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心理彈性導(dǎo)向留守兒童親子產(chǎn)品設(shè)計(jì)研究

發(fā)布時(shí)間:2018-05-19 20:10

  本文選題:留守兒童 + 心理彈性��; 參考:《江南大學(xué)》2012年碩士論文


【摘要】:引入:本課題研究?jī)?nèi)容是心理彈性理論導(dǎo)向留守兒童親子產(chǎn)品設(shè)計(jì),通過(guò)心理彈性理論分析、構(gòu)建心理彈性導(dǎo)向的親子產(chǎn)品設(shè)計(jì)、實(shí)證研究,歸納心理彈性導(dǎo)向的親子產(chǎn)品設(shè)計(jì)策略,最終完成設(shè)計(jì)實(shí)踐。心理彈性理論導(dǎo)入留守兒童研究前人已取得豐碩成果,但心理彈性理論導(dǎo)入產(chǎn)品設(shè)計(jì)領(lǐng)域是一次探索性嘗試,為后續(xù)研究提供可能性。 研究過(guò)程:首先分析家庭結(jié)構(gòu)瓦解、親子分離與家庭教育缺失等不利因素導(dǎo)致留守兒童發(fā)展問(wèn)題,通過(guò)構(gòu)建留守兒童心理彈性模型及分析近環(huán)境保護(hù)因素心理彈性的作用機(jī)制,提出留守兒童不是“問(wèn)題兒童”;其次構(gòu)建與假設(shè)心理彈性導(dǎo)向的親子產(chǎn)品設(shè)計(jì),親子產(chǎn)品是留守兒童心理彈性發(fā)展近環(huán)境保護(hù)因素;再次以明光市部分農(nóng)村中小學(xué)與外出務(wù)工人員為個(gè)案,結(jié)合定性和定量方法實(shí)地研究留守兒童心理彈性發(fā)展和親子產(chǎn)品需求;接下來(lái)以實(shí)證研究為基礎(chǔ),歸納總結(jié)留守兒童親子產(chǎn)品設(shè)計(jì)策略;最后結(jié)合理論分析、實(shí)證研究及設(shè)計(jì)策略指導(dǎo)具體產(chǎn)品設(shè)計(jì)實(shí)踐。 研究結(jié)論:其一留守兒童心理彈性四個(gè)成分因子:家庭支持因子(特征值為4.445,解釋總體方差的29.63%)、自我認(rèn)知因子(3.027,20.18%)、同伴支持因子(2.070,13.80%)、積極學(xué)習(xí)因子(1.556,10.38%);其二驗(yàn)證了留守兒童心理彈性四個(gè)因子與相應(yīng)親子產(chǎn)品功能認(rèn)同評(píng)價(jià)存在顯著性關(guān)聯(lián)度,即親子產(chǎn)品的彈性發(fā)展功能為增強(qiáng)親子溝通功能、提高留守自我認(rèn)知功能、促進(jìn)同伴關(guān)系發(fā)展功能、幫助積極學(xué)習(xí)功能;其三留守兒童親子產(chǎn)品設(shè)計(jì)策略:產(chǎn)品主要人物角色與使用情景設(shè)定、兩個(gè)層次功能性目標(biāo)分析、六個(gè)產(chǎn)品設(shè)計(jì)策略展開(kāi)。
[Abstract]:Introduction: the content of this research is that the theory of elasticity of mind leads to the design of parent-child products for left-behind children. Through the analysis of the theory of psychological elasticity, the author constructs the design of parent-child products guided by psychological elasticity. Induces the psychological elasticity-oriented parent-child product design strategy, finally completes the design practice. The research on the theory of elasticity into left-behind children has made a lot of achievements, but the introduction of the theory of elasticity into the field of product design is an exploratory attempt, which provides the possibility for further research. The research process: firstly, it analyzes the unfavorable factors, such as the disintegration of family structure, the separation of parents and children and the lack of family education, which lead to the development of left-behind children. By constructing the model of psychological elasticity of left-behind children and analyzing the mechanism of psychological elasticity of near-environmental protection factors, The author points out that the left-behind children are not "problem children", and then constructs the parent-child product design, which is based on the assumption of psychological elasticity, and the parent-child product is the near environmental protection factor of the left-behind children's psychological elasticity development. Thirdly, taking some rural primary and middle schools and migrant workers in Mingguang City as cases, combining qualitative and quantitative methods to study the psychological elasticity development and parent-child product needs of left-behind children in the field; then, based on empirical research, Finally, combined with theoretical analysis, empirical research and design strategies to guide the specific product design practice. Conclusion: first, four factors of psychological elasticity of left-behind children: family support factor (characteristic value is 4.445), self-cognition factor (3.027445), self-cognition factor (3.0270.20.18g), peer support factor (2.07070.80th), active learning factor (1.5560.38). There was a significant correlation between the four factors of children's psychological elasticity and the functional identity evaluation of the corresponding parent-child products. The function of elastic development of parent-child product is to strengthen the function of parent-child communication, to improve the self-cognition function of left-behind, to promote the development of peer relationship, and to help the positive learning function. The third is the product design strategy of left-behind children: main personas and usage scenarios, two levels functional goal analysis, and six product design strategies.
【學(xué)位授予單位】:江南大學(xué)
【學(xué)位級(jí)別】:碩士
【學(xué)位授予年份】:2012
【分類號(hào)】:B844.1;TB472

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