基于认知发展理论与TRIZ的儿童益智玩具设计

Children’s Educational Toys Design Based on Cognitive Development Theory and TRIZ

目的针对现有儿童益智玩具中存在的缺乏“益智”性及未完全贴合儿童认知的问题,提出了一种基于皮亚杰的认知发展理论,并结合TRIZ获得儿童益智玩具的创新设计研究模型。方法运用认知发展理论中的四个运算阶段思维发展特征,分析不同年龄段儿童对于益智玩具的需求,通过建立各阶段益智玩具的理想功能模型,结合理想化水平公式进行解析;然后应用TRIZ的创新设计理念分析儿童益智玩具设计中存在的冲突,通过工具系统中的冲突矩阵找出相对应的发明原理并分析可行性。结果为针对7~9岁儿童的科学设计益智玩具提出了一种具有互动体验且较为创新的解决方案和设计思路。结论通过将认知发展理论融入儿童益智玩具设计原则与原理,在设计参数间产生出了许多潜在冲突;并由TRIZ理论创造性地解决了冲突,进而通过解决冲突生成了可行、有效的概念设计方案,对益智玩具行业发展方向具有一定借鉴意义。

The work aims to propose an innovative design theoretical model of children’s educational toys based on Piaget’s cognitive development theory and combined with TRIZ for the problems that the existing children’s educational toys lack“intelligence”and do not fully fit children’s cognition.Firstly,the characteristics in the four stages of cognitive development theory were used to analyze the needs of children in different ages for the educational toys.The ideal functional model of educational toys at each stage was established for analysis with the idealized level formula.Then,the technical conflicts in the design were investigated by the innovative design concept of TRIZ.The corresponding invention principle was found out through the conflict matrix in the tool system and the feasibility was analyzed.The innovative solution and design idea with interactive experience was proposed for the scientific design of educational toys for children aged 7-9 years old.Many potential conflicts in design parameters are generated by integrating cognitive development theory into the design principles of educational toys.Then,the feasible and effective conceptual schemes are produced by solving conflicts creatively with TRIZ,which provides certain reference for the development of the educational toy industry.