目的 基于具身认知理论与儿童手工艺教育的契合性,将传统手工艺文化转化为创新性的交互体验,探索适合中小学美育的互动式教育游戏设计。方法 依据具身认知理论模型建构具身式交互设计层级与路径,从身体感知、行为映射和意义构建维度提取手工艺感知要素、建立手工艺动作行为与表层技艺知识和深层文化阐释的映射关系。结果 以具身交互设计层级结构为框架,结合手势识别技术开展互动式教育游戏设计,将布老虎工艺知识、制作流程与文化内涵转化为可参与的交互体验。结论 在中小学美育领域,遵循具身认知理论开发手工艺互动式教育游戏,面向中小学生实现传统手工艺的创新性传承,提升中小学生文化认同和文化自信。
Abstract
Based on the compatibility between embodied cognition theory and children's handicraft education, the work aims to transform traditional handicraft culture into innovative interactive experiences, and explore interactive educational games suitable for art education in primary and secondary schools. In line with the embodied cognition theory model, the hierarchy and path of embodied interaction design were constructed, the interaction between body behavior and environment in traditional handicraft culture was analyzed from the dimensions of body perception, behavior mapping, and meaning construction, and the mapping relationship between surface skill knowledge and deep cultural cognition was established. With the hierarchical framework of embodied interaction design as a guide, an interactive educational game was developed based on gesture recognition technology, transforming the craft knowledge, production procedures, and cultural connotations of the cloth tiger doll into participatory interactive experiences. In the field of art education in primary and secondary schools, following the theory of embodied cognition, the interactive educational games of traditional handicrafts can strengthen the innovative inheritance of traditional handicrafts, and enhance the cultural identity and confidence of primary and secondary school students through inheritance.
关键词
具身认知 /
传统手工艺 /
手势交互 /
教育游戏 /
民间布老虎
Key words
embodied cognition /
traditional handicrafts /
gesture interaction /
educational game /
folk cloth tiger doll
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