Based On The Theory Of Embodied Cognition Research On The Design Of Children’s Popular Science Reading Products

As children’s enlightenment education has received more and more attention in families in our country,the attention paid to children’s science education has also increased year by year.Compared with other types of knowledge,popular science knowledge has two major characteristics of abstraction and operability,which is a big challenge for children with unsound cognitive abilities.The embodied cognitive theory emphasizes that body perception is in the cognitive process.The important role in children’s science reading is very inspiring to help children develop multi-sensory cognition and enhance their understanding of knowledge.Therefore,this article introduces the principle of embodied cognition into the design of children’s science reading product design and aims to solve the comprehensibility problem of children’s science reading.According to the most specific stage of children’s cognition,this article will study the scope of 3 to 6 children’s popular science reading,including literature research on theories and children,research on children’s behavior.The science popularization content covers all categories of children’s popular science knowledge formulated by the Ministry of Education,and specific to the design output,the representative children’s abstract popular science content is selected for design examples.The knowledge comprehension model is combined with the children’s cognitive model to obtain the children’s thinking model in the process of reading comprehension,and to formulate the analysis strategy of children’s reading embodied behavior and the analysis strategy of popular science reading products as the analysis tool for the next stage of research.In the second phase of the study,the author used observation method,question and answer method and interview method to obtain the characteristic data of children’s science reading behavior through field investigation of the children’s science reading behavior in the 3-year-old group and the 6-year-old group.This constructs an embodied behavior model of children’s popular science reading to guide the design of the next stage,and discovers that children’s understanding obstacles are mainly due to the lack of real perception and cognitive experience.The extraction of children’s behavior characteristics leads to the design principles of children’s popular science reading products,which serve as the support for the human-computer interaction part of product design.In the second stage,a case analysis study of children’s more science reading products is carried out at the same time,the products are classified and analyzed according to analysis strategies and children’s cognitive understanding mode ls,and the design elements of children’s popular science reading products are refined as product design support.Based on the previous research,it is concluded that the design of children’s popular science reading products should adopt a context-based multi-channel design strategy,based on the structure,it is concluded that the design of children’s popular science reading products should ad opt a context-based multi-channel design strategy,based on children’s embodied experience to improve children’s reading comprehension,and product design should follow the embodied design of children’s science reading products constructed in this article.model.In the last chapter of this article,using this design model and the previous strategy,a set of children’s science reading product system is designed with children’s mechanics as an example.The system uses a combination of software and hardware to open children’s cognition through multiple channels and realize embodied Angles enhance children’s understanding of content.