用于学龄前儿童识字的汉字图形化设计研究  

Research on Graphic Design of Chinese Characters for Preschool Children’s Literacy

作　　者：王增成[1] 叶静 Wang Zengcheng;Ye Jing(Hebei University of Technology,Tianjin 300401,China)

机构地区：[1]河北工业大学,天津300401

出　　处：《艺术与设计（理论版）》2022年第5期40-42,共3页Art and Design

摘　　要：2021年三胎政策开放,中国幼教市场获得了更加长足的发展。汉字学习教育作为中国幼儿教育之首被家长们广泛关注。随着科技的发展,学习媒介的增多,市场上的汉字教学产品鱼龙混杂,多数产品忽视了学龄前儿童的主体性。无论静态或动态媒介产品的设计,都对学龄前儿童认知特点不够了解,对汉字文化的挖掘不够深入,没有足够把握二者之间的关联性。针对学龄前儿童的认知特点,文章探讨如何利用文字图形化对汉字进行合理设计,将重点转移到文字图形化角度,坚定基于学前儿童的主体性,运用文字图形化设计进行儿童识字方法的探索。With the opening of the three child policy in 2021, China’s preschool education market has made greater progress. Chinese character learning education, as the top of early childhood education in China, is widely concerned by parents. With the development of science and technology, learning media increase, Chinese character teaching products on the market mixed, most of the products ignore the subjectivity of preschool children. No matter the design of static or dynamic media products, it is not enough to understand the cognitive characteristics of preschool children, the mining of Chinese culture is not deep enough, and the correlation between the two is not enough to grasp. How to make use of the text graphics combined with the cognitive characteristics of preschool children to focus on the rational design of the evolution of Chinese characters, transfer the focus to the perspective of the text graphics, firmly based on the subjectivity of preschool children, using the text graphic design to explore literacy methods.

关 键 词：学龄前儿童 汉字学 文字图形化设计 

分 类 号：H02[语言文字—语言学] G61[文化科学—学前教育学]