儿童保育中心设计中的情感塑造
|
摘要
学前儿童是一个具有丰富潜能的群体。而人才的培养问题被视为关系到国家命运的大事,这种形势为学前儿童环境的设计提出了一个重要的课题,儿童保育中心作为终身教育的起点,对于一个国家国民素质的提高来说是至关重要的。世界各国现在正关注着儿童成长的环境,培养儿童创造力、思维能力等能力的发展是全球对儿童能力发展的一个重要的问题。儿童保育中心作为正在蓬勃兴起的新型管理机构,是儿童各种能力培养的理想场所,需要科学的、新的观念和教育模式,为儿童们设计适合他们各种能力发展需求的环境模式,需要关注学前儿童各种能力发展的情感需求,为儿童们塑造适合他们生理、行为等征的情感空间,从而达到儿童保育中心的培养教育目的。
本论文全面阐述了儿童保育中心情感设计的作用,及未来儿童的的各种能力如注意力、想象力、思维、言语、情绪、意志、个性、气质、能力、性格等各方面能力发展需要的环境,结合学前儿童心理学、环境心理学重点阐述了儿童保育中心建筑设计的情感设计、规划设计中的情感设计、室内设计中的情感设计、空间设计中的的情感设计及潜在环境的情感设计、公共设施设计中的情感设计等主要内容。在此基础上,本论文又对能促进儿童各种能力展的理论依据、可行性情感设计方法、进行了比较详尽的探讨与介绍。进而归纳并总结了儿童保育中心对儿童各种能力培养的一些重要经验成果。
为此,本人在武汉、襄樊、宜城等不同地区考查了数个儿童保育中心机构。了解他们办儿童保育中心的目的及主要教学方式,考查了儿童保育中心的环境及设施,发现其中存在一定的不足而进行了相关的研究。得出以下成果和结论:
学前儿童是一个具有丰富潜能的群体,其注意力、想象力、思维能力、言语、情绪、意志、个性、气质、能力、性格等各方面能力的全面发展,对于儿童保育中心的环境设计来说至关重要,关注他们的情感需求,给予他们情感关注,从而为学前儿童创造适合各种能力发展需要的情感空间,是我们热爱国家、热爱民族、关心下一代的情感体现,也是我们的民族强盛发展的不可缺少的责任与义务。
Pre-school children are a rich potential groups.
Cultivation of the talents related to the question be regarded as a major event in the destiny of the country, under the situation, the environment design for the pre-school children becomes an important issue, child-care centers is essential as a starting point for life-long education, for a country to improve citizen's quality. The whole world is now concerned about a child's development environment, building the children's creativity, thinking ability, such as capacity development is a global capacity development of children of an important issue. Child-care centers are burgeoning as new management bodies, are ideal for a variety of capacity-building sites for children.It requires scientific, new concepts and education mode suitable for children to design their capacity development needs of a variety of environmental models, need to pay attention to pre-school children to develop a variety of emotional needs, for children to shape them to fit the physiological, behavioral symptoms such as emotional space, so as to achieve the child-care centers for the purpose of training and education.
This article gives a comprehensive discussion about the role of emotional design of the child-care centers, and the future of children of various abilities such as attention, imagination, thinking, speech, emotions, will, personality, temperament, ability, personality and other aspects of capacity development needs environment, combined with pre-school children psychology, environmental psychology focuses on the architectural design of the child-care centers emotional design, planning and design of emotional design, interior design emotional design, space design emotional design and potential environmental emotional design , the design of public facilities such as the main contents of emotional design. On this basis, this article able to promote children's ability to show a variety of theoretical basis, the feasibility of emotional design methodology, carries out a more detailed discussion and introduction. And then summes up and summarizes the child-care centers for children of various capacity-building experience of a number of important results.
I examined a number of childcare centers in Wuhan, Xiangfan, Yicheng to get the purpose of child-care centers and major teaching methods, to examine environment and facilities of the child care centers,and get the following results and conclusions:
Pre-school children are a rich potential of groups, the all-round development of the children in attention, imagination, thinking ability, verbal, emotional, will, personality, temperament, ability, personality and other aspects of the capacity are quite important for the environmental design of the child-care centers. Paying attention to their emotional needs, giving them emotional concern for pre-school children in order to fit a variety of capacity development to create the emotional space required is that we love our country and our nation, who care about their children's emotional manifestation of our nation is strong indispensable for the development of responsibilities and obligations.
本论文全面阐述了儿童保育中心情感设计的作用,及未来儿童的的各种能力如注意力、想象力、思维、言语、情绪、意志、个性、气质、能力、性格等各方面能力发展需要的环境,结合学前儿童心理学、环境心理学重点阐述了儿童保育中心建筑设计的情感设计、规划设计中的情感设计、室内设计中的情感设计、空间设计中的的情感设计及潜在环境的情感设计、公共设施设计中的情感设计等主要内容。在此基础上,本论文又对能促进儿童各种能力展的理论依据、可行性情感设计方法、进行了比较详尽的探讨与介绍。进而归纳并总结了儿童保育中心对儿童各种能力培养的一些重要经验成果。
为此,本人在武汉、襄樊、宜城等不同地区考查了数个儿童保育中心机构。了解他们办儿童保育中心的目的及主要教学方式,考查了儿童保育中心的环境及设施,发现其中存在一定的不足而进行了相关的研究。得出以下成果和结论:
学前儿童是一个具有丰富潜能的群体,其注意力、想象力、思维能力、言语、情绪、意志、个性、气质、能力、性格等各方面能力的全面发展,对于儿童保育中心的环境设计来说至关重要,关注他们的情感需求,给予他们情感关注,从而为学前儿童创造适合各种能力发展需要的情感空间,是我们热爱国家、热爱民族、关心下一代的情感体现,也是我们的民族强盛发展的不可缺少的责任与义务。
Pre-school children are a rich potential groups.
Cultivation of the talents related to the question be regarded as a major event in the destiny of the country, under the situation, the environment design for the pre-school children becomes an important issue, child-care centers is essential as a starting point for life-long education, for a country to improve citizen's quality. The whole world is now concerned about a child's development environment, building the children's creativity, thinking ability, such as capacity development is a global capacity development of children of an important issue. Child-care centers are burgeoning as new management bodies, are ideal for a variety of capacity-building sites for children.It requires scientific, new concepts and education mode suitable for children to design their capacity development needs of a variety of environmental models, need to pay attention to pre-school children to develop a variety of emotional needs, for children to shape them to fit the physiological, behavioral symptoms such as emotional space, so as to achieve the child-care centers for the purpose of training and education.
This article gives a comprehensive discussion about the role of emotional design of the child-care centers, and the future of children of various abilities such as attention, imagination, thinking, speech, emotions, will, personality, temperament, ability, personality and other aspects of capacity development needs environment, combined with pre-school children psychology, environmental psychology focuses on the architectural design of the child-care centers emotional design, planning and design of emotional design, interior design emotional design, space design emotional design and potential environmental emotional design , the design of public facilities such as the main contents of emotional design. On this basis, this article able to promote children's ability to show a variety of theoretical basis, the feasibility of emotional design methodology, carries out a more detailed discussion and introduction. And then summes up and summarizes the child-care centers for children of various capacity-building experience of a number of important results.
I examined a number of childcare centers in Wuhan, Xiangfan, Yicheng to get the purpose of child-care centers and major teaching methods, to examine environment and facilities of the child care centers,and get the following results and conclusions:
Pre-school children are a rich potential of groups, the all-round development of the children in attention, imagination, thinking ability, verbal, emotional, will, personality, temperament, ability, personality and other aspects of the capacity are quite important for the environmental design of the child-care centers. Paying attention to their emotional needs, giving them emotional concern for pre-school children in order to fit a variety of capacity development to create the emotional space required is that we love our country and our nation, who care about their children's emotional manifestation of our nation is strong indispensable for the development of responsibilities and obligations.
引文
[1]肖君,《1980年代以来的社区幼儿园设计研究》[J]
[2]王美丽,《精神的物化》[J]
[3]陈帼眉,《学前儿童心理学》[M],人民教育出版社,2003,313,318.
[4]美安妮塔·鲁伊·奥尔兹,《儿童保育中心设计指南》[M],机械工业出版社,268,
[5]付瑶,《幼儿园建筑设计》[M],中国建筑工业出版社,
[6]西卡尔斯布勒特《儿童娱乐空间》[J]
[7]卡尔斯·布勒特,《儿童娱乐空间》[M],机械工业出版社,2007,5.
[8]孙丽宋力,《儿童心理与幼教建筑环境_洛阳石化总厂幼儿园设计》[J]
[9] DONALDA.NORMAN,《情感化设计》[M],电子工业出版社,2004,61.
[10]林崇德,《环境心理学》[M],人民教育出版社,2000,115,117
[11]钱家渝,《视觉心理学》[M],学林版社[M]
[12]王峰著,《环境视觉设计》[M],中国建筑工业出版社
[13]荆其敏张丽安,《情感建筑》[M],百花文艺出版社,277,288.
[14]刘振亚林川,《多为儿童们着想——_幼儿园设计若干问题初探》[J]
[15]谢亚莉,《儿童心理与幼儿园建筑环境_濮阳市实验幼儿园设计》[J]
[16]张玫英,董卫《丹麦幼儿园设计新趋势》[J]
[17]黎志涛,《空间设计的情感》[J]
[18]【德】恩斯特·诺伊费特:建筑设计手册,北京:中国建筑工业出版社,2000
[19]王闰《人.空间.环境.情感》[J]
[20]建筑实录1,北京:中国建筑工业出版社,1985
[21]建筑设计资料集(第二版)3,北京:中国建筑工业出版社,1994
[22]城市幼儿园建筑面积定额(试行),中华人民共和国工程建设标准大全,黑龙江人民出版
[23]邓志伟:《室内环境的情感设计》
[24]大舍设计:上海青浦夏雨幼儿园,时代建筑2005,3
[25]崔英强,杜秀珍,《农村幼儿园现状分析与建议》
[26]早教之父y论早教,http://www.muqin.com.cn
[27]丁邦平,美国幼教专家怀特谈早期教育的若干问题,http://www.8801.net.cn
[28]张红,《医疗器械的情感化设计》
[29]刘建,《观念空间的情感交流_实验建筑的理念阐释与审美反思》
[30]章淼榕《儿童创造力及其社区培养方案的探索》
[32]刘丽红,《阜阳早教幼儿园设计思考》
[33]袁莹,《设计中的隐性情感》
[34]苏韩敏,《回归童趣环境彰显建筑个性_厦门瑞丽幼儿园设计》
[35]殷汉国,《浅谈幼儿园环境设计原则》
[36]李春微,《色彩在现代城市幼儿环境设计中的应用研究》
[37]李维河,魏海林,《关于情感设计发展的研究》
[38]马俊娥,《创造性想象营造空间情感》
[39]黎志涛,《情感的再现——浅谈情感设计》
[40]曹飙陈刚《幼儿的行为心理对幼儿园设计的影响》
[41]赵军海,张丽,《幼儿园建筑空间布局的审视与思考》
[42]祁斌,胡绍学,《居室设计的情感氛围》43]方海,《寓教于乐的功能空间_芬兰赫尔辛基Jokiniemi幼儿园设计》
[44]杨静,《创造性想象营造空间情感》
[45]邬秀杰,李耀东,《从设计心理学角度分析环境设计》
[46]毕留举,《当代室内设计的情感关注》
[47].RobertJ.Stembergbart.TheConeePtofCreativity:ProsPectsandParadigms.HandbookofCreativity.Stemberg,Robert.1999
[48] Raylnond5.Nickerson.EnhancingCreativity.HandbookofCreativity.Stemberg,Robert(Ed).1999
[49]RobertJ.Stemberg&UndaA.OHARA.CreativityandIntelligenee.HandbookofCreativity.StembergRobert .1999
[50].GregoryJ.Feist.ThelnfluenceofPersonalityonJtistieandSeientifieQeativlty.HandbookofCreativity.Stemberg,Robert(Ed).1999:
[51].JonathanA.PluckerJosePh5.Renzulli.PsyehometrieAPProachestotheStudyofHumanCreativity.HandbookofCreativity.Sternberg,Robert 1999
[52].DavidHeFeldlnan.TheDevelOPmentofCreativity.HandbookofCreativity.StembergRobert(Ed)
[53].Mary.nCollins,TeresaM.Amabile.MotivationandCreativity.HandbookofCreativity.Stemberg,Robert.1999
[54].Ra mond5.Nickerson.EnhaneingCreativity.HandbookofCreativity.Stemberg,Robert(Ed).1999
[55].ArthurJ.CroPley.DefiultionsofCreativity.EncycloPediaofCreativity(vl).MarkA.Runco.1999:
[56].RobertJ.Stemberg.hitelligenee.Eneycl0PediaofCreativity(v1).MarkA·Runco(Ed).
[57].JonathanA.plucker,MarkA.Runco·EnhanCementofCreativity.EneycloPediaof Creativity(vl).MarkA.Runco(Ed).1999:669·675
[58] G6ranEkVall·CreativeClimate.EncyelopediaofCreativity(v1)·MarkA·Runco.1999
[59].DavidM.Hangton.COnditionsandSettingsnvironment.EncycloPediaofCreativity(v1).MarkA.Runco.1999
[60] JthurJ.Cr0Pley.Education.EncycloPediaofCreativity(v1).MarkA.Runco1999:
[61].RuthRiehards.EverydayCreativity.EneycloPediaofCreativity(v1).MarkA.Runco.1999
[62].MarkA.Runco.DeveloPmentalTrendsinCreativeAbilitiesandPotentials.EneycloPedia ofCreativity(v1).MarkA.Runco..1999:537一540
[63].RiehardE.PPle.TeachingCreativity.EncycloPediaofCreativity(v2).MarkA.Runco.1999
[2]王美丽,《精神的物化》[J]
[3]陈帼眉,《学前儿童心理学》[M],人民教育出版社,2003,313,318.
[4]美安妮塔·鲁伊·奥尔兹,《儿童保育中心设计指南》[M],机械工业出版社,268,
[5]付瑶,《幼儿园建筑设计》[M],中国建筑工业出版社,
[6]西卡尔斯布勒特《儿童娱乐空间》[J]
[7]卡尔斯·布勒特,《儿童娱乐空间》[M],机械工业出版社,2007,5.
[8]孙丽宋力,《儿童心理与幼教建筑环境_洛阳石化总厂幼儿园设计》[J]
[9] DONALDA.NORMAN,《情感化设计》[M],电子工业出版社,2004,61.
[10]林崇德,《环境心理学》[M],人民教育出版社,2000,115,117
[11]钱家渝,《视觉心理学》[M],学林版社[M]
[12]王峰著,《环境视觉设计》[M],中国建筑工业出版社
[13]荆其敏张丽安,《情感建筑》[M],百花文艺出版社,277,288.
[14]刘振亚林川,《多为儿童们着想——_幼儿园设计若干问题初探》[J]
[15]谢亚莉,《儿童心理与幼儿园建筑环境_濮阳市实验幼儿园设计》[J]
[16]张玫英,董卫《丹麦幼儿园设计新趋势》[J]
[17]黎志涛,《空间设计的情感》[J]
[18]【德】恩斯特·诺伊费特:建筑设计手册,北京:中国建筑工业出版社,2000
[19]王闰《人.空间.环境.情感》[J]
[20]建筑实录1,北京:中国建筑工业出版社,1985
[21]建筑设计资料集(第二版)3,北京:中国建筑工业出版社,1994
[22]城市幼儿园建筑面积定额(试行),中华人民共和国工程建设标准大全,黑龙江人民出版
[23]邓志伟:《室内环境的情感设计》
[24]大舍设计:上海青浦夏雨幼儿园,时代建筑2005,3
[25]崔英强,杜秀珍,《农村幼儿园现状分析与建议》
[26]早教之父y论早教,http://www.muqin.com.cn
[27]丁邦平,美国幼教专家怀特谈早期教育的若干问题,http://www.8801.net.cn
[28]张红,《医疗器械的情感化设计》
[29]刘建,《观念空间的情感交流_实验建筑的理念阐释与审美反思》
[30]章淼榕《儿童创造力及其社区培养方案的探索》
[32]刘丽红,《阜阳早教幼儿园设计思考》
[33]袁莹,《设计中的隐性情感》
[34]苏韩敏,《回归童趣环境彰显建筑个性_厦门瑞丽幼儿园设计》
[35]殷汉国,《浅谈幼儿园环境设计原则》
[36]李春微,《色彩在现代城市幼儿环境设计中的应用研究》
[37]李维河,魏海林,《关于情感设计发展的研究》
[38]马俊娥,《创造性想象营造空间情感》
[39]黎志涛,《情感的再现——浅谈情感设计》
[40]曹飙陈刚《幼儿的行为心理对幼儿园设计的影响》
[41]赵军海,张丽,《幼儿园建筑空间布局的审视与思考》
[42]祁斌,胡绍学,《居室设计的情感氛围》43]方海,《寓教于乐的功能空间_芬兰赫尔辛基Jokiniemi幼儿园设计》
[44]杨静,《创造性想象营造空间情感》
[45]邬秀杰,李耀东,《从设计心理学角度分析环境设计》
[46]毕留举,《当代室内设计的情感关注》
[47].RobertJ.Stembergbart.TheConeePtofCreativity:ProsPectsandParadigms.HandbookofCreativity.Stemberg,Robert.1999
[48] Raylnond5.Nickerson.EnhancingCreativity.HandbookofCreativity.Stemberg,Robert(Ed).1999
[49]RobertJ.Stemberg&UndaA.OHARA.CreativityandIntelligenee.HandbookofCreativity.StembergRobert .1999
[50].GregoryJ.Feist.ThelnfluenceofPersonalityonJtistieandSeientifieQeativlty.HandbookofCreativity.Stemberg,Robert(Ed).1999:
[51].JonathanA.PluckerJosePh5.Renzulli.PsyehometrieAPProachestotheStudyofHumanCreativity.HandbookofCreativity.Sternberg,Robert 1999
[52].DavidHeFeldlnan.TheDevelOPmentofCreativity.HandbookofCreativity.StembergRobert(Ed)
[53].Mary.nCollins,TeresaM.Amabile.MotivationandCreativity.HandbookofCreativity.Stemberg,Robert.1999
[54].Ra mond5.Nickerson.EnhaneingCreativity.HandbookofCreativity.Stemberg,Robert(Ed).1999
[55].ArthurJ.CroPley.DefiultionsofCreativity.EncycloPediaofCreativity(vl).MarkA.Runco.1999:
[56].RobertJ.Stemberg.hitelligenee.Eneycl0PediaofCreativity(v1).MarkA·Runco(Ed).
[57].JonathanA.plucker,MarkA.Runco·EnhanCementofCreativity.EneycloPediaof Creativity(vl).MarkA.Runco(Ed).1999:669·675
[58] G6ranEkVall·CreativeClimate.EncyelopediaofCreativity(v1)·MarkA·Runco.1999
[59].DavidM.Hangton.COnditionsandSettingsnvironment.EncycloPediaofCreativity(v1).MarkA.Runco.1999
[60] JthurJ.Cr0Pley.Education.EncycloPediaofCreativity(v1).MarkA.Runco1999:
[61].RuthRiehards.EverydayCreativity.EneycloPediaofCreativity(v1).MarkA.Runco.1999
[62].MarkA.Runco.DeveloPmentalTrendsinCreativeAbilitiesandPotentials.EneycloPedia ofCreativity(v1).MarkA.Runco..1999:537一540
[63].RiehardE.PPle.TeachingCreativity.EncycloPediaofCreativity(v2).MarkA.Runco.1999