| It is of great significance for preschool children to learn knowledge of plant growth,but the problem of plant education for preschool children in China has always existed,ignoring the effect evaluation,and lacking the collection and analysis of data on plant cognitive for preschool children.The preschooler’s products of cognition on plant growth in the market lack contextual,collaborative,communicative and practical problems,and the difference between urban and rural areas will affect the preschool children’s cognition of plant growth.Therefore,this paper explores the current status and psychological law of preschool children’s cognition of plant growth through experiments,introduces constructivism learning theory to explain the impact of urban-rural differences on children’s cognition of plant growth,and solves the problems existing in existing products.Explore the potential needs of preschool children to learn knowledge of plant growth,and put forward corresponding design strategies and schemes.Firstly,summarize the elements,research status and basic research ideas of constructivism learning theory.The psychological,physiological,cognitive and behavioral characteristics of preschool children are analyzed,and methods suitable for exploring preschool children’s cognition are summarized.It advocates returning to the actual state and experience of preschool children,and puts forward the opportunity points to study the cognition of plant growth of preschool children from the perspective of urban-rural differences.This paper expounds the convergence between constructivism learning theory and product design in cognition of plant growth on preschool children.Secondly,the experiment of cognitive on plant growth for preschoolers’ was carried out,and the data were obtained by using semi-structured interviews and embedded hand-drawn methods with modeling tasks,and the experimental data were processed by integrating and developing the preschoolers’ cognitive on plant growth coding framework.The experimental results showed that: 1)rural children had a higher degree of cognition of plant growth than urban children,and there were significant differences in cognition,understanding and standard attainment;2)Urban and rural children have incomplete cognition and misunderstanding of concepts related to plant growth.From the four elements of constructivism learning theory,this paper explains why there are differences in cognition of plant growth between urban and rural preschool children.Thirdly,it is clear that the users are urban preschool children,and through user research methods such as questionnaire research and interview survey,and combined with constructivism learning theory for pain point analysis and demand insight,the needs of product design on cognitive of plant growth for urban preschool children are obtained.The analytic hierarchy method(AHP)was used to obtain the demand weights and ranking,and the quality function expansion method(QFD)was used to construct a quality house for product design on cognitive of plant growth for urban preschool children.Four major design strategies are proposed: emphasizing the systematization of educational content,focusing on situation creation,attaching importance to collaborative learning and interaction,and adopting the product form of combining online APP + offline hardware.Finally,according to the preliminary research,the concept of smart farm is proposed,the product service system is built and the functional architecture design is carried out,and the design results include hardware products-planting robots(outdoor version and home version)and software-smart planting.Carry out the high-fidelity design of software and the production of hardware demo,and realize the information exchange between the two,and conduct usability testing and teaching effect evaluation,the results meet expectations,and the subsequent iteration direction is proposed.Through this exploration,the application of constructivism learning theory in the field of cognition on plant growth in preschool children is broadened,and the influence of urban-rural differences on preschool children’s cognition of plant growth is explained.The design concept of smart farm is proposed,and the model of online APP + offline hardware is output and verified,which is suitable for the cognitive education of plant growth for preschool children in urban China.Finally,it provides some reference for related research. |
