| 丁雅晴,张瑞.认知科学视角下的儿童户外活动空间设计[J].安徽建筑大学学报,2022,30(1):98-102 |
| 认知科学视角下的儿童户外活动空间设计 |
| Design of Outdoor Play Space for Children from the Perspective of Cognitive Science |
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| DOI： |
| 中文关键词: 认知科学 儿童 户外活动空间 |
| 英文关键词: cognitive science children outdoor play space |
| 基金项目:?安徽省社会科学发展研究创新课题攻关项目（2021CX138）；安徽省高校人文社会科学重点研究项目（SK2021A0771）；安徽省教育厅省级质量工程项目（2020jyxm0966） |
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| 中文摘要: |
| 大量认知科学研究表明，游戏是儿童社会教育的重要组成部分，有助于培养认知、情感、社交能力。目前， 国内研究多关注儿童活动空间的安全性，设计师对儿童身心发展特征、活动需求缺乏了解，导致大部分儿童 活动空间设计从成人视角出发。本文首先回顾了认知科学领域的相关知识体系，指出不同游戏带给儿童的学 习裨益，尝试将游戏转化为具体的学习机制。其次，梳理了认知科学的相关理论证据，提出将功能多样性作 为设计首要原则，指出挑战性、模糊性可以激发儿童的探索欲望、提高学习能力。最后，本文分享了基于认 知教育目的的设计实例，以期为儿童户外活动空间设计提供有益参考。 |
| 英文摘要: |
| Many cognitive science studies have proved that playing，as a significant part of children’s social education，contribute to the development of their cognition，emotion and social skills.At present，the domestic research is mostly concerned with children’s safety in the play space.Besides，designers’ scanty consideration on children’s physical and mental development characteristics and needs resulting in most children’s play space design that from the adult’s perspective.This article reviews the knowledge system of cognitive science，points out the benefits of games for children，and tries to figure out the learning mechanism behind games. Considering theoretical evidences from cognitive science，it proposes functional diversity as the primary principle of design，and points out that challenge and ambiguity can promote children’s desire to explore and their learning ability.A cognitive education-oriented case is demonstrated to provide references for children’s outdoor play space design. |
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