JP2019124895A - Teaching tool - Google Patents

Abstract

To provide a teaching tool that makes it easier to deeply understand natures necessary to determine the sizes of other drawings from the diameter of a sphere.SOLUTION: A teaching tool 10 has a spherical shell 11 forming a transparent and hollow sphere. The teaching tool 10 has a rotational body 12, which can rotate around the center of the sphere defined by the spherical shell 11 while being fit in the spherical shell 11. The teaching tool 10 also includes a linear part 12A, which forms a visible line on the rotational body 12 and is located in a situation corresponding to the diameter of the sphere defined by the spherical shell 11 in the fitting state.SELECTED DRAWING: Figure 1

Description

  The present invention relates to a teaching tool for capturing the concept of diameter in a ball.

  Conventionally, in elementary school arithmetic education, teaching is provided so that children can distinguish between the concepts of "Mu", "Yen" and "Ball" and obtain the size of other figures from the diameter of a circle or ball. To be done. In this case, the concept of “a set of points with equal distances from a fixed point in a three-dimensional space”, which is the definition of “sphere”, is difficult for children to understand, so “sphere” It is considered as a concept that refers to a visible, ball-like shape. For this reason, in elementary school arithmetic education, it is necessary to explain the concept of "ball" and then explain each concept of "ball center" and "sphere diameter" again, and these concepts can be captured visually There was a need for teaching tools to do that.

  With regard to a teaching tool capable of visually grasping the concept of the diameter of a ball, for example, an explanatory device of the ball disclosed in Patent Document 1 below is known. The ball illustration device has a configuration in which a semicircular flat plate half of the great circle of the sphere is inserted into the ball so as to be insertable and removable, and provided along the semicircular chord formed by the flat plate Can be recognized as the diameter of a sphere.

Patent No. 88929

  The sphere legend can not change the orientation of the axis that makes the diameter of the sphere relative to the sphere. For this reason, it is a property necessary to determine the size of another figure from the diameter of the sphere in the above-mentioned sphere's indicator. “The diameter of the sphere is the length even if the orientation inside the sphere changes. There is a problem that it is difficult to use for the explanation of the nature of "the same."

  Therefore, the present invention solves the above-mentioned problems, and it is possible to change the orientation of the portion of the sphere to be the diameter of the sphere, and to obtain the size of another figure from the diameter of the sphere. The purpose is to provide teaching materials that facilitate the understanding of the necessary nature.

  According to one aspect of the invention, there is provided a teaching tool for capturing the concept of diameter in a ball. The teaching instrument comprises a hollow spherical ball shell which is transparent. Further, the teaching tool is provided with a rotating body capable of rotating with respect to the center of the sphere formed by the spherical shell in a state of being fitted into the spherical shell. Further, the teaching tool is provided with a line segment portion provided so as to form a visible line segment on the rotating body, and positioned in a state corresponding to the diameter of the sphere formed by the spherical shell in the fitted state. .

  In the teaching tool of the present invention, the diameter of the sphere inside the sphere is obtained by rotating a rotating body provided with a line segment portion which is recognized as the diameter of the sphere formed by the sphere in a transparent sphere shell. It is possible to visually visualize the state in which the orientation of the lens changes variously. This makes it easy to explain the property that "the diameter of the sphere does not change even if the orientation inside the sphere changes."

  In one of the preferred embodiments of the above teaching instrument, the pivoting body attracts a magnetic force which can be attracted to the portion of the pivoting body away from the center of the sphere formed by the spherical shell by the magnetic force acting from the outside of the spherical shell. It has the means.

  According to the above configuration, the rotating body can be rotated by applying a magnetic force from the outside of the spherical shell to attract the magnetic attraction means. This makes it possible to easily change the direction of the line segment recognized as the diameter of the sphere.

  In one of the above embodiments, the magnetic pole is provided at a portion positioned on one end side of the line segment, and in the fitting state, it is possible to apply a magnetic attraction force to the outside of the spherical shell. It is preferable to have. In this case, the magnetic attraction means is provided at a portion of the line segment located on the other end side opposite to the one end side.

  According to the above configuration, a plurality of teaching tools having this configuration are prepared, and the magnetic force attracting means of one of the teaching tools is attracted to the magnetic pole of the other teaching tool, whereby each line segment of each teaching tool is straight It can be arranged in the form of In this way, it is possible to visually visualize the concept of "diameter of the sphere ● ●," which is necessary to determine the size of another figure from the diameter of the sphere.

  According to the present invention, it is possible to change the orientation of the line segment portion which is the diameter of the sphere relative to the sphere formed by the spherical shell, and to obtain the size of the other figure from the diameter of the sphere. Can facilitate the understanding of

FIG. 1 is a perspective view showing a teaching tool 10 according to an embodiment of the present invention. It is the top view showing the state which made the two teaching materials 10 of FIG. 1 adjoin.

  Below, the teaching tool 10 concerning one Embodiment of this invention is demonstrated using FIG. 1 and FIG. This teaching tool 10 is a teaching tool used to make it possible to visually grasp the concept of the diameter of a sphere in an arithmetic lesson.

  The teaching tool 10 has a configuration in which a rotary body 12 formed in a rod shape having a size fit into the spherical shell 11 is fitted in a colorless and transparent spherical shell 11 having a predetermined size. Here, the spherical shell 11 is configured by combining a cap 11A and a body 11B each forming a hollow hemisphere, and bonding the cap 11A and the body 11B by winding the transparent adhesive tape 10A. In addition, the rotary body 12 is rotated relative to the center of the sphere formed by the spherical shell 11 by being fitted with a loose fit in the spherical shell 11 (see the phantom line in FIG. 1). Is possible.

  The rotating body 12 bonds the magnets 13 and 14 to both ends of a line segment portion 12A formed so as to form a line segment visible in its entirety (strictly, a straight cylinder having a diameter smaller than the height strictly). It has a configuration that Here, the line segment portion 12A is positioned in a state corresponding to the diameter of the sphere formed by the spherical shell 11 in a fitted state in which the rotating body 12 is fitted into the spherical shell 11. The line segment portion 12A is provided with a marker 12B which is a display indicating the position of the center at a position corresponding to the center of the sphere formed by the spherical shell 11 in the fitted state. In the present embodiment, the marker 12B is represented at a position which is the middle point of the line segment formed by the line segment 12A in the line segment 12A.

  The magnet 13 is provided at a portion positioned on one end side of the line segment 12A (the right end of the line segment 12A in FIG. 2). The magnet 13 is positioned at a part away from the center of the sphere formed by the spherical shell 11 and, as shown in FIG. 1, the magnetic force acting from the outside of the spherical shell 11 (for example, the outside of the spherical shell 11 shown in FIG. The magnetic force of the magnet 90 of FIG. That is, the magnet 13 corresponds to the "magnetic attraction means" in the present invention.

  Further, the magnet 14 is provided in a portion (the left end of the line segment 12A in FIG. 2) positioned on the other end side opposite to the one end in the line segment 12A. The magnet 14 can be attracted by the magnetic force acting from the outside of the spherical shell 11 by being located at a part away from the center of the sphere formed by the spherical shell 11. That is, the magnet 14 corresponds to the "magnetic attraction means" in the present invention.

  Here, the magnet 13 is provided in a state in which the south pole 13B faces the spherical shell 11 and the north pole 13A faces the line segment 12A. Further, the magnet 14 is provided in a state where the north pole 14A is directed to the spherical shell 11 side and the south pole 14B is directed to the line segment 12A side. For this reason, the south pole 13B of the magnet 13 and the north pole 14A of the magnet 14 are magnetic poles capable of exerting an attractive force by the magnetic force on the outside of the spherical shell 11.

  Subsequently, an example of how to use the teaching tool 10 having the above-described configuration will be described. When using the teaching tool 10 in this usage method, a teacher who teaches arithmetic math first prepares the magnet 90 and the teaching tool 10 at hand, and shows only the teaching tool 10 to the child who receives the lesson. At this time, the child visually recognizes the colorless and transparent spherical shell 11 and the line segment 12A of the rotating body 12 inserted into the spherical shell 11.

  Next, the teacher explains to the child the ball shell 11 of the teaching tool 10 as a ball, and explains to the child the line segment 12A of the rotating body 12 fitted in the ball shell 11 as the diameter of the ball. At this time, the teacher may explain to the child the marker 12B of the line segment 12A as the center of the sphere.

  Subsequently, the teacher holds the magnet 90 in hand, brings the magnet 90 close to one of the teaching instruments 10, and causes the magnet 13 or the magnet 14 (the magnet 13 in FIG. 1) in the spherical shell 11 to be attracted to the magnet 90. Then, the teacher rotates the rotating body 12 in various directions by moving the magnet 90 while maintaining the state in which the magnet 13 or the magnet 14 is attracted to the magnet 90.

  At this time, the child looks at the line segment portion 12A of the rotating body 12 which is turned in various directions in the ball shell 11, and visually recognizes that the orientation of the diameter of the ball changes variously inside the ball. Imagine As a result, the teacher is a necessary property to determine the size of another figure from the diameter of the sphere. "The diameter of the sphere does not change even if the orientation inside the sphere changes." The nature can be easily understood by children.

  Subsequently, an example of a method of using the teaching tool 10 different from the method of using the teaching tool 10 will be described. When the teaching tool 10 is used in this usage method, the teacher who performs arithmetic lessons first makes the diameter of the sphere formed by A pieces (A is a natural number of 2 or more) of the teaching piece 10 and the spherical shell 11 of this teaching piece 10 ( For example, a long article (not shown) having a length of B (B is a natural number less than A) times 8 [cm] is prepared.

  Next, the teacher aligns the prepared A teaching tools 10 without gaps. At this time, the teacher attracts the magnet 13 or the magnet 14 in the teaching tool 10 to be aligned to the north pole 14A of the magnet 14 or the south pole 13B of the magnet 13 in the teaching tool 10 adjacent to the teaching tool 10. The respective line segments 12A of the line segment 12 are straight (see FIG. 2).

  Then, the teacher shows the A teaching materials 10 arranged in a straight line and the prepared long articles to the children who take the class, and asks the children about the length of the long articles. At this time, since the child visually recognizes the line segments 12A of A pieces in a straight line in the A teaching tools 10 arranged in a straight line, the length of the long article can be relatively easily This leads to the idea that the length of the line segments 12A is B lines. On the other hand, the teacher points to one of the juxtaposed teaching tools 10 and explains to the child the ball shell 11 of this teaching tool 10 as a ball, and the line segment of the rotating body 12 fitted in the ball shell 11 Explain part 12A to a child as the diameter of a ball. In this way, the child visually understands and grasps the concept of "diameter of ball ● ● book" and understands that the size of another figure can be obtained from the diameter of the ball.

  According to the teaching tool 10 described above, by rotating the rotating body 12 provided with the line segment portion 12A, which is recognized as the diameter of the sphere formed by the spherical shell 11, in the transparent spherical shell 11, It is possible to visually visualize a state in which the orientation of the diameter of the sphere changes variously inside. This makes it easy to explain the property that "the diameter of the sphere does not change even if the orientation inside the sphere changes."

  Here, in the teaching tool 10 described above, the rotating body 12 can be rotated by attracting the magnet 13 or the magnet 14 by applying the magnetic force of the magnet 90 from the outside of the spherical shell 11. This makes it possible to easily change the direction of the line segment 12A that is visually recognized as the diameter of a sphere.

  When a plurality of teaching materials 10 are prepared, each of the teaching materials 10 is attracted by attracting the magnet 13 or the magnet 14 of one teaching material 10 to the N pole 14A or the S pole 13B of the other teaching material 10, The line segments 12A of these teaching tools 10 can be arranged in a straight line. In this way, it is possible to visually visualize the concept of "diameter of the sphere ● ●," which is necessary to determine the size of another figure from the diameter of the sphere.

  Therefore, according to the teaching tool 10 described above, it is possible to change the orientation of the line segment 12A, which is the diameter of the sphere with respect to the sphere formed by the spherical shell 11, to obtain the sizes of other figures from the diameter of the sphere. It can facilitate the understanding of the nature needed to seek.

  The present invention is not limited to the appearance and configuration described in the above-described embodiment, and various changes, additions, and deletions can be made without departing from the scope of the present invention. For example, the following various modes can be implemented.

(1) The magnetic attraction means and the magnetic pole provided to the rotating body are not limited to the above-described configuration. That is, in the above embodiment, one of the two magnets bonded to both ends of the line segment is replaced with a ferromagnetic material such as iron or an alnico alloy, and this ferromagnetic material has a function as a magnetic attraction means. Variations may be employed. Moreover, the modification which makes a rotation body the thing provided with magnetic attraction means and a magnetic pole is employable by making the whole the line segment part of a rotation body into the magnet in which the both ends become a magnetic pole. In addition, the positions of the magnetic force attracting means and the magnetic pole of the rotating body can be changed to any position separated from the position of the center of the sphere formed by the spherical shell in the inserted state of the rotating body into the spherical shell.

(2) In the rotating body, the configuration in which the magnets are bonded to both ends of the line segment formed so as to form a visible line segment as a whole is not essential. That is, the rotating body is, for example, a disk of a size corresponding to the great circle of a sphere formed by the spherical shell, or a semicircular plate obtained by halving the circular disc, or any other shaped object fitted into the spherical shell. A modification in which a line segment is provided at a position corresponding to the diameter of the sphere formed by the spherical shell in the object can be employed. In this modification, the line segment portion may be a linear display shown on the object or a linear member attached to the object. Here, according to the configuration in which a linear member is attached to the object to form a line segment, a portion corresponding to the diameter of the sphere formed by the spherical shell in the object becomes hollow (for example, the object is a torus body) Even in the case where it is the case, the rotating body can be provided with the line segment. In each of the modifications, it is preferable to enhance the visibility of the line segment by making the object transparent and coloring the line segment.

(3) It is possible to omit the marker of the line segment and the magnetic attraction means and the magnetic pole from the rotating body. When the magnetic force attracting means is omitted from the rotating body, it is preferable to position the center of gravity of the rotating body at a position away from the center of the sphere formed by the spherical shell into which the rotating body is fitted. According to this configuration, by rotating the ball shell of the teaching tool so as to turn it, it is possible to rotate the rotating body in the ball shell.

(4) The spherical shell 11 of the teaching tool 10 shown in FIG. 1 is colorless and transparent, and does not have the unevenness | corrugation which limits the rotation range of the rotation body 12 in the inner surface. However, the ball shell of the teaching tool may have asperities that limit the rotation range of the rotating body on the inner surface thereof. Moreover, the spherical shell of the teaching tool may be colored and transparent. In addition, the ball shell of the teaching tool may be a combination of a cap and a body by fitting each other.

DESCRIPTION OF SYMBOLS 10 Teaching materials 10A Transparent adhesive tape 11 Ball shell 11A Cap 11B Body 12 Rotating body 12A Line segment part 12B Marker 13 Magnet (magnetic attraction means)
13A N pole 13B S pole (magnetic pole)
14 Magnet (magnetic attraction means)
14A N pole (magnetic pole)
14B S pole 90 magnet

Claims (3)

In a teaching tool to capture the notion of diameter in a sphere,
A hollow spherical sphere shell which is transparent,
A rotating body capable of rotating with respect to the center of the sphere formed by the spherical shell in a fitted state fitted into the spherical shell;
A line segment which is provided on the rotating body so as to form a visible line segment, and which is positioned in a state corresponding to the diameter of the sphere formed by the spherical shell in the fitted state;
Equipped with
Teaching materials. A teaching tool according to claim 1, wherein
The rotating body is provided with magnetic force attracting means that can be attracted by a magnetic force acting from the outside of the spherical shell at a portion of the rotating body apart from the center of the sphere formed by the spherical shell.
Teaching materials. A teaching tool according to claim 2, wherein
It is provided in a portion positioned on one end side of the line segment, and has a magnetic pole capable of exerting an attractive force by a magnetic force to the outside of the spherical shell in the fitted state,
The magnetic force attracting means is provided at a portion positioned on the other end side opposite to the one end side in the line segment portion.
Teaching materials.

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