从教育心理学角度探索学前儿童玩具的优化设计

发布时间：2018-04-26 07:30

本文选题：教育心理学 + 学前教育　；参考：《江南大学》2008年硕士论文

【摘要】： 本研究以中国玩具行业自主创新战略的提出和社会对学前儿童早期教育的普遍重视为契机,将玩具市场的主要消费群体——0-6岁的学前儿童的玩具设计作为课题的研究对象,从教育心理学的角度分析学前儿童玩具优化设计的必要性和可能性,探索优化设计目标和优化设计策略,尝试为中国玩具产业未来发展提供切实可行的理论指导和实践参考。文章分五个章节展开论述。第一章概述,主要探讨了课题的研究背景、研究目的和研究意义,说明从教育心理学角度思考学前儿童玩具优化设计的必要性。第二章教育心理学和学前儿童玩具教育中,对教育心理学理论进行了初步的分析,并探讨了学前儿童心理发展的主要特征及其学习的类型和特点,提出营造快乐学习体验是学前儿童教育的重点,进而论述了利用玩具进行学前教育的可能性和可行性。第三章围绕学前儿童玩具中造型、色彩、材质、声音四个“物”层面组成的要素展开,从教育心理学角度研究玩具设计中“人”的因素和“玩”的因素,尝试建立学前儿童玩具设计的用户模型:拟定教学目标——为何玩、分析教学对象——谁要玩、选择教学用具——玩什么、设计教学方法——怎么玩。在第四章中,参照现代设计方法论中优化设计的架构,拟定学前儿童玩具优化设计的目标,明确玩具优化设计的约束条件和设计变量,并结合国内外适龄儿童玩具的比较分析,提出学前儿童玩具优化设计的策略:知识性优化设计、互动性优化设计、成长性优化设计,探索切实可行的玩具优化设计方法和程序。第五章是设计实践部分,以4-6岁城市学前儿童作为研究对象,借助深入的观察、访谈和问卷等调研等方式,确定其教育目标诉求,以及在玩具优化设计中可能的约束条件,尝试展开目标引导下的玩具优化设计实践,并结合在设计过程中遇到的问题来完善前期所拟定的玩具优化设计的策略。
[Abstract]:Based on the suggestion of independent innovation strategy of toy industry in China and the general attention paid by the society to the early education of preschool children, the main consumer group of toy market, the toy design of 0-6 years old preschool children, is regarded as the research object of this study. This paper analyzes the necessity and possibility of optimal design of preschool children's toys from the angle of educational psychology, explores the goal and strategy of optimal design, and tries to provide practical theoretical guidance and practical reference for the future development of toy industry in China. The article is divided into five chapters. The first chapter summarizes the background, purpose and significance of the research, and explains the necessity of optimizing the design of preschool children's toys from the angle of educational psychology. In the second chapter, the author makes a preliminary analysis of the theory of educational psychology in educational psychology and preschool children's toy education, and probes into the main characteristics of preschool children's psychological development and the types and characteristics of their learning. This paper puts forward that creating happy learning experience is the key point of preschool children's education, and then discusses the possibility and feasibility of using toys to carry out preschool education. The third chapter focuses on the elements of modeling, color, material and sound in pre-school children's toys, and studies the factors of "human" and "play" in toy design from the angle of educational psychology. This paper attempts to establish a user model of preschool children's toy design: to draw up the teaching goal-why to play, to analyze the teaching object-who wants to play, to choose the teaching appliance-to play what, to design the teaching method-how to play. In the fourth chapter, referring to the framework of optimization design in modern design methodology, the goal of optimal design of preschool children's toys is drawn up, the constraints and design variables of optimal design of toys are defined, and the comparative analysis of toys for children of school age at home and abroad is made. The strategies of optimal design of preschool children's toys are put forward: knowledge optimal design, interactive optimal design, growth optimal design, and the exploration of feasible methods and programs for optimal design of toys. The fifth chapter is the design practice part, with 4-6 years old urban preschool children as the research object, with the help of in-depth observation, interview and questionnaire and other research methods, to determine their educational goals, as well as the possible constraints in the optimal design of toys. This paper attempts to develop the toy optimization design practice under the guidance of goal, and combines the problems encountered in the design process to perfect the toy optimization design strategy developed in the early stage.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G614

【引证文献】