目的 从互助学习理论角度出发，探究隔代互动玩具设计，助力家庭教育高质量发展，促进低龄老年人健智与学龄前期儿童益智。方法 梳理互助学习理论概念与发展趋势，以及其在产品设计中的应用现状;探究将互助学习理论引入隔代互动玩具设计的可行性与积极性;通过行为分析，从产品、用户、环境三层次归纳隔代亲子互动需求;提出隔代互助学习理论模型，并指导设计实践。结论 基于互助学习理论与隔代互动现状，提出隔代互助学习理论模型。利用多代通用性设计缓解代群结构失衡，促进祖孙认知互补，引导隔代双方开展互助学习。通过设计实践验证理论模型的有效性与科学性，寓教于乐将隔代差异转换成为互助动力，为隔代双方搭建多元智能提升平台与情感交流通道。

The work aims to explore the design of intergenerational interactive toys from the perspective of peer learning in order to stimulate the high-quality development of family education and promote the mental health of the younger elderly and preschool children. The concept and development trend of peer learning theory and its application in product design were summarized. The feasibility and positive significance of introducing peer learning theory into intergenerational interactive toy design were investigated. Based on the user behavior analysis the intergenerational grandparent-child interaction needs were summarized from three aspects of product, user and environment and a theoretical model of intergenerational peer learning was proposed to guide design practice. The theoretical model of peer learning between generations is proposed in view of the current situation of intergenerational interaction and the peer learning theory. This multi-generational design might ease the imbalance of generations and promote the cognitive complementation between grandparents and grandchildren in order to guide the two sides to carry out peer learning interaction. The effectiveness and scientificity of the theoretical model are verified through design practice and the differences between generations will be transformed into peer learning driving force through edutainment to build a multiple intelligence promotion platform and emotional communication channel for both sides.