TWM637440U - Education kit with synthesis and decomposition educational functions - Google Patents

Abstract

一種具有合成與分解教育功能的教育套組，用於教育受教者且包括：第一、二、三對象物卡且各具有多數。第一、二、三對象物卡上分別顯示有第一、二、三對象案圖案，且第三對象物卡上還多顯示有第二對象物圖案。所有的第一、二、三對象物卡共同組成卡組。各受教者搶先找出第一對象物卡者為第一順位進行預設數字的合成：在手上的所有對象物卡中找出第二、三對象物卡上各別的第二對象物圖案的數量有任二的合成等於預設數字時即計數為1，比較各受教者累計獲得的計數數字的高低。藉此，既能做為輔助教育幼童的教具，還能一邊遊戲一邊讓幼童確實認識某一數量的合成與分解，並據此加深幼童對於某一數量的合成與分解的印象。 An educational set with synthesis and decomposition educational functions is used for educating the learners and includes: the first, second, and third object cards, each of which has a plurality. The first, second, and third object cards display patterns of the first, second, and third objects respectively, and the third object card further displays patterns of the second object. All the first, second, and third object cards together form a card group. The trainees are the first to find out the first object card. Those who are the first to synthesize the preset numbers: find out the second objects on the second and third object cards from all the object cards in their hands. When the combination of any two of the patterns is equal to the preset number, the count is 1, and the accumulative count numbers obtained by each trainee are compared. In this way, it can not only be used as a teaching aid for the auxiliary education of young children, but also allow young children to know the synthesis and decomposition of a certain quantity while playing games, and thereby deepen the young children's impression of the synthesis and decomposition of a certain quantity.

Description

具有合成與分解教育功能的教育套組 Educational set with synthesis and decomposition educational functions

本申請與某一數量的合成與分解的幼童教育有關，特別是指一種具有合成與分解教育功能的教育套組。 This application is related to a certain amount of synthesis and decomposition of young children's education, especially an educational set with the function of synthesis and decomposition education.

對於學齡前例如3-6歲的幼童而言，某一數量(例如4、5或10)的合成與分解並不容易瞭解，要讓這類幼童認識數量的合成與分解，在沒有教具的輔助下，應該難以辦到。 For preschool children, such as 3-6 years old, the synthesis and decomposition of a certain number (such as 4, 5 or 10) is not easy to understand. To let such young children understand the synthesis and decomposition of quantities, there is no teaching aid. With the assistance of , it should be difficult to do.

然而，即使真有這類教具，但對於3-6歲的學齡前幼童而言，教過就過了，並不會特別去記憶，導致數量的合成與分解的教育成效不佳，確有待加以改善。 However, even if there are such teaching aids, for preschool children aged 3-6, it is easy to teach them, and they will not remember them in particular, which leads to poor educational results in the synthesis and decomposition of quantities. improve.

因此，如何設計出既能做為輔助教育的教具，還能藉由遊戲來加深幼童對於數量的合成與分解的印象而成為不易忘記的記憶，乃為本申請創作人所亟欲解決的一大課題。 Therefore, how to design a teaching aid that can be used as an auxiliary education, and how to deepen children's impression of the synthesis and decomposition of quantities through games and become an unforgettable memory is a problem that the creators of this application want to solve urgently. Big subject.

本申請的目的在於提供一種具有合成與分解教育功能的教育套組，既能做為輔助教育的教具，還能藉由遊戲來加深幼童對於某一數量的合成與分解而成為不易忘記的記憶。 The purpose of this application is to provide an educational set with the function of synthesis and decomposition education, which can be used as a teaching aid for auxiliary education, and can also be used to deepen children's synthesis and decomposition of a certain amount through games, making it an unforgettable memory .

為了達成上述目的，本申請提供一種具有合成與分解教育功能的教育套組，用於教育受教者且包括：至少二第一對象物卡，每一該第一對象物卡上皆顯示有一第一對象物圖案，每一該第一對象物卡為矩形；多數第二對象物卡，每一該第二對象物卡上皆顯示有至少一第二對象物圖案，每一該第二對象物卡為矩形；以及多數第三對象物卡，每一該第三對象物卡上皆顯示有一第三對象物圖案和至少一該第二對象物圖案，該些第一對象物卡、該些第二對象物卡和該些第三對象物卡彼此堆疊而共同組成一卡組，每一該第三對象物卡為矩形；其中，各受教者中搶先在蓋卡後的該卡組裡找出該第一對象物卡者做為發卡和進行一預設數字的合成的第一順位；將該卡組發給各受教者，並依序進行該預設數字的合成；進行該預設數字的合成係指受教者每次在手上的該些第一、二、三對象物卡中找出顯示在該第二對象物卡上的該第二對象物圖案的數量與顯示在該第三對象物卡上的該第二對象物圖案的數量的合成剛好等於該預設數字時計數為1，並比較各受教者累計計數的高低。 In order to achieve the above object, the present application provides an educational set with synthesis and decomposition educational functions, which is used for educating the trainees and includes: at least two first object cards, each of which displays a first object card. An object pattern, each of the first object cards is a rectangle; a plurality of second object cards, each of which has at least one second object pattern displayed on each of the second object cards, and each of the second object cards The card is rectangular; and most of the third object cards, each of the third object cards display a third object pattern and at least one of the second object pattern, the first object cards, the second object cards The second object cards and the third object cards are stacked together to form a card group, and each of the third object cards is a rectangle; among them, each trainee is the first to find in the card group after the card is covered. The person who issued the first object card is the first to issue the card and carry out the synthesis of a preset number; distribute the card group to each trainee, and carry out the synthesis of the preset number in sequence; carry out the preset The synthesis of numbers means that the trainee finds the quantity and the number of the second object pattern displayed on the second object card in these first, second, and third object cards in the hand at every turn and displayed on the second object card. When the combination of the number of the second object pattern on the third object card is just equal to the preset number, the count is 1, and the cumulative count of each trainee is compared.

相較於先前技術，本申請具有以下功效：既能做為輔助教育幼童(受教者)認識並學習某一數量的合成與分解的教具，還能一邊進行遊戲一邊讓幼童確實認識某一數量合成與分解的概念來加深幼童的印象，進而成為不易忘記的記憶。 Compared with the prior art, this application has the following effects: it can be used as a teaching tool for assisting young children (teachees) to recognize and learn a certain amount of synthesis and decomposition, and it can also allow young children to know a certain amount while playing games. A concept of quantitative synthesis and decomposition to deepen the impression of young children, and then become an unforgettable memory.

1:第一對象物卡 1: The first object card

11:第一對象物圖案 11: The first object pattern

2:第二對象物卡 2: The second object card

21:第二對象物圖案 21: The second object pattern

3a,3b:第三對象物卡 3a, 3b: third object card

31:第三對象物圖案 31: The third object pattern

4:解救圖案 4: Rescue pattern

41:第一部分 41: Part 1

42:第二部分 42: Part Two

5:故事卡組 5: Story deck

51:故事卡 51: Story Cards

6:操作卡組 6: Operation card group

61:操作卡 61: Operation card

7:數字卡 7: Digital card

8:手指卡 8: Finger card

9:第二對象物圖案卡 9: Second object pattern card

D:卡組 D: card group

圖1為本申請教育套組中之故事卡組的平面展示示意圖。 Fig. 1 is a schematic plan view of the story card set in the educational set of the application.

圖2和圖3為本申請教育套組中之操作卡組的平面展示示意圖。 Figure 2 and Figure 3 are schematic diagrams showing the operation card set in the educational set of the present application.

圖4為本申請教育套組中的三種遊戲卡組的平面展示示意圖。 Fig. 4 is a schematic plan view of three game card sets in the educational set of the present application.

圖5為本申請三種遊戲卡組分別以一第二對象物卡與一第三對象物卡共同合成一解救圖案的平面展示示意圖。 FIG. 5 is a plan view schematic diagram of three kinds of game card sets of the present application, respectively combining a second object card and a third object card to form a rescue pattern.

圖6為本申請中之遊戲卡組所疊成的卡組和所翻開的搭配卡。 Fig. 6 is the stacked deck of the game deck in this application and the unfolded collocation card.

有關本申請的詳細說明和技術內容，配合圖式說明如下，然而所附圖式僅提供參考與說明用，非用以限制本申請。 The detailed description and technical content of the application are described below with the accompanying drawings, but the attached drawings are only for reference and description, and are not intended to limit the application.

本申請提供一種具有合成與分解教育功能的教育套組，用於教育年齡約在3-6歲的學齡前幼童(以下簡稱：受教者)認識並建立合成和分解的概念。需說明的是，由於受教者的年齡僅約3-6歲，因此僅先學習10以內的合成和分解。 This application provides an educational set with the function of synthesis and decomposition education, which is used to educate preschool children aged about 3-6 (hereinafter referred to as "teachees") to recognize and establish the concepts of synthesis and decomposition. It should be noted that since the age of the trainees is only about 3-6 years old, only the synthesis and decomposition within 10 will be learned first.

如圖1至圖6所示，本申請具有合成與分解教育功能的教育套組(以下簡稱：教育套組)包括：一故事卡組5(見於圖1)、一操作卡組6(見於圖2和圖3)以及一遊戲卡組(未標示元件符號，見於圖4至圖6)。其中，如圖4所示，由上而下的上排、中排和下排分別為第一種、第二種和第三種遊戲卡組(第一、第二和第三種遊戲卡組皆未標示元件符號)。 As shown in Fig. 1 to Fig. 6, the present application has the education cover group (hereinafter referred to as: education cover group) of synthesis and decomposition education function and comprises: a story card group 5 (seeing in Fig. 1), an operation card group 6 (seeing in Fig. 2 and Fig. 3) and a game card set (unmarked component symbols, see Fig. 4 to Fig. 6). Wherein, as shown in Figure 4, the upper row, the middle row and the lower row from top to bottom are respectively the first, the second and the third game card group (the first, the second and the third game card group are not marked with component symbols).

需說明的是，在教育受教者時，可由大人帶著受教者進行，先以故事卡組5以說故事的方式進行合成和分解的說明，再以操作卡組6進行一預設數字的合成與分解的操作，最後才以遊戲卡組進行合成與分解的遊戲。但為了方便說明，以下將先以遊戲卡組進行說明，接著才說明故事卡組5和操作卡組6。 It should be noted that when educating the trainees, the adults can lead the trainees to carry out, first use the story card group 5 to explain the synthesis and decomposition by telling stories, and then use the operation card group 6 to carry out a preset number The operation of synthesis and decomposition, and finally the game of synthesis and decomposition with the game card group. But for the convenience of explanation, the game deck will be explained first, and then the story deck 5 and operation deck 6 will be explained.

如圖4所示，位於圖4中的上排者即為第一種遊戲卡組，其難易程為：易，所以使用的預設數字為4；位於圖4中的中排者即為第二種遊戲卡組，其難易程為：中等，所以使用的預設數字為5；至於位於圖4中的下排者即為第 三種遊戲卡組，其難易程為：難，所以使用的預設數字為10。以下僅以上排的第一種遊戲卡組為例進行說明。 As shown in Figure 4, the upper row in Figure 4 is the first game card group, and its difficulty level is: easy, so the default number used is 4; the middle row in Figure 4 is the first The difficulty of the two game card groups is: medium, so the default number used is 5; as for the one in the lower row in Figure 4, it is the first There are three kinds of game decks, the difficulty level is: hard, so the default number used is 10. In the following, only the first game card group in the above row is taken as an example for illustration.

如圖4和圖5中位於上排者所示，為本申請教育套組中的第一種遊戲卡組，包括：至少二第一對象物卡1、多數第二對象物卡2以及多數第三對象物卡3a。每一第一對象物卡1上顯示有一第一對象物圖案11，每一第二對象物卡2上顯示有至少一第二對象物圖案21和解救圖案4的第一部分41，每一第三對象物卡3a上顯示有一第三對象物圖案31、至少一第二對象物圖案21和解救圖案4的第二部分42。 As shown in Fig. 4 and Fig. 5, it is the first game card group in the educational cover set of the present application, including: at least two first object cards 1, most second object cards 2 and most second object cards. Three object cards 3a. Each first object card 1 displays a first object pattern 11, each second object card 2 displays at least one second object pattern 21 and the first part 41 of the rescue pattern 4, each third The object card 3 a displays a third object pattern 31 , at least one second object pattern 21 and the second part 42 of the rescue pattern 4 .

前段所述的各對象物圖案可為各式圖案，本申請對此並不限制，在一實施例中則可為：第一對象物圖案11係為牧羊人，第二對象物圖案21係為綿羊，第三對象物圖案31係為野狼，解救圖案4係為剪刀，因此牧羊人可藉由得到剪刀，以剪開野狼的肚子，進而救出被野狼吞進肚子裡的綿羊。 Each object pattern described in the previous paragraph can be various patterns, and the present application is not limited to this. In one embodiment, it can be: the first object pattern 11 is a shepherd, and the second object pattern 21 is a shepherd. For sheep, the third object pattern 31 is wild wolf, and the rescue pattern 4 is scissors, so the shepherd can cut open the wolf's stomach by obtaining the scissors, and then rescue the sheep swallowed by the wolf.

這些第一對象物卡1、第二對象物卡2和第三對象物卡3a共同組成如圖6所示一卡組D，且這卡組D以蓋卡方式堆疊成一疊。所稱的蓋卡係指將各對象物卡(1、2、3a)翻過來蓋上，也就是讓顯示有各對象物圖案(11、21、31)的那一面朝下被蓋住。 The first object card 1, the second object card 2 and the third object card 3a together form a card group D as shown in FIG. The so-called cover card means that each object card (1, 2, 3a) is turned over and covered, that is, the side that shows each object pattern (11, 21, 31) is covered downward.

在實際進行遊戲時，由兩位受教者進行比賽。首先，將各對象物卡(1、2、3a)以蓋卡方式放置，並在其中由各受教者搶快中找出第一對象物卡1，最先找出第一對象物卡1的受教者具有被指定為第一順位的優勢，也就是能在進行發卡和進行預設數字的合成時做為第一順位。據此，從第一順位的受教者先開始發卡，並將剩餘的各對象物卡(1、2、3a)以蓋卡方式疊成卡組D，再將位於卡組D最上面的四張予以翻開，這四張被翻開的對象物卡(1、2、3a)則共同做為搭配卡(未標示元件符號)。 When actually playing the game, two trainees play a game. First, place each object card (1, 2, 3a) in a card-covering manner, and among them, each trainee finds out the first object card 1 in a hurry, and first finds out the first object card 1 The trainees have the advantage of being designated as the first choice, that is, they can be the first choice when issuing cards and synthesizing preset numbers. According to this, the trainees with the first order start to issue cards first, and stack the remaining object cards (1, 2, 3a) into card group D in the way of covering cards, and then place the top four cards in card group D. One is opened, and these four opened object cards (1, 2, 3a) are jointly used as matching cards (unmarked component symbols).

接著，各受教者先對自己手上的所有對象物卡(1、2、3a)進行預設數字的合成。進行預設數字的合成時，各受教者先檢視自己手上的所有對象物卡(1、2、3a)，是否有顯示在第二對象物卡2上的第二對象物圖案21的數量，加上顯示在第三對象物卡3上的第二對象物圖案21的數量，能夠等於預設數字：4。若有，即可如圖5所示兩兩並排讓第一部分41和第二部分42共同拼組成完整的解救圖案4，如此表示牧羊人獲得剪刀(解救圖案4)，所以能剪開野狼(第三對象物圖案31)的肚子而救出肚裡的綿羊(第二對象物圖案21)。 Next, each trainee first synthesizes the preset numbers for all the object cards (1, 2, 3a) in his hand. When synthesizing the preset numbers, each trainee first checks all the object cards (1, 2, 3a) in his hand, whether there is the number of the second object pattern 21 displayed on the second object card 2 , plus the number of second object patterns 21 displayed on the third object card 3 can be equal to the preset number: 4. If there is, as shown in Figure 5, the first part 41 and the second part 42 can be assembled together to form a complete rescue pattern 4, which means that the shepherd obtains the scissors (rescue pattern 4), so it can cut the wild wolf ( The belly of the third object pattern 31) and rescue the sheep (second object pattern 21) in the belly.

各受教者手上剩下的各對象物卡(1、2、3a)若已無法再合成預設數字時，則從第一順位的受教者開始對已翻開的搭配卡和卡組D進行預設數字的合成。各受教者輪流檢視手中的所有對象物卡(1、2、3a)與已翻開的所有搭配卡中，是否有顯示在第二對象物卡2上的第二對象物圖案21的數量，加上顯示在第三對象物卡3上的第二對象物圖案21的數量，能夠等於預設數字：4。若有，則如前所述那樣兩兩並排共同拼組成完整的解救圖案4；若再沒有時，則從手上選擇任一張對象物卡(1、2或3a)放在前述已翻開的對象物卡附近，再翻開位於卡組D最上面的對象物卡(1、2或3a)與手上的對象物卡(1、2或3a)組合看看是否有任何一張的合成剛好等於預設數字，若有則再兩兩並排共同拼組成完整的解救圖案4，若再沒有則換下一位受教者對已翻開的搭配卡和卡組D進行預設數字的合成。如此輪流多次直到所有受教者手上已沒有任何卡後，各受教者開始統計自己所獲得的解救圖案4的數量，以數量最高者獲勝。 If the remaining target cards (1, 2, 3a) in the hands of each trainee can no longer be synthesized into the preset numbers, start from the trainee with the first order to match the opened matching cards and card groups D Synthesis of preset numbers. Each trainee checks in turn all object cards (1, 2, 3a) in hand and all collocation cards that have been turned over, whether there is the quantity of the second object pattern 21 displayed on the second object card 2, Adding the number of second object patterns 21 displayed on the third object card 3 can be equal to the preset number: 4. If there is, then as previously mentioned, two by two together form a complete rescue pattern 4; if there is no more, then select any object card (1, 2 or 3a) from your hand and place it on the previously opened Near the target card, then turn over the combination of the top target card (1, 2 or 3a) in deck D and the target card (1, 2 or 3a) in your hand to see if there is any combination It is exactly equal to the preset number. If there is any, put them together in pairs to form a complete rescue pattern 4. If there is no more, replace the next trainee to synthesize the preset number on the opened collocation card and card group D. . After taking turns in this way for many times until all the trainees have no more cards in their hands, each trainee starts to count the number of rescue pattern 4 he has obtained, and the one with the highest number wins.

由於受教者也可翻開位於卡組D最上面的對象物卡(1、2或3a)，來與手上的對象物卡(1、2或3a)組合看看是否能合成預設數字，所以任何時候位在卡組D最上面的對象物卡(1、2或3a)也可視為搭配卡，而能與受教者手上的卡搭配組合。 Because the trainee can also open the object card (1, 2 or 3a) on the top of the deck D to combine with the object card (1, 2 or 3a) in hand to see if the preset number can be synthesized , so the object card (1, 2 or 3a) on the top of the deck D at any time can also be regarded as a matching card, and can be combined with the cards in the hands of the trainee.

藉此，以能一邊進行遊戲，一邊讓學齡前的受教者確實認識並學習預設數字為4、5或10的合成與分解，因此能成為受教者不易忘記的深刻記憶。 In this way, while playing the game, the preschool learners can recognize and learn the synthesis and decomposition of the preset number 4, 5 or 10, so it can become a deep memory that the learners will not forget.

在一實施例中，第一部分41和第二部分41分別對應配置於第二對象物卡2和第三對象物卡3a的一側邊，以藉由並排第二對象物卡2和第三對象物卡3a而確實讓第一部分41和第二部分42共同拼組成如圖5所示的解救圖案4，因此特別具有拼組樂趣。 In one embodiment, the first part 41 and the second part 41 are arranged correspondingly on one side of the second object card 2 and the third object card 3a, so that by arranging the second object card 2 and the third object card The object card 3a does allow the first part 41 and the second part 42 to form the rescue pattern 4 shown in Figure 5, so it is particularly fun to assemble.

此外，在一實施例中，本申請教育套組還可包括有多數的另一種第三對象物卡3b，此種第三對象物卡3b上並未揭示任何第二對象物圖案21，也未揭示解救圖案4的任何部分，此種第三對象物卡3b上僅單純顯示第三對象物圖案31。以藉由增加此種第三對象物卡3b，來增加遊戲難度並增添樂趣。 In addition, in one embodiment, the educational set of the present application may also include a large number of another third object card 3b, which does not disclose any second object pattern 21 on this third object card 3b, nor does it Any part of the rescue pattern 4 is revealed, and only the third object pattern 31 is simply displayed on the third object card 3b. By increasing this third object card 3b, the difficulty of the game is increased and the fun is increased.

為了更易於區分三種遊戲卡組的難易程度，如圖4所示，能以第一種顏色做為第一種遊戲卡組的區分顏色，以第二種顏色做為第三種遊戲卡組的區分顏色，以第三種顏色做為第三種遊戲卡組的區分顏色。因此，在進行遊戲時，可先藉由顏色來選擇遊戲難度，例如選擇難易程度為易的第一種遊戲卡組(預設數字為4)，或選擇難易程度為難的第三種遊戲卡組(預設數字為10)。 In order to be easier to distinguish the degree of difficulty of the three game card groups, as shown in Figure 4, the first color can be used as the distinguishing color of the first game card group, and the second color can be used as the color of the third game card group. Distinguish colors, and use the third color as the distinguishing color of the third game card group. Therefore, when playing the game, you can first choose the difficulty of the game by color, for example, choose the first game card group with an easy difficulty level (the default number is 4), or choose the third game card group with a difficult difficulty level (The default number is 10).

如圖1所示，接著回頭說明用以讓受教者認知並學習合成與分解的故事卡組5，其包含多數故事卡51。可由大人依故事卡組5的編號順序以說故事的方式進行說明，當然也可由年齡最大的受教者(或由每位受教者輪流)嘗試表達故事卡51上的圖片所代表的意思：從前有位牧羊人，因為他會尋找好的水源和草地來照顧綿羊，所以他的羊群繁殖得很快，這使得牧羊人必須清點綿羊的數量。 As shown in FIG. 1 , the story card set 5 for allowing trainees to recognize and learn to synthesize and decompose will be described later, which includes a large number of story cards 51 . It can be explained by an adult in the manner of telling a story according to the number sequence of the story card group 5, and of course the oldest trainee (or each trainee in turn) can try to express the meaning represented by the picture on the story card 51: Once there was a shepherd, because he would look for good water and grass to take care of his sheep, so his flock multiplied very quickly, which made the shepherd have to count the number of sheep.

剛開始只有一隻羊，所以牧羊人用單手的五根手指就能計算羊的數量，一隻羊再多一隻羊合起來就變成兩隻羊，如此每再多一隻羊就變成三隻羊和四隻羊；但有時會遇到野狼偷吃羊，本來牧羊人有兩隻羊，被野狼偷吃掉一隻，就變成野狼肚子裡有一隻羊，牧羊人柵欄裡也有一隻羊。 At the beginning, there was only one sheep, so the shepherd could count the number of sheep with five fingers on one hand. One sheep and one more sheep together became two sheep, and each additional sheep became three. There are only one sheep and four sheep; but sometimes wild wolves steal the sheep. Originally, the shepherd had two sheep, but one was eaten by the wild wolf, so the wolf has a sheep in his stomach, and the shepherd has two sheep in the fence. There is also a sheep.

牧羊人每天清點羊群好不辛苦，於是他想了一個好方法，每個柵欄裡都只有五隻羊，用自己的五根手指就能數出柵欄裡有幾隻羊，而野狼偷吃了幾隻羊。但後來牧羊人的羊群數量越來越多，變成每個柵欄裡有十隻羊，換成用雙手十根手指來數，就能知道柵欄裡有幾隻羊，而野狼偷吃了幾隻羊。 It was so hard for the shepherd to count the sheep every day, so he thought of a good way. There were only five sheep in each fence, and he could count how many sheep were in the fence with his five fingers, and the wolf ate them. a few sheep. But later, the shepherd’s flocks became more and more, and there were ten sheep in each fence. Instead, counting with ten fingers of both hands, you can know how many sheep are in the fence, and the wild wolves ate them. a few sheep.

因此，牧羊人有了上述解決數量問題的方法後，照顧羊群就越來越輕鬆了。 Therefore, after the shepherd has the above-mentioned method to solve the quantity problem, it becomes easier and easier to take care of the flock.

如圖2和圖3所示，則為用以實際進行預設數字的合成與分解的操作的操作卡組6，其包含：多數操作卡61、多數數字卡7、多數手指卡8和多數第二對象物圖案卡9。 As shown in Fig. 2 and Fig. 3, then be the operation card set 6 for the operation of actually carrying out the synthesis and decomposition of the preset number, it comprises: most operation cards 61, most number cards 7, most finger cards 8 and most number 2 cards Two object pattern cards9.

以預設數字為4來操作，如圖2中位於上排的三張操作卡61。在第一張操作卡61上，上排左邊的兩隻羊與上排右邊的一隻羊，能合成下排的空格，其合成的答案為3；受教者須在下排的空格裡放入三張第二對象物圖案卡9。在第二張操作卡61上，上排的兩隻羊，能分解成下排左邊的一隻羊與下排右邊的空格，其分解的答案為1；受教者須在下排右邊的空格裡放入一張第二對象物圖案卡9。在第三張操作卡61上，上排的左手三根手指加上右手零根手指，能分解成下排左邊的兩根手指與下排右邊的空格，其分解的答案為1；受教者須在下排右邊的空格裡放入一張手指彎成一根的手指卡8。 Operate with the preset number of 4, as shown in the three operation cards 61 on the upper row in Figure 2 . On the first operation card 61, the two sheep on the left side of the upper row and the one sheep on the right side of the upper row can synthesize the space in the lower row, and the combined answer is 3; the trainee must put in the space in the lower row Three second object pattern cards 9 . On the second operation card 61, the two sheep in the upper row can be decomposed into a sheep on the left side of the lower row and the space on the right side of the lower row, and the answer of the decomposition is 1; the trainee must be in the space on the right side of the lower row Put in a second object pattern card 9. On the third operation card 61, the three fingers of the left hand in the upper row plus the zero finger of the right hand can be decomposed into the two fingers on the left side of the lower row and the space on the right side of the lower row, and the answer of the decomposition is 1; Put a finger card 8 with one finger bent into one in the space on the right side of the lower row.

以預設數字為5來操作，如圖2中位於中排的三張操作卡61。以中排最右邊的操作卡61為例，這張操作卡61的上排數字為5，能分解成下排左邊的數字4與下排右邊的空格，其分解的答案為1；受教者須在下排右邊的空格裡放入數字為1的一張數字卡7。 Operate with the preset number of 5, as shown in the three operation cards 61 in the middle row as shown in Figure 2 . Taking the rightmost operation card 61 in the middle row as an example, the upper row number of this operation card 61 is 5, which can be decomposed into the number 4 on the left side of the lower row and the space on the right side of the lower row, and the answer of the decomposition is 1; A number card 7 with the number 1 must be placed in the space on the right side of the lower row.

以預設數字為10來操作，如圖2中位於下排的三張操作卡61。以下排最右邊的操作卡61為例，這張操作卡61的上排的左手和右手的手指數合計為10 根，能分解成下排右邊的手指數9根與下排左邊的空格，其分解的答案為1；受教者須在下排左邊的空格裡放入一張手指彎成一根的手指卡8。 Operate with the preset number being 10, as shown in the three operation cards 61 in the lower row in Figure 2 . The rightmost operation card 61 in the lower row is taken as an example. The total number of fingers of the left hand and right hand in the upper row of this operation card 61 is 10 The root can be decomposed into 9 fingers on the right side of the lower row and the space on the left side of the lower row, and the answer of the decomposition is 1; the trainee must put a finger card 8 in which a finger is bent into one in the space on the left side of the lower row.

綜上所述，本申請具有合成與分解教育功能的教育套組，確可達到預期的使用目的，並解決先前技術的缺失，完全符合新型專利申請要件，爰依專利法提出申請，敬請詳查並賜准本案專利，以保障本申請創作人之權利。 To sum up, this application has the function of synthesizing and decomposing the education set, which can indeed achieve the expected purpose of use, and solve the lack of the previous technology. Check and grant the patent of this case to protect the rights of the creator of this application.

以上所述者，僅為本申請之較佳可行實施例而已，非因此即侷限本申請之專利範圍，舉凡運用本申請說明書及圖式內容所為之等效結構變化，均理同包含於本申請之權利範圍內，合予陳明。 The above is only a preferred embodiment of this application, and does not limit the patent scope of this application. All equivalent structural changes made by using the description and drawings of this application are all included in this application. Within the scope of the rights, I agree with Chen Ming.

2:第二對象物卡 2: The second object card

21:第二對象物圖案 21: The second object pattern

3a:第三對象物卡 3a: The third object card

31:第三對象物圖案 31: The third object pattern

4:解救圖案 4: Rescue pattern

41:第一部分 41: Part 1

42:第二部分 42: Part Two

Claims (8)

一種具有合成與分解教育功能的教育套組，用於教育受教者且包括：至少二第一對象物卡，每一該第一對象物卡上皆顯示有一第一對象物圖案，每一該第一對象物卡為矩形；多數第二對象物卡，每一該第二對象物卡上皆顯示有至少一第二對象物圖案，每一該第二對象物卡為矩形；以及多數第三對象物卡，每一該第三對象物卡上皆顯示有一第三對象物圖案和至少一該第二對象物圖案，該些第一對象物卡、該些第二對象物卡和該些第三對象物卡彼此堆疊而共同組成一卡組，每一該第三對象物卡為矩形；其中，各受教者中搶先在蓋卡後的該卡組裡找出該第一對象物卡者做為發卡和進行一預設數字的合成的第一順位；將該卡組發給各受教者，並依序進行該預設數字的合成；進行該預設數字的合成係指受教者每次在手上的該些第一、二、三對象物卡中找出顯示在該第二對象物卡上的該第二對象物圖案的數量與顯示在該第三對象物卡上的該第二對象物圖案的數量的合成剛好等於該預設數字時計數為1，並比較各受教者累計計數的高低。 An educational set with synthesis and decomposition educational functions, used for educating the trainees and comprising: at least two first object cards, each of which displays a first object pattern, and each of the first object cards The first object card is rectangular; most of the second object cards, each of the second object cards is displayed with at least one second object pattern, and each of the second object cards is rectangular; and most of the third object cards Object cards, each of the third object cards displays a third object pattern and at least one of the second object patterns, the first object cards, the second object cards and the first object cards The three object cards are stacked together to form a card group, each of the third object cards is rectangular; among them, among the trainees, the person who first finds the first object card in the card group after the card is covered As the first order of issuing cards and synthesizing a preset number; issuing the card group to each trainee, and performing the synthesis of the preset number in sequence; performing the synthesis of the preset number means the trainee Find out the quantity of the second object pattern displayed on the second object card and the number of the second object pattern displayed on the third object card in these first, second, and third object cards in the hand each time. When the synthesis of the quantity of the second object pattern is just equal to the preset number, the count is 1, and the cumulative count of each trainee is compared. 如請求項1所述之具有合成與分解教育功能的教育套組，其中該預設數字為4、5或10。 The educational set with the functions of synthesizing and decomposing education as described in Claim 1, wherein the preset number is 4, 5 or 10. 如請求項1所述之具有合成與分解教育功能的教育套組，其中該卡組上具有彼此相異的三種顏色做為區分且分別對應三種該預設數字，三種該預設數字分別為4、5和10。 As described in claim 1, the educational set with the function of synthesizing and decomposing education, wherein the card set has three different colors as distinctions and correspond to the three preset numbers respectively, and the three preset numbers are 4 respectively , 5 and 10. 如請求項1所述之具有合成與分解教育功能的教育套組，其中每一該第二對象物卡上還皆顯示有一解救圖案的一第一部分，每一該第三對象物 卡上還皆顯示有該解救圖案的一第二部分，將等於該預設數字的各該第二對象物卡上的該第一部分與各該第三對象物卡上的該第二部分彼此組合成該解救圖案並累計計數獲得該解救圖案的數量，比較各受教者累計獲得該解救圖案的數量的高低。 The educational set with synthesis and decomposition education functions as described in claim 1, wherein each of the second object cards also displays a first part of a rescue pattern, and each of the third object A second part of the rescue pattern is also displayed on the cards, and the first part on each of the second object cards equal to the preset number is combined with the second part on each of the third object cards Complete the rescue pattern and accumulatively count the number of the rescue patterns obtained, and compare the level of the cumulative number of the rescue patterns obtained by each trainee. 如請求項4所述之具有合成與分解教育功能的教育套組，其中該第一部分對應配置於各該第二對象物卡的一側邊，該第二部分對應配置於各該第三對象物卡的一側邊。 The educational set with synthesis and decomposition education functions as described in claim 4, wherein the first part is correspondingly arranged on one side of each second object card, and the second part is correspondingly arranged on each third object card side of the card. 如請求項4所述之具有合成與分解教育功能的教育套組，其中該第一對象物圖案係為牧羊人，該第二對象物圖案係為綿羊，該第三對象物圖案係為野狼，該解救圖案係為剪刀。 The educational set with synthesis and decomposition educational functions as described in Claim 4, wherein the first object pattern is a shepherd, the second object pattern is a sheep, and the third object pattern is a wild wolf , the rescue pattern is scissors. 如請求項6所述之具有合成與分解教育功能的教育套組，其中該第三對象物卡上的至少一該第二對象物圖案係位於該第三對象物圖案的肚子裡。 The educational set with synthesis and decomposition educational functions as described in Claim 6, wherein at least one pattern of the second object on the third object card is located in the stomach of the pattern of the third object. 如請求項4所述之具有合成與分解教育功能的教育套組，其中該卡組的一部分平均發給各受教者，該卡組所剩餘的另一部分則蓋卡並翻開多數張做為搭配卡，且已蓋卡的該卡組中位於最上面的那張卡也做為該搭配卡；受教者在手上的該些第二對象物卡和該些第三對象物卡中找出顯示在該第二對象物卡或顯示在該第三對象物卡上的該第二對象物圖案的數量，與顯示在該搭配卡上的該第二對象物圖案的數量的合成剛好等於該預設數字時，將等於該預設數字的各該第二對象物卡上的該第一部分與各該第三對象物卡上的該第二部分則彼此組合成該解救圖案並計數為1。 As described in claim 4, the education kit with the functions of synthesizing and decomposing education, wherein a part of the card group is distributed to each trainee on average, and the remaining part of the card group is covered and turned over as a Matching cards, and the topmost card in the card group that has been covered is also used as the matching card; the trainee finds it among the second object cards and the third object cards in his hand. The combination of the quantity of the second object pattern displayed on the second object card or the third object card and the quantity of the second object pattern displayed on the matching card is exactly equal to the When the number is preset, the first part on each of the second object cards equal to the preset number and the second part on each of the third object cards are combined to form the rescue pattern and counted as 1.

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