A rotating card learning tool that allows you to adjust the degree of compression of the stack with your fingers while learning.

Abstract

To provide a function for easily and appropriately adjusting the degree of compression of a stack of learning cards in a rotary card learning tool for efficiently carrying out effective learning using a plurality of learning cards. [Solution] The device has a stack of multiple learning cards 2 and anti-reaction sheets 3 stacked alternately, and two support shafts, with each learning card 2 inserted through one of the support shafts so that it can slide and rotate, and each anti-reaction sheet 3 inserted through both support shafts so that it can only slide, and is equipped with pressure plates 4 on the top and bottom surfaces.By pressing the pressing portion 43 of the pressure plate 4 with the fingers of the hand supporting the main body, the degree of compression of the stack of learning cards 2 is increased, preventing the individual learning cards 2 from rotating unexpectedly, and by stopping the pressing and decreasing the degree of compression of the stack of learning cards 2, the device can rotate any number of learning cards 2 together.

Description

[Technical Field]

[0001] The present invention relates to a rotating card learning tool, which is a learning tool for efficiently carrying out effective learning using a plurality of learning cards, and which is configured by stacking multiple learning cards alternately with anti-reaction sheets, compressing the bulge of the stack appropriately, and bundling them with an axis, so that only the stack of learning cards that has not been mastered, which has been gathered at an arbitrary rotation angle through a series of learning, can be used for the next relearning step by repeating the procedure of this rotating card learning tool, which allows for efficient and effective learning. [Background technology]

[0002] In a general method (Patent Document 1), in which multiple learning cards 2 and reaction prevention sheets 3 are alternately stacked, the bulge of the stack is moderately compressed, and the stack is bound together with an axis, the stack of learning cards 2 is moderately compressed, so that each learning card 2 can be held at any rotation angle, and the reaction force generated by the rotation of the learning cards 2 is absorbed by the reaction prevention sheets 3 sandwiched between each learning card 2, so that the rotation operation of each learning card 2 does not affect the rotation angle of the other learning cards 2.Therefore, when studying, a series of studies is carried out while gathering learning cards 2 that have been mastered and learning cards 2 that have not been mastered to different rotation angles, and only the collected stack of learning cards 2 that have not been mastered is returned to its original position, the initial angle 1AH, and then relearning is carried out using only the stack of learning cards 2 that have not been mastered previously, which has been returned to the initial angle 1AH.By repeating this procedure, it is a learning tool that can carry out effective learning efficiently.

[0003] Here, if we refer to the operation of returning only the collected stack of learning cards 2 that have not been mastered to the initial angle 1AH as the re-learning preparation operation, in the re-learning preparation operation of a learning tool of the same type (Patent Document 1), if the stack of learning cards 2 is configured with a weak compression degree, a large number of learning cards 2 can be rotated at the same time, making it possible to return all of the stack of learning cards 2 that have not been mastered to the initial angle 1AH all at once.However, conversely, if the stack of learning cards 2 is configured with a strong compression degree, a small number of learning cards 2 can be rotated at the same time, making it difficult to return all of the stack of learning cards 2 that have not been mastered to the initial angle 1AH all at once.In such cases, it is necessary to divide the stack of learning cards 2 that have not been mastered into several small stacks and return each small stack to the initial angle 1AH in turn, repeating this procedure several times.This is an operational feature. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent No. 7566412 Summary of the Invention [Problem to be solved by the invention]

[0005] For example, in a learning tool that is made with a stack of learning cards 2 tightly compressed so that the learning cards 2 do not rotate unexpectedly due to the tilt of the device or its own weight, even when the device is studying on its side or on its back, the learning cards 2 will not rotate unexpectedly, but when you want to intentionally rotate a stack of multiple learning cards 2 at once, the number of learning cards 2 that can be rotated at the same time will be limited.As a result, when performing the above-mentioned re-learning preparation operation or initializing the sorting state, for example, you will have to separate the stack of learning cards 2 that you want to rotate all at once into several small stacks and rotate each small stack in turn, a procedure that must be repeated several times, making it difficult to use.

[0006] On the other hand, in a learning tool that is made with the stack of learning cards 2 barely compressed so that a large number of learning cards 2 can be rotated at the same time, for example, during the above-mentioned re-learning preparation operation or when initializing the sorting state, although a large number of learning cards 2 can be rotated at the same time, it is difficult to use in that each learning card 2 may rotate unexpectedly due to the tilt of the body or its own weight, for example, when studying while lying on its side or on its back.

[0007] Furthermore, even if a learning tool is designed to be easy to handle within an acceptable range for all operations during learning by pre-setting the right degree of compression for the stack of learning cards 2, the friction force acting between the learning cards 2 and the anti-reaction sheet 3 changes daily depending on changes in the environment such as temperature and humidity when the learner actually uses it.As a result, the learning cards 2 may sometimes rotate unexpectedly due to the tilt or weight of the main body, or the number of learning cards 2 that can be rotated at the same time may sometimes be extremely fewer than usual, making it difficult to use in that it has no way of adapting to changes in the environment when it is used.

[0008] In addition, in the case of a learning tool that uses a screw as the support shaft and a nut at the end of the shaft so that the learner can adjust the degree of compression of the stack of learning cards 2 as appropriate, the ease of rotation of each learning card 2 can be adjusted by rotating the nut clockwise or counterclockwise.However, in order to rotate the nut while holding the main body, the learner must operate the nut with the hand opposite to the hand holding the main body, which requires the learner to stop operating the learning cards 2, operate the nut, and then return to operating the learning cards 2, which is a hassle, making it difficult to use.Furthermore, in order to loosen the degree of compression of the stack of learning cards 2 from a state in which the stack is moderately compressed so that each learning card 2 does not rotate unexpectedly due to the tilt of the main body or its own weight, to a state in which all of the learning cards 2 can be rotated at once, the nut must be turned repeatedly, which is inconvenient and time-consuming. The present invention has been made to solve these problems. [Means for solving the problem]

[0009] The present invention relates to a learning tool for efficiently carrying out effective learning using a plurality of learning cards 2, which comprises a plurality of learning cards 2 on which learning content is written, a plurality of reaction prevention sheets 3, two pressure plates 4 for the upper and lower surfaces, each of which has one rotation support shaft 51 and one bundling support shaft 52, the learning cards 2 having a rotation hole 21 at one end, the reaction prevention sheets 3 and the pressure plates 4 having a rotation side hole 511 and a bundling side hole 521, the pressure plates 4 having a pressing portion 43, and the rotation support shaft 51 and the bundling support shaft 52 having shaft ends 53 at both ends, and the rotation hole 21 of the learning cards 2 and the rotation side hole 511 of the reaction prevention sheet 3 are In a state where the learning cards 2 and the reaction prevention sheets 3 are alternately stacked so that the positions of the learning cards 2 and the reaction prevention sheets 3 are aligned, the rotation support shafts 51 are inserted into the rotation holes 21 and the rotation side holes 511 that are aligned in a straight line with a gap therebetween, so that the individual learning cards 2 are installed so that they can slide and rotate freely relative to the rotation support shafts 51, and by inserting the bundling support shafts 52 into the bundling side holes 521 that are aligned in a straight line as a bundle of only the reaction prevention sheets 3 with a gap therebetween, the individual reaction prevention sheets 3 are installed so that they do not rotate relative to the rotation support shafts 51 and the bundling support shafts 52 but can slide The rotation side holes 511 and the bundling side holes 521 of the upper and lower pressure plates 4 are inserted from the upper end side and the lower end side of the rotation support shaft 51 and the bundling support shaft 52, respectively, with a gap therebetween, so that each pressure plate 4 can come into contact with the upper or lower surface of the stack made up of the learning cards 2 and the reaction prevention sheets 3, and is installed so as to be slidable but not rotateable with respect to the rotation support shaft 51 and the bundling support shaft 52, and the shaft end 53 is formed in a shape that does not pass through the rotation hole 21, the rotation side hole 511, and the bundling side hole 521, respectively, so that the learning cards 2 and the reaction prevention sheets 3 can be brought into contact with the upper or lower surface of the stack. The sheets 3 and pressure plates 4 are positioned in positions that do not press down on the bulges of the stack, and the shaft ends 53 located on the same end are held together. This structure allows the user to hold the main body with one hand and use the fingers of the same hand to press the pressing portion 43 of the pressure plate 4 towards the inside of the main body along the extension direction of the pivot shaft 51 and the bundling shaft 52, increasing the degree of compression of the stack made up of the learning cards 2 and the reaction prevention sheet 3, thereby preventing the individual learning cards 2 from accidentally rotating due to the tilt or weight of the main body,By weakening or stopping the pressure on the pressing portion 43 and thereby reducing the degree of compression of the stack of learning cards 2 and reaction prevention sheet 3, it is possible to create a state in which any number of stacks of learning cards 2 can be rotated at once. [Effects of the Invention]

[0010] In the learning tool 1 of the present invention, when a series of learning tasks is performed on individual learning cards 2, by pressing the pressing portion 43 of the pressure plate 4, each learning card 2 will not rotate unexpectedly due to the tilt of the main body or its own weight, even when the student is studying in a sideways or supine position.

[0011] Furthermore, in the learning tool 1 of the present invention, when a re-learning preparation operation is performed to return a stack of unmastered learning cards 2 to the initial angle 1AH or when initializing the sorting state, the force pressing on the pressing portion 43 of the pressing plate 4 can be reduced, or the pressing portion 43 of the pressing plate 4 can not be pressed at all, thereby returning the stack of unmastered learning cards 2 to the initial angle 1AH all at once, or gathering all of the individually sorted learning cards 2 together at the initial angle 1AH all at once.

[0012] Furthermore, in the learning tool 1 of the present invention, the frictional force acting between the learning card 2 and the reaction prevention sheet 3 changes daily depending on the temperature and humidity when studying. However, by appropriately operating the learning tool 1, such as by reducing the force pressing on the pressing portion 43 of the pressure plate 4 when it is felt that the learning card 2 is difficult to turn during study, or by increasing the force pressing on the pressing portion 43 of the pressure plate 4 when it is felt that the learning card 2 is easy to turn, it is possible to always engage in stable study.

[0013] In addition, in the learning tool 1 of the present invention, the operation of the pressing portion 43 of the pressure plate 4, which adjusts the ease of rotation of the learning card 2, can be easily adjusted as needed by using the fingers of the hand holding the main body, without using the hand operating the learning card 2. [Brief explanation of the drawings]

[0014] [Figure 1] This figure shows the state of learning in which the thumb of the hand supporting the body of the learning tool 1 is used to press the pressure plate 43 moderately, gathering the learning cards 2 that have already been mastered at the front, the mastered angle 1AOK, and the learning cards 2 that have not yet been mastered at the back, the unmastered angle 1ANG. [Figure 2] FIG. 2 is an exploded view of the learning tool 1. [Figure 3] The diagrams show how each learning card behaves when the pressing part 43 of the pressure plate 4 of the learning tool 1 is operated. (a) shows that by holding the main body sideways without pressing the pressing part 43 of the pressure plate 4 and shaking it lightly as needed, each learning card 2 that is not being manipulated by hand will rotate under its own weight and naturally gather downward, and any stack of learning cards 2 can be rotated by hand at once. (b) shows that by holding the main body while pressing the pressing part 43 of the pressure plate 4, each learning card 2 will not rotate unexpectedly due to the tilt of the main body or its own weight, even when the main body is held sideways, and any learning card 2 can be rotated by hand. [Figure 4] This is a diagram showing each step when learning using the learning tool 1, where (a) shows the state when the learning cards 2 to be learned are gathered at the initial angle 1AH to form the learning target stack 2T, (b) shows the state when the learning card 2L is pulled out while the pressure plate 43 is pressed, (c) shows the state when the contents written on the back of the learning card 2L are checked, (d) shows the state when the card is rotated to the mastered angle 1AOK if it has already been mastered, or to the unmastered angle 1ANG if it has not been mastered, (e) shows the state when the mastered stack 2OK and the unmastered stack 2NG are separated, and (f) shows the state when only the unmastered stack 2NG that has not yet been mastered is returned to the initial angle 1AH to form the next learning target stack 2T. DETAILED DESCRIPTION OF THE INVENTION

[0015] [Configuration and mechanism] First, the configuration and mechanism of one embodiment of the present invention will be described with reference to Figures 1 to 3. Figure 1 shows the state when learning is being done using learning tool 1 of the present invention, Figure 2 is an exploded view of learning tool 1, and Figure 3 is a diagram showing how each learning card behaves when pressing portion 43 of pressing plate 4 is operated.

[0016] The learning tool 1 is composed of a plurality of learning cards 2 with learning content written on the front or on both the front and back sides, a plurality of reaction prevention sheets 3 mainly for preventing the reaction force of the rotating learning cards 2 from being transmitted to other learning cards 2, upper and lower pressure plates 4 for pressing the stack of learning cards 2 and reaction prevention sheets 3 with fingers from the outside, a rotation support shaft 51 which mainly serves as an axis when the learning cards 2 rotate, and a bundling support shaft 52 which keeps the stack of reaction prevention sheets 3 and pressure plates 4 together so as not to lose its shape, and one end of the learning cards 2 has a shaft for rotation The reaction prevention sheet 3 and pressure plate 4 have rotation holes 21 for absorbing the reaction force of each learning card 2 and compressing each learning card 2 by sharing an axis with the rotation holes 21 of the learning card 2, and rotation side holes 511 for absorbing the reaction force of each learning card 2 and compressing each learning card 2 by sharing an axis with the reaction prevention sheet 3 and pressure plate 4, and bundling side holes 521 for keeping the stack made up of the reaction prevention sheet 3 and pressure plate 4 together so that it does not lose its shape, the pressure plate 4 has a holding portion 43 where fingers can be placed, and at both ends of the rotation support shaft 51 and the bundling support shaft 52, there are shaft ends 53 for holding the inserted learning card 2, reaction prevention sheet 3 and pressure plate 4 so that they do not come out.

[0017] Then, when the learning cards 2 and the reaction prevention sheets 3 are stacked alternately so that the rotation holes 21 of the learning cards 2 and the rotation side holes 511 of the reaction prevention sheets 3 are aligned, the rotation support shaft 51 is inserted into the rotation holes 21 and rotation side holes 511 which are lined up in a straight line with a gap, so that each learning card 2 is slidable and rotatable relative to the rotation support shaft 51, and further, when only the reaction prevention sheets 3 are bundled, the bundling support shaft 52 is inserted into the bundling side holes 521 which are lined up in a straight line with a gap, so that each reaction prevention sheet 3 is slidable but not rotatable relative to the rotation support shaft 51 and bundling support shaft 52.

[0018] Furthermore, the pivoting side holes 511 and the bundling side holes 521 of the upper pressure plate 4 are inserted with a gap from the upper end sides of the pivoting support shaft 51 and the bundling support shaft 52, respectively, and the pivoting side holes 511 and the bundling side holes 521 of the lower pressure plate 4 are inserted with a gap from the lower end sides of the pivoting support shaft 51 and the bundling support shaft 52, respectively, so that each pressure plate 4 is installed so that it can come into contact with the top or bottom surface of the stack consisting of learning cards 2 and reaction prevention sheets 3, and can slide but not rotate relative to the pivoting support shaft 51 and the bundling support shaft 52.

[0019] Furthermore, the shaft ends 53 are formed in a shape that prevents them from passing through the rotation hole 21, the rotation side hole 511, and the bundling side hole 521, and are positioned in positions that do not press at all on the bulge of the stack consisting of the learning cards 2, the reaction prevention sheet 3, and the pressure plate 4, and the shaft ends 53 located on the same end side (upper side and lower side) are held together.

[0020] Here, the pressure plate 4 and the reaction prevention sheet 3 have two shafts, the pivot shaft 51 and the bundling shaft 52, inserted through them, so they cannot rotate independently of each other, and the two holes, the pivot side hole 511 and the bundling side hole 521, through which the two shafts are inserted, have gaps between them, so they can slide along the extension direction of each shaft. Also, since only the pivot shaft 51 is inserted into the learning card 2, it can rotate by the shaft, and the pivot hole 21 through which the shaft is inserted has a gap between it and the shaft, so it can slide along the extension direction of the shaft, just like the pressure plate 4 and the reaction prevention sheet 3.

[0021] Therefore, when the pressure plate 4 is slid toward the inside of the main body by an external force, the degree of compression of the stack of reaction prevention sheets 3 inserted into the bundling support shaft 52 together with the pressure plate 4 increases, and as a result, the degree of compression of the stack of learning cards 2 inserted into the rotating support shaft 51 together with the reaction prevention sheets 3 increases, making it difficult for each learning card 2 to rotate (Figure 3(b)).Furthermore, when the external force that was sliding the pressure plate 4 is weakened or removed, the degree of compression of the stack of reaction prevention sheets 3 inserted into the bundling support shaft 52 together with the pressure plate 4 decreases, and as a result, the degree of compression of the stack of learning cards 2 inserted into the rotating support shaft 51 together with the reaction prevention sheets 3 decreases, making it easier for each learning card 2 to rotate (Figure 3(a)).

[0022] In addition, in the learning tool 1 of Figures 1 to 4, the shaft end 53 of the rotating shaft 51 located on the top surface of the main body and the shaft end 53 of the bundling shaft 52, and the shaft end 53 of the rotating shaft 51 located on the bottom surface of the main body, are fixed to their respective cover plates 6, so that the same effect can be obtained as when shaft ends 53 located on the same end side (top side and bottom side) are held together.

[0023] With the above-mentioned configuration, while supporting the main body with one hand, the fingers of the same hand can be used to press the pressing portion 43 of the pressure plate 4 toward the inside of the main body along the extension direction of the rotation support shaft 51 and the bundling support shaft 52, thereby increasing the degree of compression of the stack consisting of the learning cards 2 and the reaction prevention sheet 3, thereby creating a state in which each learning card 2 will not accidentally rotate due to the tilt of the main body or its own weight, or by weakening or stopping the pressure on the pressing portion 43 and thereby reducing the degree of compression of the stack consisting of the learning cards 2 and the reaction prevention sheet 3, it is possible to create a state in which a stack of any number of learning cards 2 can be rotated all at once.

[0024] Figure 1 shows the state when studying with the pressing portion 43 of the pressure plate 4 pressed moderately, gathering the learning cards 2 that have been mastered at the front, at the mastered angle 1AOK, and gathering the learning cards 2 that have not been mastered at the back, at the unmastered angle 1ANG. Figure 3(a) shows that by holding the main body sideways without pressing the pressing portion 43 of the pressure plate 4 and shaking it lightly as needed, the learning cards 2 that are not being operated by hand will rotate under their own weight and naturally gather downward, and any stack of learning cards 2 of any number can be rotated by hand at once. Figure 3(b) shows that by holding the main body while pressing the pressing portion 43 of the pressure plate 4, the individual learning cards 2 will not rotate unexpectedly due to the tilt of the main body or its own weight, even when the main body is turned sideways, and any learning card 2 can be rotated by hand.

[0025] [How to operate] Next, a method of operating the learning tool 1 will be described with reference to Fig. 4. Fig. 4 is a diagram showing the state of each procedure when learning is performed using the learning tool 1.

[0026] (Step 1) First, as shown in FIG. 4(a), hold the main body without pressing the pressing portion 43 of the pressure plate 4 with your fingers, and gather all the learning cards 2 to be studied at the initial angle 1AH to form a learning target stack 2T.

[0027] (Step 2) Next, as shown in Figure 4(b), while pressing the pressing portion 43 of the pressure plate 4 moderately with the fingers of the hand that is holding the main body, place the fingers of the hand opposite the hand that is holding the main body on the top surface of the learning target stack 2T, and move it slightly in a rotating or sliding motion so that only the top card is slightly shifted from the learning target stack 2T, making it the learning card 2L. This operation allows you to firmly grasp only Study Card 2L with your hand, making it easier to perform the steps described below.

[0028] (Step 3) Next, while keeping the pressing portion 43 of the pressure plate 4 pressed appropriately with a finger, the student checks the learning content written on the front of the currently studying card 2L and begins studying. If a question is written on the front, the student studies by trying to figure out the answer to the question in their head, and if the correct answer or explanation for the question is written on the back, the student can check the content written on the back by flipping the currently studying card 2L sideways, as shown in Figure 4(c), or by temporarily moving the currently studying card 2L to a different rotation angle and then turning the device over to check the content written on the back.

[0029] (Step 4) Next, as shown in Figure 4(d), while the pressing portion 43 of the pressure plate 4 is pressed moderately with a finger, if the learning content written on the learning card 2L is content that has already been mastered, the learning card 2L is rotated to the mastered angle 1AOK located toward the front, and if the learning content is content that has not yet been mastered, the learning card 2L is rotated to the unmastered angle 1ANG located toward the back. By this operation, the stack of learning cards 2 gathered at the mastered angle 1AOK is called the mastered stack 2OK, and the stack of learning cards 2 gathered at the unmastered angle 1ANG is called the unmastered stack 2NG.

[0030] (Repeat steps 2 to 4) Next, the above-described series of operations from step 2 to step 4 are repeated until there are no more learning cards 2 in the learning target stack 2T located at the initial angle 1AH. By repeating this operation, as shown in Figure 4(e), all learning cards 2 that have been mastered are collected at the mastered angle 1AOK as the mastered bundle 2OK, and all learning cards 2 that have not been mastered are collected at the unmastered angle 1ANG as the unmastered bundle 2NG.

[0031] (Step 5) Next, as shown in Figure 4(f), remove your fingers from the pressing portion 43 of the pressure plate 4 to hold the main body, and while maintaining this state, rotate only the unmastered stack 2NG back to its initial angle 1AH, making it the target stack 2T for the next relearning. At this time, the learning cards 2 of the mastered stack 2OK and the unmastered stack 2NG tend to rotate easily due to the tilt of the main body and its own weight, so it is advisable to adjust the angle of the main body and operate it with assistance from your hand. (Repeat steps 2 to 5) Then, the series of operations from step 2 to step 5 are repeated to re-learn until the number of learning cards 2 collected as unlearned bundle 2NG at unlearned angle 1ANG is reduced to zero.

[0032] By carrying out the above-described series of steps, it is possible to efficiently and effectively study only the learning content of the learning card 2 that has not yet been mastered, using only a combination of simple operations such as pressing the pressing portion 43 of the pressure plate 4 with a finger and rotating or folding the learning card 2, without having to perform unnecessary operations such as relearning learning content that has already been mastered or operating the learning card 2 that has already been mastered.

[0033] Here, in steps 3 and 4, the learning card 2L has been shifted from the learning target stack 2T in advance by step 2, so that the learning card 2L can be easily turned sideways or rotated by grabbing the part sticking out from the stack with one's hand.

[0034] Furthermore, in step 2, if it is assumed that only the top card of the learning target stack 2T will be slid in the direction opposite to the pivot support 51 (Figure 4(b)), the pivot hole 21 of the learning card 2 can be made larger than the cross section of the pivot support 51 by the amount of sliding desired. In the learning tool 1 in Figures 1 to 4, the shape of the pivot hole 21 of the learning card 2 is made to be an approximately elliptical shape extending in the longitudinal direction of the learning card 2, and in this case, the unlearned stack 2NG that has been returned to the initial angle 1AH in step 5 can be pushed toward the pivot support 51 in preparation for the next learning (Figure 4(f)).

[0035] In addition, in step 4, the reaction force generated when the learning card 2L is rotated is absorbed by the reaction prevention sheet 3 that is in contact with the top and bottom surfaces of the learning card 2L, so it does not affect the rotation angle of the other learning cards 2.

[0036] Furthermore, in steps 1 and 5, the pressure plate 4 is not compressing the stack of learning cards 2 and reaction prevention sheets 3 at all, so any stack of learning cards 2 can be rotated all at once. If the stack of learning cards 2 is difficult to rotate due to the weight of the learning cards 2 themselves or the reaction prevention sheets 3 themselves, the device can be turned sideways and gently shaken to create a small gap between each learning card 2 and the reaction prevention sheet 3, thereby reducing the frictional force acting between the learning cards 2 and the reaction prevention sheet 3 to near zero, allowing any stack of learning cards 2 to be rotated all at once (Figure 3(a)).

[0037] Furthermore, in steps 2 to 4, the pressure plate 4 is in a state of compressing the stack consisting of the learning cards 2 and the anti-reaction sheet 3, so even if the main body is held sideways and operated, the learning cards 2 will not rotate unexpectedly due to the tilt of the main body or its own weight, and the rotation angle of each learning card 2 will be firmly maintained.

[0038] Furthermore, the hand used to press the pressing portion 43 of the pressure plate 4 can be the same hand that supports the main body, and only the pressing portion 43 of the pressure plate 4 on the upper surface can be pressed, only the pressing portion 43 of the pressure plate 4 on the lower surface can be pressed, or the pressing portions 43 of both the upper and lower pressure plates 4 can be pressed simultaneously.

[0039] [How to use] The operation of learning using the learning tool 1 is composed of a combination of simple operations such as pressing the pressing part 43 of the pressure plate 4 and rotating and folding the learning card 2, so no complicated operations are required and even elementary school students and elderly people can easily use it.

[0040] Furthermore, since the pressure plate 4 can be operated using the same hand that supports the main body, one hand can be used to hold the main body while operating the pressing portion 43 of the pressure plate 4, and the other hand can be used to operate the learning cards 2, while simultaneously writing answers to questions and notes in a notebook while studying.

[0041] Furthermore, for example, in a learning tool 1 incorporating learning cards 2 with English words written on one side and Japanese translations on the other, after learning to derive Japanese translations from English words, the device can be turned over so that learning can then proceed to derive English words from Japanese translations.In this case, since pressure plates 4 are installed on both the top and bottom of the device, learning can be carried out using the same operating method even when the device is turned over.

[0042] Furthermore, the positions of the initial angle 1AH, the mastered angle 1AOK, and the unmastered angle 1ANG for collecting the learning cards 2 are not predetermined, and for example, questions that were not understood at all and questions that were answered correctly but for which there are still concerns can be collected at different rotation angles to facilitate effective relearning.

[0043] In addition, the order of learning can be changed from the top of the learning target stack 2T to the top, but by adding a step of randomly selecting a learning card 2L from the learning target stack 2T and temporarily moving the selected learning card 2L to a different rotation angle to confirm the learning content, more robust memorization learning can be achieved.

[0044] [In creating this] The materials of each component that constitutes the learning tool 1 of the present invention are not limited to one in particular. For example, the learning cards 2 may be made of inexpensive cardboard or laminated printed paper or plastic sheet with a sticker attached, the reaction prevention sheet 3, pressure plate 4 and cover plate 6 may be made of inexpensive thin plastic, and the support shafts (51, 52) and shaft ends 53 may be made of inexpensive metal or resin.

[0045] [Another form] The pressure plate 4 does not have to have the same shape as the reaction prevention sheet 2, and the pressing portion 43 may protrude outward beyond the shape of the reaction prevention sheet 3. Also, the pressure plate 4 may not be provided, and a configuration may be adopted in which the stack of reaction prevention sheets 3 can be pressed directly.

[0046] Furthermore, the reaction prevention sheets 3 do not have to be bound by inserting a shaft, but may be made of a soft material and held together with gaps between them.

[0047] Furthermore, instead of directly holding the shaft ends 53 located on the same side to each other, the shaft ends 53 located on the same side may be fixed to a cover plate 6, an outer frame, etc., as in the learning tool 1 shown in Figures 1 to 4. [Explanation of symbols]

[0048] 1. Learning tools (learning tools in the present invention) 1R Learning tool held horizontally 1 1AH Initial angle (rotation angle when collecting learning cards 2 to be studied and forming learning target stack 2T) 1AOK Acquired Angle (rotation angle when collecting already acquired learning cards 2 to make acquired stack 2OK) 1ANG Unlearned angle (rotation angle when collecting unlearned learning cards 2 to form unlearned stack 2NG) 2 Study cards (cards with study content) 21 Rotation hole (axis hole when learning card 2 rotates) 2T Learning target stack (a stack of learning cards 2 to be studied) 2L Study Card (Study Card 2 in progress) 2OK Mastered Pile (a collection of learning cards 2 that have already been mastered) 2NG Unlearned Pile (a collection of unlearned learning cards 2) 2ST Learning Card 2 with rotation angle maintained 2RH Learning card 2 for rotating by hand 2RG Study cards 2 that have gathered under their own weight 3. Anti-reaction sheet (mainly a component for preventing interaction between learning cards 2) 4. Pressure plate (a component for pressing a stack of learning cards and reaction prevention sheets) 43 Pressing part (place to place your finger to press) 51 Pivot shaft (shaft for holding the learning card 2 rotatably and the learning card 2, the reaction prevention sheet 3, and the pressure plate 4 slidably) 511 Rotation side hole (an axis hole through which the rotation support shaft 51 is inserted, provided in the reaction prevention sheet 3 and the pressure plate 4) 52 bundling shaft (shaft for keeping the anti-reaction sheet and pressure plate together so that they can slide and do not lose their shape) 521: Bundling side hole (an axis hole through which the bundling support shaft 52 is inserted, provided in the reaction prevention sheet 3 and the pressure plate 4) 53 Shaft end (end member to prevent the member inserted into the shaft from coming off) 6. Cover plate (member that secures the shaft ends 53 located on the same end side and serves as a handle) 71 Hands holding the device 71H Hands holding the main body without pressing the pressure plate 71P Hands holding the main body while pressing the pressure plate 71HOLD This represents the action of the hand 71H holding the body without pressing the pressure plate. 71PUSH This represents the action of the hand 71P holding the main body while pressing the pressure plate. 72 Hands operating Learning Card 2

Claims

【Request Item 1】 A learning tool for efficiently conducting effective learning using a plurality of learning cards includes a plurality of learning cards on which learning content is written, a plurality of reaction prevention sheets, two pressure plates for the upper and lower surfaces, and one rotation support shaft and one bundling support shaft, wherein the learning cards have a rotation hole at one end, the reaction prevention sheets and the pressure plates have rotation side holes and bundling side holes, the pressure plates have a pressing part, and the rotation support shaft and the bundling support shaft have shaft ends at both ends, and the learning cards are arranged so that the rotation hole of the learning cards and the rotation side holes of the reaction prevention sheets are aligned. With the cards and the reaction prevention sheets alternately stacked, the rotation support shaft is inserted into the rotation holes and the rotation side holes that are aligned in a straight line with a gap, so that each of the learning cards is set so as to be slidable and rotatable relative to the rotation support shaft, and as a bundle of only the reaction prevention sheets, the bundling support shaft is inserted into the bundling side holes that are aligned in a straight line with a gap, so that each of the reaction prevention sheets is set so as to be slidable but not rotateable relative to the rotation support shaft and the bundling support shaft, and the front and back sheets for the upper and lower surfaces are set. The rotation side hole and the bundling side hole of the pressure plate are inserted from the upper end side and the lower end side of the rotation support shaft and the bundling support shaft, respectively, with a gap therebetween, so that each pressure plate can come into contact with the upper or lower surface of the stack made up of the learning cards and the reaction prevention sheets, and is installed so as to be slidable but not rotateable relative to the rotation support shaft and the bundling support shaft, and the shaft end is formed in a shape that does not pass through the rotation hole, the rotation side hole, and the bundling side hole, The pressure plates are positioned in positions that do not press down on the bulges of the stack, and the shaft ends located on the same side are held together, so that while holding the main body with one hand, the fingers of the same hand can be used to press the pressing portion of the pressure plate towards the inside of the main body along the extension direction of the pivot shaft and the bundling shaft, increasing the degree of compression of the stack made up of the learning cards and the anti-reaction sheets, thereby creating a state in which the learning cards will not rotate unexpectedly due to the tilt or weight of the main body,A learning tool characterized in that by weakening or stopping the force pressing the pressing part and lowering the degree of compression of the stack made up of the learning cards and the reaction prevention sheet, it is possible to create a state in which any number of the stack of learning cards can be rotated all at once.

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