学龄前儿童空间玩具信息表征设计策略  

Information Representation Design Strategies for Preschool Children’s Spatial Toys

作　　者：张蓉 

机构地区：[1]浙江理工大学艺术与设计学院,浙江 杭州

出　　处：《Design（汉斯）》2024年第1期650-656,共7页设计（汉斯）

摘　　要：众多研究表明,空间认知能力与后期数学表现有密不可分的关系。有关儿童空间认知的玩具也有很大的市场,本研究聚焦空间认知玩具中的知识部分,对于传递知识的关键——信息表征进行研究。本研究提出空间认知玩具的设计新思路,从空间信息表征角度出发,设计学龄前儿童更容易理解的空间认知玩具。本研究依据戴尔经验之塔,提出适合儿童空间认知发展阶段的信息表征设计策略。Many studies have shown that spatial cognitive ability is closely related to late mathematical performance. Toys related to children’s spatial cognition also have a large market. This study focuses on the knowledge part of spatial cognition toys, and studies information representation, the key to transferring knowledge. This study proposes a new approach to the design of spatial cognitive toys, which are easier for preschool children to understand from the perspective of spatial information representation. Based on Dale’s tower of experience, this study proposes information representation design strategies suitable for children’s spatial cognitive development stage.

关 键 词：学龄前儿童 空间认知 信息表征 经验学习 

分 类 号：G63[文化科学—教育学]