| 摘要: |
| 目的 面向传统学科玩教具在“玩”“学”双视域的兼容性不均衡问题，结合建构主义教育理论与层次分析法构建一套学科玩教具产品设计方法，使其服务于学科玩教具产品的研发设计。方法 首先，通过分析建构主义教育理论，将学习环境要素归纳为刺激差异、主动活动、合作交流和建构评价;其次，将学习环境要素映射到用户需求中，利用层次分析法筛选影响学科玩教具设计的关键要素;再次，以小学低段语文写话为例进行研究，将学科玩教具设计的关键要素与儿童特征、学科内容相结合，确立学科玩教具设计定位并产出方案;最后，结合建构主义理论与用户需求确立评价指标并对方案进行评估。结果 以建构主义为框架、层次分析法为工具的学科玩教具产品设计方法能够在教育性、趣味性、参与度与合作性方面均优于传统学科教育产品。结论 基于建构主义与层次分析法构建的学科玩教具产品设计方法是可行的，可为学科玩教具创新设计提供一套定性与定量相结合的设计方法和新的研究思路。 |
| 关键词: 产品设计 学科玩教具设计 建构主义 层次分析法 |
| DOI：10.19554/j.cnki.1001-3563.2024.08.021 |
| 分类号: |
| 基金项目: |
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| Design of Disciplinary Play-teaching AIDS Based on Constructivism and AHP |
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DENG Weibin1, YANG Ling1, ZHANG Fan2
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(1.Hubei University of Technology, Wuhan 430068, China;2.Lanzhou University of Technology, Lanzhou 730050, China)
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| Abstract: |
| Aiming at the problem of the compatibility disequilibrium of traditional play-teaching AIDS in the dual perspectives of "play" and "learning", the work aims to develop a set of disciplinary play-teaching AIDS product design methods by combining the constructivism education theory and the analytic hierarchy process so that it can serve the research and development design of disciplinary play-teaching AIDS products. Firstly, through the analysis of the constructivism education theory, the elements of learning environment were summarized as stimulating difference, active activity, cooperative communication and constructive evaluation. Secondly, the elements of learning environment were mapped to user needs, and the key elements affecting the design of disciplinary play-teaching AIDS were screened using the analytic hierarchy process. Then, taking the elementary school language writing as the case study, the key elements for the design of disciplinary play-teaching AIDS were combined with children's characteristics and subject content to establish the design orientation of disciplinary play-teaching AIDS and produce a plan. Finally, the constructivist theory was combined with user needs to establish evaluation indicators and evaluate the plan. With the constructivism as the framework and the analytic hierarchy process as the tool, the design method of disciplinary play-teaching AIDS is superior to the traditional disciplinary educational products in terms of education, interest, participation and cooperation. The results show that the product design method based on the constructivism and the analytic hierarchy process is feasible, and can provide a set of qualitative and quantitative design methods and new research ideas for the innovative design of disciplinary play-teaching AIDS. |
| Key words: product design play-teaching AIDS design constructivism analytic hierarchy process |
