| 李芳宇,周乐.具身认知视角下的乡村儿童教育产品设计探究[J].包装工程,2020,41(16):154-163. |
| 具身认知视角下的乡村儿童教育产品设计探究 |
| Rural Children’s Educational Product Design from the Perspective of Embodied Cognition |
| 投稿时间：2020-04-07 修订日期：2020-08-20 |
| DOI：10.19554/j.cnki.1001-3563.2020.16.023 |
| 中文关键词: 具身认知 乡村儿童 教育产品 设计 |
| 英文关键词: embodied cognition rural children educational product design |
| 基金项目:教育部人文社科规划基金项目（18YJAZH123）；四川省重点研发项目（2019YFS0087）；成都市科技局国际科技合作项目创新环境提升计划（2017-GH02-00091-HZ）；四川省哲学社会科学重点研究基地老龄事业与产业研究中心重点项目（XJLL2019002） |
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| 中文摘要: |
| 目的 从具身认知的视角出发探究面向乡村儿童的教育产品设计。方法 利用CiteSpace分析国内具身认知的研究方法；从设计观点出发解释它与产品设计的结合；对图书、玩具、教具、教育类APP这四类儿童教育产品进行二维分析，并与儿童活动形成映射；通过分析乡村儿童的群体特征，发现将具身认知理论应用于乡村儿童教育产品设计中的机会和意义；基于调研绘制用户体验地图，挖掘现象下隐藏的根本需求；结合前期的相关研究，从设计的本能、行为、反思三个层次，提出乡村环境下儿童教育产品的设计思考。结论 身体的体验和身体与环境的互动是影响认知理解的重要因素，乡村儿童有其独特的群体特征与生活环境，通过将具身认知理论与教育产品设计两者结合起来，提出了面向乡村儿童教育产品的四个设计要素，即匹配内容与认知、补足情感缺失、增强乡村认同感、传递未来与希望，并对设计要素进行了设计表现上的扩展，为乡村儿童教育产品提供了设计思考案例。 |
| 英文摘要: |
| The paper aims to research on design of educational products for rural children from the perspective of embodied cognition. CiteSpace was used to analyze the research methods of embodied cognition in China. From the design point of view, the combination of embodied cognition and product design was explained. A two-dimensional analysis of four kinds of children’s educational products, such as books, toys, teaching aids and educational apps was made and reflected in children’s activities. By analyzing the group characteristics of rural children, the opportunity and significance of applying the theory of embodied cognition to the design of rural children’s educational products were found. Based on research, the user experience map was drawn; and the basic needs hidden under the phenomenon were explored. Combined with the previous research, the design thinking of children’s education products in rural environment was proposed from the three levels of design instinct, behavior and reflection. The experience of body and the interaction between body and environment are important factors affecting cognitive understanding. Rural children have their unique group characteristics and living environment. By combining the theory of embodied cognition with the design of educational products, four design elements of rural children’s educational products are put forward: content based on cognition, making up for emotional deficiency, enhancing the rural identity and delivering the sense of hope and future, and the design elements are extended in design performance, providing design thinking cases for rural children’s education products. |
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