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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">TACS</journal-id><journal-title-group><journal-title>Technology and Application of Computer Science</journal-title></journal-title-group><issn>2998-8926</issn><eissn>2998-8934</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/TACS.2025130039</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>基于学龄前儿童认知发展的持续吸引建构类
玩具设计研究</title><url>https://artdesignp.com/journal/TACS/2/13/10.61369/TACS.2025130039</url><author>戴福晓</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>2</volume><issue>13</issue><history><date date-type="pub"><published-time>2025-07-14</published-time></date></history><abstract>本研究基于学龄前儿童认知发展规律，探索建构类玩具的持续性吸引力研究的途径。结合当前市场上建构类玩具的特点和用户评价分析，提出大良鱼灯的建构类玩具设计。持续性设计策略采用匹配不同年龄阶段认知特征：2-3岁侧重色彩与形体感知；3-4岁侧重强化物理结构探索；5-6岁侧重自我叙事创造力发展。以开放的建构类设计，代替教学式游戏，激发儿童的持续投入。</abstract><keywords>学龄前儿童,儿童认知发展,建构类玩具,大良鱼灯</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]（https://nifplay.org/play-science/summary-of-key-findings/）[2]（https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf）[3]Pellis, Sergio M., and Vivien C. Pellis. "Play." Oxford Research Encyclopedia of Psychology. 23 Feb. 2021;[4] 洪康. 基于儿童发展心理学的幼儿园室内设计研究[D]. 武汉纺织大学,2024.DOI:10.27698/d.cnki.gwhxj.2024.000555.[5]3-6 岁儿童比例推理、空间类比与近似数量系统的发展及关系[6]（https://www.zcool.com.cn/work/ZNjcwNjQ4MDA=.html）[7]Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., &amp;amp; Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322&amp;ndash;330. https://doi.org/10.1016/j.cognition.2010.10.001</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
