CN221905721U - Graphic magic box for special children education - Google Patents

Abstract

The utility model relates to the field of education, the graphic learning aid in the current market is mainly based on the visual intention of children, is presented in a single mode of a multi-high structure, is rarely designed by adopting a multi-sense principle, rarely considers the capability difference of special children, and in order to solve the technical problems, the technical scheme provided by the utility model is a graphic magic box for special children education, which comprises a graphic template, a graphic splicing bracket, a splicing magic rod, a graphic creation board and a graphic card, the sound effect switch buttons and the light effect switch buttons are arranged on the surfaces of the graphic templates and the graphic cards, the layered and changeable combined design can meet the demands of children with different abilities, and can also help children to learn contents from basic cognition, graphic recognition and other simple learning contents, gradually advance to the improvement of high-order thinking abilities such as graphic creation, creation of complex patterns and the like, and knowledge learning and thinking development of special children are effectively assisted.

Description

A graphic magic box for special children's education

Technical Field

The utility model relates to the field of education, in particular to a graphic magic box for special children's education.

Background Art

Learning graphics is the basis for learning a lot of knowledge. It can help develop special children's perception and other abilities, promote their thinking development, and help them improve their cognitive abilities. Drawing is one of the ways for many children to express their inner thoughts, and it plays an important role in children's fine motor training, aesthetic ability, and creativity.

Currently, most graphic learning aids on the market are mainly based on children's visual attention and are presented in a single style with multiple height structures. They are rarely designed based on multi-sensory principles to fully mobilize children's multi-sensory experiences such as vision, hearing, touch, and smell. Most painting aids are also designed for ordinary children in terms of painting materials and painting tools, and rarely take into account the differences in the abilities of special children.

Most special children have problems such as easily distracted attention and short-term intentional attention. When learning graphics, many special children are not interested in simple activities such as identification and discrimination, and are unwilling to participate in related activities. When drawing graphics, due to the weak development of fine motor skills and poor hand-eye coordination of some special children, most students can only complete coloring activities all year round. Based on the theory of "embodied cognition", let the children use their hands, eyes, brains, and mouths at the same time in the activities, give full play to the role of different sensory organs, and effectively integrate graphic recognition and pattern creation. We need to explore and research, and develop relevant learning aids to help special children learn and develop. "Graphic Magic Box" integrates the learning objectives of multiple subjects such as life mathematics, labor skills, life adaptation, life language, painting and handicrafts, rehabilitation training, etc., effectively integrates the learning content of different subjects, and promotes the comprehensive development of students' different abilities such as movement, cognition, language, and thinking.

Utility Model Content

The technical problem to be solved by the utility model is to overcome the defects of the above-mentioned technology and provide a graphic magic box for special children's education.

In order to solve the above technical problems, the technical solution provided by the utility model is a graphic magic box for special children's education, including a graphic template, a graphic building bracket, a building magic wand, a pattern creation board and a graphic card. The surface of the graphic template and the graphic card are provided with a sound effect switch button and a light effect switch button.

As an improvement, the sound effect switch button and the light effect switch button both adopt a recessed structure.

As an improvement, the building magic wand is composed of a plurality of groups of building magic wands of different sizes, each building magic wand is provided with through holes at both ends, and the building magic wand body is made of magnetic material.

As an improvement, the graphic building bracket is used in combination with a building magic wand and can be assembled into different plane graphics and three-dimensional graphics.

As an improvement, the pattern creation board is used in combination with a graphic card and a graphic template to assemble different patterns.

Beneficial effects of the utility model

Based on the child-centered education concept, we adopt a low-structure, multi-functional design approach, effectively integrating multi-sensory learning methods such as visual attention, auditory attention, tactile perception, and olfactory experience, to mobilize the experience and learning willingness of special children, from wanting to play and loving to play to loving to learn and enjoying learning.

The layered and varied combination design can take into account the needs of children with different abilities. It can also help children gradually advance from simple learning content such as basic cognition and graphic recognition to the improvement of high-level thinking abilities such as graphic creation and creation of complex patterns, effectively assisting special children in their knowledge learning and thinking development.

Rich and diverse learning materials can meet the individual learning needs of special children, and can also realize various forms of activities such as peer cooperation, group learning, parent-child assembly, and collective competition. It can not only promote children's cognitive learning, but also promote their emotional expression and social skills, thereby helping the all-round development of special children.

BRIEF DESCRIPTION OF THE DRAWINGS

Figure 1 is a schematic diagram of the structure of a graphic magic box;

Fig. 2 is a schematic diagram of a graphic template;

Figure 3 is a schematic diagram of the structure of the magic wand;

FIG4 is a schematic diagram of the structure of a graphics card;

FIG5 is a schematic diagram of the assembly structure of the graphic assembly bracket;

As shown in the figure: 1. Graphic template, 2. Graphic assembly bracket, 3. Assembly magic wand, 301, through hole, 4. Pattern creation board, 5. Graphic card, 6. Switch, 7. Sound effect switch button, 8. Light effect switch button.

DETAILED DESCRIPTION

In order to make the purpose, technical solution and advantages of the embodiment of the utility model clearer, the technical solution in the embodiment of the utility model will be clearly and completely described below in conjunction with the drawings in the embodiment of the utility model. Obviously, the described embodiment is a part of the embodiment of the utility model, not all of the embodiments. Generally, the components of the embodiment of the utility model described and shown in the drawings here can be arranged and designed in various different configurations.

In the description of the embodiments of the present utility model, it should be noted that if the terms "center", "upper", "lower", "right", "right", "vertical", "horizontal", "inside", "outside", etc. indicate an orientation or position relationship based on the orientation or position relationship shown in the accompanying drawings, or the orientation or position relationship in which the utility model product is usually placed when in use, it is only for the convenience of describing the utility model and simplifying the description, and does not indicate or imply that the device or element referred to must have a specific orientation, be constructed and operated in a specific orientation, and therefore cannot be understood as a limitation on the present utility model. In addition, the terms "first", "second", "third", etc. are only used to distinguish the description, and cannot be understood as indicating or implying relative importance.

In addition, the terms "horizontal", "vertical", "overhanging" and the like do not mean that the components must be absolutely horizontal or overhanging, but can be slightly tilted. For example, "horizontal" only means that its direction is more horizontal than "vertical", and does not mean that the structure must be completely horizontal, but can be slightly tilted.

In the description of the embodiments of the present invention, "multiple" means at least 2.

In the description of the embodiments of the present utility model, it is also necessary to explain that, unless otherwise clearly specified and limited, the terms "set", "install", "connect", and "connect" should be understood in a broad sense, for example, it can be a fixed connection, a detachable connection, or an integral connection; it can be a mechanical connection or an electrical connection; it can be a direct connection, or it can be indirectly connected through an intermediate medium, or it can be the internal communication of two components. For ordinary technicians in this field, the specific meanings of the above terms in the present utility model can be understood according to specific circumstances.

The following is a further detailed description of a graphic magic box for special children's education according to the utility model in conjunction with the accompanying drawings.

In conjunction with Figures 1 to 5, a graphic magic box for special children's education includes a graphic template, a graphic building bracket, a building magic wand, a graphic creation board and a graphic card. The surfaces of the graphic template and the graphic card are provided with a sound effect switch button and a light effect switch button.

As a preferred implementation scheme of this embodiment, the sound effect switch button and the light effect switch button both adopt a recessed structure.

As a preferred implementation scheme of this embodiment, the building magic wand is composed of multiple groups of building magic wands of different sizes, each building magic wand is provided with through holes at both ends, and the building magic wand body is made of magnetic material.

As a preferred implementation scheme of this embodiment, the graphic building bracket is used in combination with a building magic wand and assembled into different plane graphics and three-dimensional graphics.

As a preferred implementation scheme of this embodiment, the pattern creation board is used in combination with a graphic card and a graphic template to assemble different patterns.

In the specific implementation of the utility model, the graphic template and the graphic card all adopt a recessed design model with buttons having lighting effects and sound effects, and children can learn common graphics in life by various methods such as touching, listening to the name, changing colors, and imitating and assembling.

The graphic building stand is a support tool that facilitates students to build two-dimensional figures, three-dimensional figures and construct models. It can be used in combination with the building magic wand so that children can create different figures. Children with weaker abilities can use the graphic building stand, building magic wand and graphic cards together, and children can help build according to the prompts on the graphic cards.

The pattern creation board is an auxiliary teaching tool to help students create paintings. It can be used in combination with the magic wand to assemble basic shapes first, and then create colorful patterns through multiple combinations; it can also be used in combination with graphic cards or graphic templates to assemble different patterns, and use lighting effects to adjust colors, and use sound effects to tell stories, achieving multiple uses of one thing, interesting learning and diversified creation effects.

The above description of the utility model and its implementation methods is not restrictive. The drawings show only one implementation method of the utility model, and the actual structure is not limited thereto. In short, if ordinary technicians in this field are inspired by it and design structural methods and embodiments similar to the technical solution without creativity without departing from the purpose of the invention of the utility model, they should all fall within the protection scope of the utility model.

Claims (5)

1. A special children education's figure magic box, its characterized in that: the novel combined type LED lamp comprises a graphic template (1), a graphic splicing support (2), a splicing magic rod (3), a pattern creation board (4) and a graphic card (5), wherein sound effect switch buttons (7) and light effect switch buttons (8) are arranged on the surfaces of the graphic template (1) and the graphic card (5).

2. A special children education graphic magic kit according to claim 1, wherein: the sound effect switch button (7) and the light effect switch button (8) are of a concave structure.

3. A special children education graphic magic kit according to claim 1, wherein: the magic stick (3) is pieced together by multiunit size is different piece together magic stick (3) are constituteed, and every piece together magic stick (3) both ends all are equipped with through-hole (301), piece together magic stick (3) body and adopt magnetic material processing preparation.

4. A special children education graphic magic kit according to claim 1, wherein: the figure splicing bracket (2) and the splicing magic rod (3) are combined for use and spliced into different plane figures and three-dimensional figures.

5. A special children education graphic magic kit according to claim 1, wherein: the pattern creation board (4) is combined with the graphic card (5) and the graphic template (1) to form different patterns.