 from among the multiple "phrase cards" that correspond to the multiple sets of "picture cards" and "character cards" that have been arranged (b), and reads phrase 30. The character learner then individually finds and selects (c) one by one from the multiple sets of "picture cards" and "character cards" arranged in (a) that they think are a pair that corresponds to phrase 30, and by stacking the two selected cards in two layers (d), they can "check the correspondence" between the "picture" and the character shape, and can confirm whether their answer was correct or not.

[0046] In the prior art documents, only the "correct answer" is displayed, which tends to make it difficult to verify where the mistake was made. However, in the present invention, the character learner can select the "picture, character shape, and both character learning tools" that he or she thinks are a pair corresponding to the phrase, and can overlap or shift the selected "picture, character shape, and both character learning tools" in two layers, so the character learner can check and verify whether the "character shape and pronunciation two-way set memorization" has been performed correctly. In addition, the instructor can confirm the educational effect of the "character shape and pronunciation two-way set memorization."

[0047] Furthermore, as shown in Figure 5, even in the case of multiple character shapes of "similar character shapes" (e.g., "shi" and "tsu") that are highly visually similar and therefore difficult to distinguish, as shown in (a), the present invention can superimpose 63 the "picture" of a "picture card" (e.g., the "picture" of "tsu") 21 and the character shape of a "character card" that does not correspond to it (e.g., the character shape of "shi") 10 in two layers.

[0048] This allows learners of characters to notice the differences between similar character shapes at a glance, compare them, and clearly understand the differences.By repeatedly checking the correspondence relationships, they are able to "learn from their own mistakes," which is generally thought to have a great effect. Example 2

[0049] Next, Example 2 will be described as an advanced application example of Example 1 above. Example 2 describes an example in which the "pictures" of the "picture cards" of Example 1 are modified for practical application. This is basically the same as the first embodiment and Example 1. Therefore, the following description will focus on the differences between the two, and will omit a description of similarities.

[0050] As shown in Fig. 6, the "picture card" of Example 2 is a "picture" in which the part symbolizing the character shape has been intentionally deleted, and the character shape is displayed so as to be suggestive (hereinafter referred to as "suggested picture card") 400. In Example 2, when the "suggested picture card" 400 and the "letter card" 100 are viewed in two layers, the "letter card" that displays only the character shape can be displayed 64 in such a way that it complements and combines with the intentionally deleted character shape part in the "picture" of the "suggested picture card" to complete the "picture."

[0051] As a result, when an instructor uses the character learning tool of the present invention in the same manner as in Example 1, a character learner can obtain the same learning effect as in Example 1.

[0052] Next, the configuration of the character learning tool according to the second embodiment of the present invention will be described with reference to the drawings. The configuration of the character learning tool according to the second embodiment of the present invention is basically the same as that of the first embodiment. Therefore, the following description will focus on the differences between the two, and will omit a description of the similarities.

[0053] Since the "picture etc. / character shape-two character learning tool" allows for "confirmation of correspondence" by stacking two layers, the "present invention - character shape-display character learning tool" uses a character learning tool with character shapes cut out (hereinafter "character shape-cut character learning tool"), and is shaped and sized so that when the character shape symbol portion of the "present invention - character learning tool with pictures etc." and the character shape portion of the "character shape-cut character learning tool" are overlapped and visually confirmed, they match. As shown in Figure 7, the "character shape-cut character learning tool" 500, which can be visually confirmed by stacking two layers of the "picture etc. / character shape-two character learning tool," can be used as a character learning tool with character shapes cut out using magnets, wood, or cardboard materials.

[0054] In the "character shape cutout character learning tool" 500 described above, the character shapes are cut out, making it difficult to distinguish between the front and back. Therefore, as shown in Figure 8, by displaying the character shapes in color, even a character learner who is still learning and cannot read characters can distinguish between the front and back.

[0055] The second embodiment of the present invention has the above configuration. [Example]

[0056] Next, an example of the second embodiment will be described. As shown in Figure 8, a "character-shaped cutout character learning tool" 500 made of cardboard material cut into character shapes is used as the character learning tool, and cards are used as the "present invention - character learning tool such as pictures" 203 and "phrase character learning tool" 303.

[0057] As a result, when an instructor uses the character learning tool of the second embodiment in the same manner as in Example 1 described in the first embodiment, a character learner can obtain the same learning effect.

[0058] Furthermore, in the character learning tool of the second embodiment, as an advanced application example, it is also possible to teach using a "character learning tool with suggestive pictures" 403, which is an applied modification of the "character learning tool with pictures" described above. In this case, the character learner can also obtain the same learning effect. [Explanation of symbols]

[0059] 1. Identification mark 2. Identification signs 10... glyph 11... glyph 20. Pictures and illustrations that recall and suggest the shape of letters along with their pronunciation 21. "Pictures" (Pictures, illustrations, etc. that recall or suggest the character shape along with the pronunciation) 30 phrases with pictures and illustrations including the pronunciation of letters 31 Phrases (phrases with pictures and illustrations that include the pronunciation of letters) 32 phrases (phrases with pictures and illustrations that include the pronunciation of letters) 33 Phrases (phrases with pictures and illustrations that include the pronunciation of letters) 40···Answer diagram 41···Answer diagram 50...The present invention - picture-based character learning tool and the present invention - character shape display character learning tool are selected and shifted. 60···The present invention - picture-based character learning tool and the present invention - character shape display character learning tool stacked in two layers 61. Picture cards and letter cards stacked in two layers 62... Picture cards and letter cards stacked in two layers 63... Picture cards and letter cards stacked in two layers 64... "Suggestive picture cards" and "letter cards" stacked in two layers 65···This invention - Picture-based character learning tool and "character-shaped cutout character learning tool" stacked in two layers 100···This invention - Character shape display character learning tool 101... "Character Cards" (This invention - Character shape display character learning tool) 102... "Character Cards" (This invention - Character shape display character learning tool) 103... "Character Cards" (This invention - Character shape display character learning tool) 200···This invention - Picture and character learning tool 201... "Picture Cards" (This invention - Picture learning aids) 202... "Picture Cards" (This invention - Picture learning aids) 203... "Picture Cards" (This invention - Picture learning aids) 300 Phrases and Letters Learning Tool 301···"Phrase Cards" (Phrase Letter Learning Tool) 302···"Phrase Cards" (Phrase Letter Learning Tool) 303···"Phrase Cards" (Phrase Letter Learning Tool) 400... "Suggestive Picture Cards" 401... A "picture" in which the symbolic part of the character shape has been intentionally removed 402... "Suggestive Picture Cards" 500···"Letter-shaped cutouts for learning letters"

Claims

1. A character learning tool is composed of (A) a character learning tool that displays a picture or illustration that evokes the shape of a character along with its pronunciation or suggests the shape of a character along with its pronunciation, (B) a character learning tool that displays only the shape of a character, and (C) a character learning tool that displays a phrase that represents the picture or illustration in order to relate and strengthen the correspondence between these two character learning tools, and when the character learning tool (A) and the character learning tool (B) are in a corresponding relationship, The character learning tool (A) includes a part (hereinafter referred to as the "character shape symbol part") that symbolically shows part or all of the character shape so that the character learner can recall the character shape of the character displayed on the character learning tool (B), but does not include the character shape itself displayed on the character learning tool (B) or the phrase displayed on the character learning tool (C), and the character learning tools (A) and (B) are made of a transparent or semi-transparent material through which at least the character learning tool (B) can be seen and recognized, and, When the character learning tool (B) is placed on top of the character learning tool (A), the shape and size of the "character symbol part" of the corresponding pair of character learning tools (A) and the shape and size of the "character part" of the character learning tool (B) are approximately the same. A two-layer structure character learning tool.

2. A character learning tool is comprised of (A) a character learning tool that displays a picture or illustration that evokes the shape of a character along with its pronunciation or that suggests the shape of a character along with its pronunciation, (B) a character learning tool that displays only the shape of a character that is cut out, and (C) a character learning tool that displays a phrase that represents the picture or illustration in order to relate and strengthen the correspondence between these two character learning tools, and when the character learning tool (A) and the character learning tool (B) are in a corresponding relationship, The character learning tool (A) includes a part (hereinafter referred to as the "character shape symbol part") that symbolically shows part or all of the character shape so that the character learner can recall the character shape of the character displayed on the character learning tool (B), but does not include the character shape itself displayed on the character learning tool (B) or the phrase displayed on the character learning tool (C), and the character learning tools (A) and (B) are made of a transparent or semi-transparent material through which at least the character learning tool (B) can be seen and recognized, and, When the character learning tool (B) is placed on top of the character learning tool (A), the shape and size of the "character symbol part" of the corresponding pair of character learning tools (A) and the shape and size of the "character part" of the character learning tool (B) are approximately the same. A two-layer structure character learning tool.

Images