The Research On The Product Design Of Children’s Intangible Cultural Heritage Aesthetic Education Based On Embodied Learning

Intangible cultural heritage(hereafter referred to as ’ICH’)is the essence of China’s excellent traditional culture and an important part of China’s long history and culture.In recent years,the State has attached great importance to the development of aesthetic education and has introduced many policies to promote the development of aesthetic education,with an emphasis on traditional Chinese culture as the foundation for aesthetic education.As a typical representative of traditional Chinese culture,ICH contains rich cultural and aesthetic values.Combining ICH with aesthetic education is conducive to the development of aesthetic education with Chinese characteristics,the living transmission and protection of ICH,and the cultivation of children’s national spirit and sense of cultural identity.Embodied learning is an educational method developed on the basis of embodied cognitive theory,which emphasises the importance of bodily participation in the learning process and can stimulate learners’ creativity and provide them with a better learning experience.Educational products are an important way and effective way for children’s aesthetic education in ICH,but at present there are only a small number of educational products in the market that use ICH as content and provide children with aesthetic education,and there are many unreasonable designs,and the educational products for aesthetic education in ICH lack systematic theoretical support and design strategy guidance.This paper uses literature research,anthropological research and case study methods to combine ICH culture with aesthetic education,and aims to build a product design system for ICH aesthetic education that can stimulate children’s creativity from the perspective of embodied learning,and to verify the effectiveness of embodied learning-based aesthetic education products on children’s creativity and creative thinking development through comparative testing.The content,form and meaning of children’s ICH aesthetic education are first explored,and the development of children’s cognitive thinking and learning characteristics are studied through literature research.In terms of children’s educational products,case studies are conducted through desktop research to analyse children’s learning needs and the elements of educational product design,summarising the current design characteristics and design issues of children’s educational products.In the area of embodied cognition and embodied learning,the author has systematically reviewed and researched the theory of embodiment through literature research,analysed the internal and external mechanisms and characteristics of embodied learning,and proposed a theoretical model of embodied learning;from the perspective of embodied learning,the design framework of educational products based on embodied learning in the context of aesthetic education of ICH is proposed,and the relationship between embodied learning,aesthetic development and product design is studied.The design process and design strategy of the embodied learning-based aesthetic product in the scenario of ICH aesthetic education are discussed.The theoretical validation was carried out through comparative tests,which showed that embodied learning-based aesthetic products can effectively stimulate children’s creativity and creative thinking,and create a better learning experience for children.The research results of this paper can provide some reference and methodological guidance for future research in the field of embodied learning and the design of children’s educational products,and in a social sense,promote the living heritage and the development of children’s aesthetic education in ICH.