面向儿童空间认知能力培养的玩教具设计研究
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摘要
设计出符合学龄前儿童认知发展规律的自主动手操作的玩教具产品,以提高空间认知能力和创新思维。围绕一般学前儿童空间认知能力普遍发展规律的核心机制,从玩教具产品需求现状入手,探讨学前儿童对现实物体空间关系的认知能力,并将训练方法应用于玩教具的设计过程中。探索空间认知能力培养方法,并在此基础上提出产品设计方案。结论:通过创新设计,以玩教具为载体可以更有效地帮助儿童进行空间认知能力训练。
It aims to design self-active hand-operated education toy based on the cognitive development pattern of preschool children to improve their spatial cognitive and creative thinking abilities. Focusing on the general development mechanism of the preschool children's spatial cognitive ability,and according to the current demand for teaching entertainment products,the cognitive ability of preschool children is explored on the spatial relationship of physical objects. Then,a training method is applied to the design of education toy. A toy solution is proposed through exploring the methods of cultivating spatial cognitive ability. Conclusion:Education toy can contribute to the improvement of the spatial cognitive ability more effectively by means of innovative toy design.
It aims to design self-active hand-operated education toy based on the cognitive development pattern of preschool children to improve their spatial cognitive and creative thinking abilities. Focusing on the general development mechanism of the preschool children's spatial cognitive ability,and according to the current demand for teaching entertainment products,the cognitive ability of preschool children is explored on the spatial relationship of physical objects. Then,a training method is applied to the design of education toy. A toy solution is proposed through exploring the methods of cultivating spatial cognitive ability. Conclusion:Education toy can contribute to the improvement of the spatial cognitive ability more effectively by means of innovative toy design.
引文
[1]李爽.儿童玩教具的设计研究与开发[D].天津科技大学,2013.
[2]汪莉园.儿童空间认知能力的发展和培养研究[J].现代教育科学,2011(10):36-37.
[3]Healy L,Hoyles C,Laborde J.M. Teaching and learning dynamic geometry[J].International Journal of Computers for Mathematical Learning,2001,6(3):229-233.
[4]Jirout J J,Newcombe N S. Building Blocks for Developing Spatial Skills:Evidence From a Large,Representative U.S. Sample[J].Psychol Sci,2015,26(3):302-310.
[5]李偶林.基于儿童认知特征的益智产品开发研究[D].华南理工大学,2014.
[6]朱易.3.5-6.5岁儿童空间方位概念与空间可视化能力发展的关系研究[D].华东师范大学,2017.
[7]傅孟霞.培养儿童空间认知能力的数字化游戏设计[D].山东师范大学,2013.
[8]关怀.中外住宅小区儿童活动空间设计的对比与思考[J].设计,2017,30(1):152-153.
[9]龙云飞.从家长选择角度探究儿童玩具设计原则[J].设计,2017,30(2):102-103.
[10]江晶晶.儿童立体书籍中的情感化设计[J].设计,2017,30(3):120-121.
[2]汪莉园.儿童空间认知能力的发展和培养研究[J].现代教育科学,2011(10):36-37.
[3]Healy L,Hoyles C,Laborde J.M. Teaching and learning dynamic geometry[J].International Journal of Computers for Mathematical Learning,2001,6(3):229-233.
[4]Jirout J J,Newcombe N S. Building Blocks for Developing Spatial Skills:Evidence From a Large,Representative U.S. Sample[J].Psychol Sci,2015,26(3):302-310.
[5]李偶林.基于儿童认知特征的益智产品开发研究[D].华南理工大学,2014.
[6]朱易.3.5-6.5岁儿童空间方位概念与空间可视化能力发展的关系研究[D].华东师范大学,2017.
[7]傅孟霞.培养儿童空间认知能力的数字化游戏设计[D].山东师范大学,2013.
[8]关怀.中外住宅小区儿童活动空间设计的对比与思考[J].设计,2017,30(1):152-153.
[9]龙云飞.从家长选择角度探究儿童玩具设计原则[J].设计,2017,30(2):102-103.
[10]江晶晶.儿童立体书籍中的情感化设计[J].设计,2017,30(3):120-121.