RU203142U1 - A guide to teaching writing - Google Patents

Abstract

The useful model relates to the field of education and can be used in general education schools to develop graphic writing skills in younger schoolchildren. The textbook for teaching writing contains at least one template (1), made with embossing (2), which depict educational symbols (3). According to the utility model, the template (1) is made with at least one group (4) of embossing (2), including four lines (5, 6, 7, 8), depicting the same training symbol (3), from which, the first line (5) is made with a maximum embossing (2) with a depth of t1 mm, the second line (6) is made with a smaller embossing (2) with a depth of t2 <t1 mm, the third line (7) is made with a minimum embossing (2) with a depth of t3 <t2 mm, and the fourth line (8) is made smooth without embossing (2) t4 = 0 mm. EFFECT: accelerating learning to write and increasing the number of mastering the writing of educational symbols. 2 c.p. f-ly, 3 dwg

Description

The useful model relates to the field of education and can be used in general education schools for the formation of graphic writing skills in younger schoolchildren.

The closest in essence to the object of the claimed is a textbook for teaching writing, containing at least one template, made with embossing, which depict educational symbols ["TEMPLATE FOR TEACHING CALLIGRAPHY" GB1471628A (YEBRA PONT E, DE) G09B11 / 04; B43L13 / 20; 07/24/1977, the closest analogue is the prototype] [1].

The well-known manual contains a template, which is a flat sheet, the main surface of which is formed by embossing - grooves on which the shapes of calligraphic symbols, signs or letters are depicted, and along these grooves you can follow the instrument that the student writes.

One of the symbols can be provided with markings, for example, in the form of arrows that indicate the position in each groove where the tool that writes should first be applied and the direction in which it must move from that position along the corresponding groove in order to trace the corresponding symbol. ...

The disadvantage of the well-known manual [1] is that the abrupt transition for a student from writing a character in deep pressure to writing a character on a smooth surface does not make it possible to quickly and reliably master the writing of more characters in a short period of time.

The technical problem to be solved by the utility model is to improve the well-known textbook for writing the same character by gradually decreasing the embossing depth in several lines before writing the character, and then on a smooth line without embossing.

The technical result, which is achieved when solving the technical problem, is that it allows the student to accelerate learning to write and increase the number of writing educational symbols.

The technical problem posed is solved, and the technical result is achieved by the fact that in a textbook for teaching writing, containing at least one template made with embossing that depict educational symbols. According to the utility model, the template is made with at least one group of embossing, which includes four lines depicting the same training character, of which, the first line is made with a maximum embossing with a depth of t1 mm, the second line is made with a smaller embossing with a depth of t2 <t1 mm, the third line is made with a minimum embossing with a depth of t3 <t2 mm, and the fourth line is made smooth without embossing t4 = 0 mm.

This improvement of the manual for writing the same character by gradually decreasing the embossing depth in several lines, that is, first t1 mm, then t2 <t1 mm, then t3 <t2 mm before writing the character in the final smooth line without embossing t4 = 0 mm allows the student to speed up learning to write and increase the number of writing instructional symbols.

This is explained by the fact that the proposed manual, which has a different depth of embossing in the lines, contributes to the fact that the student's hand first gets used to the correct (template) writing, later the pen does not fully enter the embossing and it already needs to be able to hold and guide it, later the embossing is minimal and the child writes practically independently.

On the last clean line, you can see the level of the mastered skill and determine further actions - for example, the letter is mastered, or you still need to train in this or that pressure.

As a result, this approach allows you to master a larger number of letters, numbers, shapes, symbols in a shorter period of time.

Also, this improvement allows you to work out a particular symbol more closely, for example, with the help of various embossing, which ultimately leads to a student's loyalty to writing, because he uses more of the writing skill at a subconscious level.

This is due to the fact that the student's hand is used to writing this or that letter, for example, in this form, and not in another, making a minimum of effort.

The claimed manual for teaching writing also has additional improvements that create an additional technical result.

In the manual for teaching writing, according to the utility model, the templates are made of a flexible sheet of cardboard or thick paper and bound.

This ensures that the manual is produced from available materials in a typographic manner.

In the textbook for teaching writing, according to the utility model, letters and / or numbers and / or figures and / or images are used as educational symbols.

This provides a wide use of the manual for teaching the student not only writing, but also visual elements when teaching drawing and writing music notes.

Further, the utility model is illustrated by an example of its implementation and use.

FIG. 1 shows a manual for teaching writing.

FIG. 2 is a cross-sectional view of the lines of the embossing group of a writing aid.

FIG. Figure 3 shows the layout of a handbook for teaching writing.

The claimed manual for teaching writing (Fig. 1-3) contains at least one template 1, made with embossing 2, which depict educational symbols 3.

The main improvements to the claimed teaching aid for writing are as follows.

Template 1 is made with at least one group 4 of embossing 2, including four lines 5, 6, 7, 8, depicting the same training character 3, of which the first line 5 is made with a maximum embossing 2 with a depth of t1 mm, the second line 6 is made with a smaller embossing 2 with a depth of t2 <t1 mm, the third line 7 is made with a minimum embossing 2 with a depth of t3 <t2 mm, and the fourth line 8 is made smooth without embossing 2 t4 = 0 mm.

Templates 1 are made of a flexible sheet of cardboard or thick paper and are bound.

Letters, and / or numbers, and / or figures and / or images are used as educational symbols 3.

Use the manual for teaching writing as follows.

First, the object of study is determined, that is, the educational symbol 3 is determined in the form of a letter and / or a number, and / or a figure and / or an image.

Next, the student is given a textbook for teaching writing, containing template 1 (Fig. 1.3), made with at least one group 4 of embossing 2, including four lines 5, 6, 7, 8, depicting the same specific object of study, that is training character 3, of which the first line 5 is made with a maximum embossing 2 with a depth of t1 mm, the second line 6 is made with a smaller embossing 2 with a depth of t2 <t1 mm, the third line 7 is made with a minimum embossing 2 with a depth of t3 <t2 mm, and the fourth line is 8 made smooth without embossing 2 t4 = 0 mm.

A student in one of the groups 4 embossing 2 templates 1 with a pencil or ballpoint pen, or other writing device under the supervision of a teacher, begins to write repeatedly (Fig. 2) on the first line 5 with a maximum embossing 2 with a depth of t1 mm, a certain character, for example, a letter "A" and gets the initial skills of writing it.

Then the student goes to the second line 6 and begins to write repeatedly with less embossing 2 with a depth of t2 <t1 mm a certain symbol - the letter "A" and thereby develops the skills of its writing.

After that, the student goes to the third line 7 and begins to write repeatedly with a minimum embossing 2 with a depth of t3 <t2 mm, a certain symbol - the letter "A" and thereby consolidates the skills of its writing.

And then the student goes to the fourth line 8, made smooth without embossing 2 (t4 = 0 mm) and practices independent writing of a certain character - the letter "A", finally consolidating his skills in writing it.

On the last fourth line 8, the teacher manages to see the level of the learned skill of the student writing a certain symbol 2, in this case the letter "A", and determine further actions - writing this letter "A" is mastered, or further training is required in one line or another 5, 6 , 7 with embossing 2 of the desired depth t1 mm, or t2 <t1 mm, or t3 <t2.

As a result, such a manual for teaching writing allows you to master in a shorter period of time more writing of symbols, that is, letters and / or numbers, and / or figures and / or images.

Such a manual also allows you to more closely work out a particular symbol, for example, with the help of various embossing, which ultimately leads to a student's loyalty to the template or writing, because he uses more of the writing skill at a subconscious level.

At the same time, the student's hand gets used to correctly writing this or that letter, for example, in this form, and not in another, making a minimum of effort.

The above information confirms the possibility of industrial applicability of the claimed manual for teaching writing, which significantly speeds up the student's learning and increases the amount of his mastery of writing educational symbols, due to which the manual can be widely used in general education schools for the formation of graphic writing skills in younger students and can be made on any printing company.

List of designations

1. Template.

2. Embossing.

3. Educational symbol.

4. Group of embossing.

5. The first line of the embossing group, made with the maximum embossing, depth t1 mm.

6. The second line of the embossing group, made with a smaller embossing, with a depth of t2 <t1 mm.

7. The third line of the embossing group, made with a minimum embossing, with a depth of t3 <t2 mm.

8. The fourth line of the embossing group, made smooth without embossing t4 = 0 mm.

Claims (3)

1. A manual for teaching writing, containing at least one template (1), made with embossing (2), which depict educational symbols (3), characterized in that the template (1) is made with at least one a group (4) of embossing (2), including four lines (5, 6, 7, 8), depicting the same training symbol (3), of which the first line (5) is made with a maximum embossing (2) with a depth of t1 mm , the second row (6) is made with a smaller embossing (2) with a depth of t2 <t1 mm, the third row (7) is made with a minimum embossing (2) with a depth of t3 <t2 mm, and the fourth row (8) is made smooth without embossing (2) t4 = 0 mm. 2. A manual for teaching writing according to claim 1, characterized in that the templates (1) are made of a flexible sheet of cardboard or thick paper and bound. 3. A manual for teaching writing according to claim 1, characterized in that letters and / or numbers, and / or figures, and / or images are used as educational symbols (3).

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