未来小学泛学习空间多感官认知评估与设计策略

Multi-sensory Cognitive Evaluation and Design Strategies of the Future Pan-learning Space in Primary Schools

数字化智能时代下,未来小学校园建筑将营造具有交互性、灵活性的非正式泛学习空间。基于教学法-空间-技术关联理论框架,回顾了教育思想和技术变革下小学校园建筑泛学习空间策略发展及其对儿童感官认知发展的影响,并通过虚拟视听感知实验测量和验证了小学儿童对不同泛学习场景的视觉行为反应和生理反馈,量化比较了不同场景刺激元素对教学内容的瞬时可见性和易理解性、对学龄儿童的兴趣度和情绪唤起的影响效应。文章强调了视听交互的泛学习场景对建立专注度和有效认知学习具有积极效应,开放界面与身体互动设施可适当降低儿童在泛学习场景中的认知负荷和情绪压力,并提出四个泛学习空间设计策略,以期从儿童具身视角为未来小学校园空间设计及更新提供新视角。

With the advent of the digital and smart era, the future of primary school campus will embrace interactive, flexible, and informal pan-learning spaces. Based on the theoretical framework of Pedagogy-SpaceTechnology(PST), this article reviews the development of pan-learning spatial strategy in primary school architecture under the change of educational thinking and technology and their effects on the development of children’s sensory cognition. It also measures and verifies the visual behavioral responses and physiological feedback of children to different pan-learning scenarios through virtual audiovisual experiments in order to quantitatively compare the degree of visibility, comprehensibility, interest and emotional arousal of different stimulus elements for children. The findings highlight the positive effects of audiovisual interaction in pan-learning space on establishing children’s concentration and effective cognitive learning, and propose four pan-learning space design strategies to provide new perspectives for the future design and renewal of primary school spaces.