WO1986004253A1 - Toy blocks serving also as intelligence developing materials and capable of being combined at arbitrary angle by racks - Google Patents

Toy blocks serving also as intelligence developing materials and capable of being combined at arbitrary angle by racks Download PDF

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Publication number
WO1986004253A1
WO1986004253A1 PCT/KR1985/000007 KR8500007W WO8604253A1 WO 1986004253 A1 WO1986004253 A1 WO 1986004253A1 KR 8500007 W KR8500007 W KR 8500007W WO 8604253 A1 WO8604253 A1 WO 8604253A1
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WIPO (PCT)
Prior art keywords
racks
toy
rack
blocks
block
Prior art date
Application number
PCT/KR1985/000007
Other languages
French (fr)
Japanese (ja)
Inventor
Jae Hoon Sim
You Bock Lee
Original Assignee
Jae Hoon Sim
You Bock Lee
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Publication date
Application filed by Jae Hoon Sim, You Bock Lee filed Critical Jae Hoon Sim
Publication of WO1986004253A1 publication Critical patent/WO1986004253A1/en

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Classifications

    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63H—TOYS, e.g. TOPS, DOLLS, HOOPS OR BUILDING BLOCKS
    • A63H33/00—Other toys
    • A63H33/04—Building blocks, strips, or similar building parts
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F3/00—Board games; Raffle games
    • A63F3/04—Geographical or like games ; Educational games
    • A63F3/0423—Word games, e.g. scrabble
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63H—TOYS, e.g. TOPS, DOLLS, HOOPS OR BUILDING BLOCKS
    • A63H33/00—Other toys
    • A63H33/04—Building blocks, strips, or similar building parts
    • A63H33/06—Building blocks, strips, or similar building parts to be assembled without the use of additional elements
    • A63H33/08—Building blocks, strips, or similar building parts to be assembled without the use of additional elements provided with complementary holes, grooves, or protuberances, e.g. dovetails
    • A63H33/084—Building blocks, strips, or similar building parts to be assembled without the use of additional elements provided with complementary holes, grooves, or protuberances, e.g. dovetails with grooves
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B1/00—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways
    • G09B1/32—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways comprising elements to be used without a special support
    • G09B1/36—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways comprising elements to be used without a special support the elements being connectible by corresponding projections and recesses
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F3/00—Board games; Raffle games
    • A63F3/00697—Playing pieces
    • A63F2003/00716—Connectable or stackable playing pieces or parts thereof
    • A63F2003/00719—Connectable or stackable playing pieces or parts thereof with connections amongst the playing pieces or parts thereof

Definitions

  • _Title of invention A toy block that connects to a free angle by means of a rack (Ra'c k) and a rack and a training tool for intelligence development.
  • the present invention displays characters, numbers,. Or symbols on the surface of a square, a rectangle, a deformed block, or the like, and displays them on a plane by mutual polymorphic bonding to form letters, form words, and form words.
  • the purpose is to use it for intelligence development teaching materials in this way. -This is different from a general toy assembling toy in that a rack form is formed on the outer surface of the block, and it can be inserted into a combination of racks. Even in the above, it is possible to create even solid and 'realistic' figures that are freely and diversely combined. Background technology
  • the conventional general pro- Defined toy is composed of each circular protruding bar and the space into which the protruding bar is inserted on the side surface of the main body. 'It is possible to assemble in the oblique direction such as obtuse angle, so it is very difficult to assemble birds, airplanes, etc.
  • the reason for being limited to only the above two functions is that the mutual assembling structure of the unit block and the like simply consists of a circular project and a space into which the project is inserted. ing. Also, since there is no skill that can be used as both sides of a toy to enjoy with teaching materials, each household has the uneconomical nature of buying them separately. With the simple assembly method alone, knowing that method will immediately lead to anxiety and the curiosity of the child will diminish, refusing to play with it again.
  • the present invention can be used to assemble a three-dimensional object by solving each of the shortcomings of the currently used block toy character training tool.
  • the name of the statue, etc. Comprehensive 3 ⁇ 4 It was made to achieve the composition by itself, and it was interesting and effective for creative intelligence development.
  • the toy block is used in a variety of assembling methods together with the training tool, the interest and appearance of infinite object forms and the expression of characters when combining them can be long. It can be used for toys that are rich in education and varied. Brief description of drawings
  • Fig. 1 is a perspective view of the square, rectangular, and irregularly shaped block bodies.
  • Fig. 2 is a perspective view of the mutual connection of a similar structure of Fig. 1.
  • FIG. 3 is a perspective view of the form of the rack (i ck) of FIG. 1 and a block body or the like in which a long hole is formed in two steps.
  • FIG. 4 is a perspective view of a form of a similar structure block body of FIG.
  • FIG. 5 is a plan view of a book body having racks formed on four or three sides.
  • Fig. 6 is a plan view showing the interconnection between racks and racks.
  • Fig. 7 shows how the racks are connected at acute and obtuse angles.
  • Fig. 8 is a plan view showing the mutual connection between racks.
  • Fig. 9 is a plan view showing the combination of the object model and the characters.
  • Fig. 10 is a structural diagram that firmly connects the "convex" and “concave” parts of the unit block.
  • the regular square block body (1) and the rectangular square block body (2) have the same distance between the convex (3) and concave (4) projections on the two faces, and the other two
  • the surface is made up of elongated holes (5) into which U is inserted with convex portions ( 3 ).
  • the convex portion (3) can be inserted into a certain one of the long holes (5) and joined as in the conventional case. This is useful for free-form assembly. ⁇ It is possible to assemble in any angle form as a whole, and the children will be taught to improve their creative skills.
  • each block body (1) (2) ( 6 ) As shown in Fig. 2, the protrusions ( 3 ) and recesses () of each block body (1) (2) ( 6 ) are slightly changed in the position and quantity, and the shape of the slot (5) is different. However, this shows that it can be diversified only by manufacturing problems, and the skills are the same.
  • Fig. 3 shows the rack formed by the ⁇ part (3) and the concave part) connected in two steps, and the space between them ( ⁇ ) corresponds to the two-minute interval between the convex part (3) and the concave part (4).
  • Slot (5) haze] Because the space ( ⁇ ) between the two steps is' 2 minutes 1 of the slot (5) interval
  • Fig. 4 is a modification of the elongated hole (5) in the structure of Fig. 3, but this is a manufacturing problem and its skill is the same.
  • Fig. 5 shows that even if a rack is formed on four sides of the block body (1) (2), or a slot (5) is formed on one side with the rack remaining on three sides, the block body can be assembled.
  • Racks are mainly used.
  • Fig. 6 shows the manner in which the racks are connected to each other. As described above, the projections ( 3 ) and the recesses ( 4 ) have the same distance, and the racks are inserted. It indicates that it can be changed.
  • Fig. 7 and Fig. 8 show that the rack and the lug can be freely connected at acute or obtuse angles. Therefore, the possibility of assembling a three-dimensional model is shown, and the process of improving word memorization and thinking ability doubling by combining the forms of letters and things organically as in Fig. 9 is shown. It is.
  • This block body uses various letters and symbols on the surface of a plane to study the composition and calculation of characters.
  • Racks and racks or racks and slots (5) Is performed by combining the characters, while performing only temporarily using only characters.
  • This block is made of various kinds of square racks with the same irregularities, and can be connected freely such as flat, vertical, acute angle, obtuse angle, etc., so that it can be three-dimensionally constructed, especially for birds, airplanes, etc. We can make even special forms with various angles.
  • An unexplained part ( 9 ) in the drawing is a reinforcing partition. Industrial availability.
  • the buccal body is used for toys that make children's creativity and intelligence develop at the same time, and are used to make equipment and things fun. It is mass-produced and used to educate households, kindergartens, elementary schools and video media. It can be widely supplied with series products.
  • an educational program using this block body which has both the skills of education and toys, as an auxiliary machine is produced and attached, and set products are provided to consumers.

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  • Engineering & Computer Science (AREA)
  • Educational Technology (AREA)
  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • General Physics & Mathematics (AREA)
  • Theoretical Computer Science (AREA)
  • Multimedia (AREA)
  • Toys (AREA)

Abstract

This invention has been developed by eliminating the drawbacks encountered in conventional toy blocks or teaching materials. Toy blocks according to the present invention consist of bodies having a square surface, a rectangular surface or a surface of some other shapes, on which a letter, a numeral or a symbol is shown. The blocks have on their side surfaces racks consisting of alternate projections and recesses of the same dimensions. Therefore, such blocks can be combined horizontally, vertically and at acute and obtuse angles at any portions of the racks in a variety of ways by the collective functions of the racks, so that the blocks can be used to teach the construction of a letter, how to arrange words, how to count numbers and how to use symbols. Also, these blocks can be combined to form an object with the letters on their surfaces arranged to show the name thereof, or a special model which must be formed by combining the blocks incliningly.

Description

明 柳  Willow willow
_発明の名称： ラ ' ク （ R a'c k ) とラックに依つて自由角度に結合す る玩具ブ πック兼 知能開発用教習具。 技術分野 _Title of invention: A toy block that connects to a free angle by means of a rack (Ra'c k) and a rack and a training tool for intelligence development. Technical field
本発明は正四角形， 直四角形， 異形ブロック等の表面に文字， 数字,. 又は記号を表示してこれらを児童達自ら平面上に相互多様 結合に依つ て， 文字の構成， 単語の形成及び算へ方の練習と記号の使用方を習得す る事もでき， 立体的結合で或る事物の模形を作る事も， 又はブロックで 模形を作 iPながらその模形の名称も同時に表すようにして知能開発教材 に使用するのを目'的とする。 - これが一般のブ口ック組立玩具と異なる特徵はプロックの外面にラ ック型枠を形取リ，. ラックとラックを組合せて差し込むのに水予 ·垂直 •鋭角 ·鈍角等如何なる位蘆に於いても， 自由かつ多様に結合され， 立 体的で'質実的る図形まで作れることである。 背 景技術  The present invention displays characters, numbers,. Or symbols on the surface of a square, a rectangle, a deformed block, or the like, and displays them on a plane by mutual polymorphic bonding to form letters, form words, and form words. You can learn how to use arithmetic and how to use symbols. You can create a model of a certain object by three-dimensional connection, or you can create a model using blocks. The purpose is to use it for intelligence development teaching materials in this way. -This is different from a general toy assembling toy in that a rack form is formed on the outer surface of the block, and it can be inserted into a combination of racks. Even in the above, it is possible to create even solid and 'realistic' figures that are freely and diversely combined. Background technology
従来の一般的プロ yク玩具は本体の側面に各各円形突棒とその突棒 が差し込まれる空間部に構成されていて立体物を垂直方向或は水平方向 に組立てるのはたやすいが， 鋭角 '鈍角等の傾斜方向には組立てる事が でき ¾ぃので鳥，飛行機等の形態の組立ては至難である。  The conventional general pro- cessed toy is composed of each circular protruding bar and the space into which the protruding bar is inserted on the side surface of the main body. 'It is possible to assemble in the oblique direction such as obtuse angle, so it is very difficult to assemble birds, airplanes, etc.
即ち 一般のブロック玩具の技能は垂直 ·水平二つだけの組立構成 のみでその用途が局限されていて， 傾斜した形態の構成物は組立不能で ある。 又 文字， 数字，— 記号等を教習する教習用ブロックは平面のみ組立て, られるので， 立体構成物を形成する玩具の機能はまっ たく無い。 That is, the skill of a general block toy is limited to two vertical and horizontal assembling configurations, and its use is limited, and a slanted component cannot be assembled. Also, since the training blocks for learning letters, numbers, and symbols are assembled only on a flat surface, there is no function of a toy that forms a three-dimensional component.
上記二つの機能のみに局限される原因は皆単位プロック体等の相互 組立て構造が単純に円形突捧とその突捧を差し込む空間部から成ると云 ぅ慨念から脱されえないのに基因している。 又これ等は教材と共に楽し むという玩具の両面を兼ねる技能は全く無いので， 各家庭では別別に買 い与えるという非経済性がある。 そして単純極まる組立方式のみでは その方法を知つてしまえばすぐ厭気が来て児童の好奇心が萎えて二度と 持って遊ぶのを拒んでしまう 発明の開始  The reason for being limited to only the above two functions is that the mutual assembling structure of the unit block and the like simply consists of a circular project and a space into which the project is inserted. ing. Also, since there is no skill that can be used as both sides of a toy to enjoy with teaching materials, each household has the uneconomical nature of buying them separately. With the simple assembly method alone, knowing that method will immediately lead to anxiety and the curiosity of the child will diminish, refusing to play with it again.
本発明は 現在使用しているブロック玩具 文字教習具の各半端 的 欠点を各各解決することによつて立体物を組立て可能 玩具に作 技能と立体的 文字， 数字 更に組立てた形態と同時に表われる物像の 名称等 綜合的 ¾構成を自ら成し遂げる様にして， 面目味があって創造 的知能開発に効果的 ¾教材にした事である。  The present invention can be used to assemble a three-dimensional object by solving each of the shortcomings of the currently used block toy character training tool. The name of the statue, etc. Comprehensive ¾ It was made to achieve the composition by itself, and it was interesting and effective for creative intelligence development.
特に生立つ.児童達には；の様 復合式方法が知能開発に有'効 ¾のは教育 実験にて立証されている。 又最近 T. V等映像媒体で復合式想像力を促進 させよ うと試図しているけれど， これは視覚に依る瞬間的方法で記憶力 が発達されてい い児童達はたやすく忘れ去るのでその効果は期待でき ない。 又自ら造作しながら工夫する機能が欠けてお J?， 単純な娯楽性の みに片寄って， 投資に比らベて教育的効果は望められるい。  Educational experiments have proved that the recombination method is effective for intelligence development for children. Also, recently we have been trying to promote the recombination imagination with visual media such as TV, but this effect is expected because children who have not developed their memory ability in an instantaneous way based on vision easily forget it. Can not. Also, the lack of the ability to devise while working on their own is lacking. J? Because of the recreational simplicity, educational effects can be expected compared to investment.
それで玩具プロックを教習具と共に多様 組立方式を兼ねれば， 無限 事物形態と これを結合する時の文字の表現等の興味と面目味で長 教育でぎ， 変化に富んだ玩具に使用することができる。 図面の簡単 説明 Therefore, if the toy block is used in a variety of assembling methods together with the training tool, the interest and appearance of infinite object forms and the expression of characters when combining them can be long. It can be used for toys that are rich in education and varied. Brief description of drawings
第 1図は 正四角形， 直四角形， 異形ブ πック体の ·相 ·Ι結合斜視図 ·< 第 2図は 第 1図の類似構造の相互結合斜視図。  Fig. 1 is a perspective view of the square, rectangular, and irregularly shaped block bodies. Fig. 2 is a perspective view of the mutual connection of a similar structure of Fig. 1.
第 3図は 第 1図のラック （ i ck ) と長孔を 2段に形成したブロ ック体等の形態斜視図。  FIG. 3 is a perspective view of the form of the rack (i ck) of FIG. 1 and a block body or the like in which a long hole is formed in two steps.
第 4図は 第 3図の類似構造プロ ック体等の形態斜視図。  FIG. 4 is a perspective view of a form of a similar structure block body of FIG.
第 5図は 四面又は三面にラックを形成したブ口 ック体の平 ®図。 第 6図は ラ ックとラックの相互結合を表はす平面図。  FIG. 5 is a plan view of a book body having racks formed on four or three sides. Fig. 6 is a plan view showing the interconnection between racks and racks.
第 7図は ラックとラックが鋭角， 鈍角に結合する様態を表はす  Fig. 7 shows how the racks are connected at acute and obtuse angles.
. 側面図。  . Side view.
第 8図は ラックとラックの相互多様 結合を表はす平面図。  Fig. 8 is a plan view showing the mutual connection between racks.
第 9図は 事物模形と文字の結合を表はす平面図。  Fig. 9 is a plan view showing the combination of the object model and the characters.
第 10図は 単位プロックの "凸" "凹"部を堅固に結合する構造図。 発明の実施する為の最良の形態  Fig. 10 is a structural diagram that firmly connects the "convex" and "concave" parts of the unit block. BEST MODE FOR CARRYING OUT THE INVENTION
第 1図で示した様に正四角形プロック体 (1 )と直四角形プロ ック体 (2) の二面に凸¾¾3)と凹部 (4)の間隔が等しく ラックを突出させて， 他の二面 には凸部 (3)がびつた U差し込まれる間隔の長孔 (5)で構成する。 As shown in Fig. 1, the regular square block body (1) and the rectangular square block body (2) have the same distance between the convex (3) and concave (4) projections on the two faces, and the other two The surface is made up of elongated holes (5) into which U is inserted with convex portions ( 3 ).
他の " L "形ブロ ック体 (S)の二面に ώ部 (3)と凹部 (4)の間隔が等しい ラックを突出させて， 他の二面には凸部 (3)がびつた D差し込まれる間隔 の長孔 (5)で構成して， 残る二面 (7)(S)は密閉する。  A rack with an equal distance between the ώ part (3) and the concave part (4) protrudes from two surfaces of the other “L” -shaped block body (S), and a convex part (3) is formed on the other two surfaces. The remaining two surfaces (7) and (S) are hermetically sealed.
この様にすることで各ブロッ ク体等はラックとラック相互間を差し 込む時各個の凸部 (3)と凹部 (4)の間隔が等しい のでラックをギア-の歯 み合いと同じく組立てて， " 記号のラックは， 或る片方は固定され ！ In this way, when inserting the racks between the racks, the distance between the convex portions (3) and the concave portions (4) of each block is equal. , "The rack with the symbol is fixed on one side !
4 ても他方はその角度が自由に変位し， 面と面が難み合う部位でその密着 力が維持てきる。  Even in the other case, the angle is freely displaced on the other side, and the adhesion is maintained at the part where the surface is difficult.
又必要に応じて凸部 (3)を或る片方の長孔 (5)に差し込み従来の様に結 合することがてきる。 これは自由 ¾形態の組立てに 役立つのである。 · これで全体的に如何るる角度の形態にも組立てが可能て， 児童達に 創造的技能が上達する様に教習されるので， その課程を興味深く楽しめ る玩具として提供する。  Also, if necessary, the convex portion (3) can be inserted into a certain one of the long holes (5) and joined as in the conventional case. This is useful for free-form assembly. · It is possible to assemble in any angle form as a whole, and the children will be taught to improve their creative skills.
第 2図の様に各プロック体 ( 1)(2)(6)等の凸部 (3)と凹部 ( は， その位置 と数量が多少変更されてお ， 長孔 (5)の形態が異るるが， これは製造上 の問題だけて多様化できる点を示したもので， その技能は同一である。 As shown in Fig. 2, the protrusions ( 3 ) and recesses () of each block body (1) (2) ( 6 ) are slightly changed in the position and quantity, and the shape of the slot (5) is different. However, this shows that it can be diversified only by manufacturing problems, and the skills are the same.
第 3図は ώ部 (3)と凹部 )で形成したラックがニ段に連接したもので その間の空間 (Α)は凸部 (3)と凹部 (4)間隔の 2分之 1に該当し， 長孔 (5)もや は ]?二段に連接してその間の空間 (Β)も'長孔 (5)間隔の 2分之 1にしたので Fig. 3 shows the rack formed by the ώ part (3) and the concave part) connected in two steps, and the space between them (Α) corresponds to the two-minute interval between the convex part (3) and the concave part (4). , Slot (5) haze]? Because the space (Β) between the two steps is' 2 minutes 1 of the slot (5) interval
' 組立様態を多様に恵使することができる。 '' Various assembling methods can be used.
第 4図は第 3図の構造中長孔 (5)を変形しただけて， やは これは製 造上の問題でその技能は同一ャある。  Fig. 4 is a modification of the elongated hole (5) in the structure of Fig. 3, but this is a manufacturing problem and its skill is the same.
第 5図はブ口ック体 (1)(2)の四面にラックを形成するか， 又は三面に ラックを残る一面に長孔 (5)を形成してもブ πック体の組立はラックを主 にして成すようにしている。  Fig. 5 shows that even if a rack is formed on four sides of the block body (1) (2), or a slot (5) is formed on one side with the rack remaining on three sides, the block body can be assembled. Racks are mainly used.
第 6図はラックとラックが相互結合する様態で， 前述した様に凸部 (3)と凹部 (4)の間隔が等し なのでびった ]3差し込まれ ¾がら結合して， その結合位置は変更自在であることを示している。 Fig. 6 shows the manner in which the racks are connected to each other. As described above, the projections ( 3 ) and the recesses ( 4 ) have the same distance, and the racks are inserted. It indicates that it can be changed.
第 7図と第 8図はラ クとラッグが鋭角， 鈍角等自由自在に結合す ので， 立体模形を組立てる可能性.を示し，第 9図と同じく文字と事物の形 態を有機的に結合するによつて , 単語暗記と思考力倍養を上達させる課 程を示したものである。 Fig. 7 and Fig. 8 show that the rack and the lug can be freely connected at acute or obtuse angles. Therefore, the possibility of assembling a three-dimensional model is shown, and the process of improving word memorization and thinking ability doubling by combining the forms of letters and things organically as in Fig. 9 is shown. It is.
このブ πック体等は平面上で表面に表らわした各種の文字， 記号等 を利用して， 文字の構成， 算ぇ方等を勉強する時 ラックとラック又は ラックと長孔 (5)を結合して遂行し， 一方文字だけて一次的に行 う。  This block body uses various letters and symbols on the surface of a plane to study the composition and calculation of characters. Racks and racks or racks and slots (5) ) Is performed by combining the characters, while performing only temporarily using only characters.
例を上げれば" R O B O T "を結合して外形にロボッ ト模形を手順に 結合しるがら與味あつて楽しい遊びと工夫するのに適している。  For example, combining "ROBOTT" with the robot model in the outline and the procedure is suitable, but it is suitable for fun play and devising.
このプロ ック体は凸凹が同一る各種四角形ラックで形成することに よって， 平面， 垂直， 鋭角， 鈍角等自在に結合可能なので， 立体構成が でき， 特に鳥， 飛行機等の組立てに必要る多様な角度の特殊形態まで作 ,ること^できる。 図面中未説明部分 (9)は補強隔壁である。 産業上の利用可能性. ' ' This block is made of various kinds of square racks with the same irregularities, and can be connected freely such as flat, vertical, acute angle, obtuse angle, etc., so that it can be three-dimensionally constructed, especially for birds, airplanes, etc. We can make even special forms with various angles. An unexplained part ( 9 ) in the drawing is a reinforcing partition. Industrial availability.
このブ.口ック体等は児童達の創意力と知能を同時に開発させ， 機器 又は事物を楽しく作る玩具に使用されるので， 量産して各家庭， 幼稚園， 初等学校又は映像媒体等に教育用シリ -ズ物で広く供耠できる。  The buccal body is used for toys that make children's creativity and intelligence develop at the same time, and are used to make equipment and things fun. It is mass-produced and used to educate households, kindergartens, elementary schools and video media. It can be widely supplied with series products.
又少額投資で， 教育と玩具との両面技能をもつこのブロッ ク体を補 助機とする教育プロクラムを製作添付して， セッ ト用品にまとめて需要 者に提供する。  Also, with a small investment, an educational program using this block body, which has both the skills of education and toys, as an auxiliary machine is produced and attached, and set products are provided to consumers.

Claims

特許請求の範囲 正四角形ブ口ッ ク体 (1)と直四角形プロッ ク体 (2)の二面に凸部 (3)と 凹部 (4)の間隔が等しいラックを突出させ， 他の二面には.凸部 (3)が 差し込まれる長孔 (5)を形成した事と， " L "形プロック侓 (5)の二面 凸部 (3)と凹部 )の間隔が等しく ラッ クを突出させて， 1セッ トに まとめるのを特徵とするラッ クとラックをも って自由な角度に結 合する玩具プロック兼知能開発用教習具。 . 第 1項において， Claims A rack having the same interval between the convex portion (3) and the concave portion (4) protrudes from the two surfaces of the square block body (1) and the rectangular block body ( 2 ). The long hole (5) into which the convex part (3) is inserted is formed, and the distance between the two convex parts (3) and the concave part (L) of the "L" -shaped block (5) is equal and the rack protrudes. In addition, a toy block and an educational tool for intelligence development that combine racks and racks at any angle with the specialty of being assembled into one set. In paragraph 1,
ブ口ッ ク体 (1)(2 )(6)等の凸部 (3)と凹部 )の位置と数量を変更して異Change the position and quantity of the convex parts ( 3 ) and concave parts of the block (1), ( 2 ), ( 6 ) etc.
¾る形態の長孔 (5)が形成しているのを特徵とするラックとラッ ク でもって自由な角度に結合する玩具プロック兼知能開発用教習具 < . 第 1項にお て， A toy block and an educational tool for developing intelligence <.
凸部 (3)と凹部 (4)で形成したラック及び長孔 (5)又は異なる形態の長 孔 (5')( の間の空間 (A )を 2分之 1 に隔離したのを特徵とするラック とラックでもって自由な角麦に結合する玩具ブ αック兼 fe]能開発 用教習具。 · 第 1項によって， · The feature is that the space (A) between the rack and the long hole (5) formed by the convex part (3) and the concave part (4) or the long hole ( 5 ') ( And a learning tool for developing a toy book and fe that can be combined with free corns with the rack.
ブ πッ ク体 (1X 2)の四面又は三面にラックを形成したのを特徴とし たラックとラックでも って自由る角度に結合する玩具ブ口ッ ク兼 知能開発用教習具。 A toy book that features a rack formed on four or three sides of a book body (1X2) and a toy book that can be combined at any angle with the rack.
. 第 1項において， In paragraph 1,
凸部 (3)を 2分之 1に切欠して凸部又は凹部に嚙み合はせる時 自体 弾力を附与し， 一側方には雌 · 雄のェ ンボシング（ EMBOSSING) , を形成して "凸"部相互の結合力を上昇させた ラック （Rack) とラックに依って自由角度に結合する玩具ブ πック兼知能開 発用教習具。 When the convex part ( 3 ) is cut into two parts and engaged with the convex part or concave part itself The elasticity is imparted, and female and male embossing (EMBOSSING) are formed on one side to increase the coupling force between the "convex" parts. An educational toy for developing a toy block and intelligence.
PCT/KR1985/000007 1985-01-25 1985-04-12 Toy blocks serving also as intelligence developing materials and capable of being combined at arbitrary angle by racks WO1986004253A1 (en)

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
KR1985/722U 1985-01-25
KR2019850000722U KR880001136Y1 (en) 1985-01-25 1985-01-25 Building blocks and letter trainer

Publications (1)

Publication Number Publication Date
WO1986004253A1 true WO1986004253A1 (en) 1986-07-31

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Country Status (3)

Country Link
KR (1) KR880001136Y1 (en)
AU (1) AU4219485A (en)
WO (1) WO1986004253A1 (en)

Cited By (12)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
WO1991000127A1 (en) * 1987-12-18 1991-01-10 Flaxman Binns Frances Julia Amusement apparatus
EP0492819A1 (en) * 1990-12-28 1992-07-01 Uri Barzani Plastic link toy
WO1993017767A1 (en) * 1992-03-11 1993-09-16 Joseph Elie Tefaye A playing piece and an assembly for a game
US5910037A (en) * 1995-11-20 1999-06-08 Interlego Ag Toy building system
GB2369782A (en) * 2000-11-14 2002-06-12 Colin Duncan Simonds Crossword/number game and toy
US6511073B2 (en) 2000-11-14 2003-01-28 Colin Duncan Simonds Games and toys
GB2408952B (en) * 2002-09-10 2006-07-19 Targeting Innovation Ltd Business game
WO2009089582A1 (en) * 2008-01-17 2009-07-23 Games R Us International Pty Ltd Three-dimensional word game
CN105396299A (en) * 2015-12-24 2016-03-16 蔡志坚 3D educational toy
CN109559622A (en) * 2019-01-25 2019-04-02 杭州鹰趣教育科技有限公司 Teaching aid and vehicle teaching aid
GB2581305A (en) * 2020-05-21 2020-08-12 Cvr Ltd Three-dimensionally constructible game set
IT202100003818A1 (en) * 2021-02-19 2022-08-19 Massimo Perusi EDUCATIONAL CONSTRUCTION GAME

Citations (4)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
JPS4926042A (en) * 1972-07-03 1974-03-08
JPS51104944A (en) * 1975-02-07 1976-09-17 Shunaaberu Barutaa Sashikomishikikumikigangu
JPS548596U (en) * 1977-06-20 1979-01-20
JPS588313Y2 (en) * 1980-05-16 1983-02-15 信吉 清水 building block toys

Patent Citations (4)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
JPS4926042A (en) * 1972-07-03 1974-03-08
JPS51104944A (en) * 1975-02-07 1976-09-17 Shunaaberu Barutaa Sashikomishikikumikigangu
JPS548596U (en) * 1977-06-20 1979-01-20
JPS588313Y2 (en) * 1980-05-16 1983-02-15 信吉 清水 building block toys

Cited By (12)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
WO1991000127A1 (en) * 1987-12-18 1991-01-10 Flaxman Binns Frances Julia Amusement apparatus
EP0492819A1 (en) * 1990-12-28 1992-07-01 Uri Barzani Plastic link toy
WO1993017767A1 (en) * 1992-03-11 1993-09-16 Joseph Elie Tefaye A playing piece and an assembly for a game
US5910037A (en) * 1995-11-20 1999-06-08 Interlego Ag Toy building system
GB2369782A (en) * 2000-11-14 2002-06-12 Colin Duncan Simonds Crossword/number game and toy
US6511073B2 (en) 2000-11-14 2003-01-28 Colin Duncan Simonds Games and toys
GB2408952B (en) * 2002-09-10 2006-07-19 Targeting Innovation Ltd Business game
WO2009089582A1 (en) * 2008-01-17 2009-07-23 Games R Us International Pty Ltd Three-dimensional word game
CN105396299A (en) * 2015-12-24 2016-03-16 蔡志坚 3D educational toy
CN109559622A (en) * 2019-01-25 2019-04-02 杭州鹰趣教育科技有限公司 Teaching aid and vehicle teaching aid
GB2581305A (en) * 2020-05-21 2020-08-12 Cvr Ltd Three-dimensionally constructible game set
IT202100003818A1 (en) * 2021-02-19 2022-08-19 Massimo Perusi EDUCATIONAL CONSTRUCTION GAME

Also Published As

Publication number Publication date
KR880001136Y1 (en) 1988-03-25
KR860009540U (en) 1986-08-11
AU4219485A (en) 1986-08-13

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