培养儿童创造力一直是社会关注的热点问题。本研究以建构主义的活动理论为指导，着重探讨玩教具（educational toys）对儿童心理发展，尤其是创造力培养的重要意义。通过回顾国内外儿童玩教具的发展历程和相关研究，以培养儿童的创造力为目标，深入探究创造性玩教具（creative educational toys）的设计理念及其设计方法。本研究以活动为中心，首先对儿童、创造力、促进者和玩教具等创造性学习活动的要素进行了系统性分析，总结儿童创造力发展与教育教学方面的特点，特别是与“玩中学”和创造性玩教具有关的。接着，运用质性研究、定量研究和实践研究的方法，如自然观察、用户画像、用户访谈和问卷调查等面向学龄前（3-6岁）和学龄期（6-12岁）儿童和教师进行用户调研以及创造性玩教具的设计实践，尤其是在我国的乡村幼儿园和城市中的流动儿童群体中开展了调研与试点，分别设计了培养儿童创造力在五大领域健康发展的“好玩游戏盒子”和面向学龄儿童编程创新能力的“百变思源”电子玩教具。结合创造性玩教具的理论研究与具体的设计实践案例，本文在“万物可造”的理念下提出儿童创造性学习活动的交互模型，归纳儿童创造性玩教具的设计原则，包括认知反馈性、情感互动性、行为创作性和时空灵活性四个方面，还总结了儿童创造性玩教具的设计流程以及工具，从目标确定、活动规划、功能实现到测试迭代，总共四个阶段。本研究综合运用设计理念和方法，面向学龄前和学龄期儿童开展创造性学习活动的评估，验证了该设计方法的可行性和有效性。通过对儿童创造性学习活动和玩教具的用户反馈，“万物可造”设计理念下的创造性玩教具及活动对儿童创造力的培养具有积极作用。本文也探讨了此方法的局限性以及儿童创造性玩教具的未来发展方向，能够为后续研究提供一定的参考价值。
Cultivating children‘s creativity has always been a hot issue of social concern. This study is guided by constructivist activity theory and focuses on the importance of educational toys on children‘s psychological development, especially the cultivation of creativity. By reviewing the development history and related research of children‘s educational toys at home and abroad, with the goal of cultivating children‘s creativity, the design concept and design method of creative educational toys are deeply explored. This study first conducts a systematic analysis of the elements of creative learning activities such as children, creativity, facilitators, and educational toys, and summarizes the characteristics of creative learning, especially associated with "Learning through play" and creative educational toys. Then, qualitative research, quantitative research and practical research methods, such as natural observation, user personas, interviews and surveys are used respectively for kindergarten (3-6 years old) and school-age (6-12 years old) children and their teachers to conduct detailed user research and design, especially in the rural kindergartens and urban migrant children of China to carry out research and pilot, with two case studies of the "Playful Box" that cultivates children‘s creativity in the five areas of healthy development and the "Meta Transformers", which is a set of STEM learning kit. Through theoretical research on creative educational toys and analysis of the two cases of design practices, this study proposes the interactive model of children‘s creative learning activities based on the design concept of children‘s creative educational toys, "Create with Anything", and further summarizes the design principles of children‘s creative educational toys, including cognitive feedback, emotional interaction, behavioral creativity, and space-time flexibility. The design process is summarized and divided into goal orientation, activity planning, function realization and test iteration stages, and the corresponding design elements are put forwarded. This study puts the design concept and method into practice, comprehensively applies it to creative learning activities for children aged 3-6 and 6-12 years old, and verifies its feasibility and effectiveness through user experiments. The evaluation results of children‘s creative learning activities and creative educational toys show that the design concept and method can help cultivate children‘s creativity. Finally, this study summarizes the limitations and explores the future development research directions of children‘s creative educational toys, providing a reference for subsequent research.
