【正文】 陳彧：《設計藝術概論》，湖南大學出版社，2005年版[7]嚴揚，王國勝：《產(chǎn)品設計的人機工程學》，黑龍江科學技術出版社，1997年6月第一版[8]梅格斯[美]：《二十世紀視覺傳達設計史》，湖北美術出版社，1989。[9]王受之著：《世界現(xiàn)代設計史》，中國青年出版社，[10]王受之著：《世界工業(yè)設計史略》，上海人民[1]張道一主編：《工業(yè)設計全書》，江蘇科學技術出版社，1993年版[11]簡召全：《工業(yè)設計方法學》，北京理工大學出版社，2000年版美術出版社1987年版[12]孫峰,呂江. 《卡通玩具設計》 南京: 江蘇美術出版社, 2006 .[13]張排,王洪閣. 《玩具與創(chuàng)新設計》 .北京:化學工業(yè)出版社, 2006 .[14]uson，K．C．，＆Hall，J．W．The acquisition of early number word meanings：A conceptual analysi s and review．In H．P．Ginsburg(Ed．)，The development of mathematical thinking．New York：Academic Press，1983．[15]Ginsburg，H．P．＆Opper，S．Piaget’S theory of intellectual development．Englewood Cliffs，New Jersey：Prentice Hall，1988．一、畢業(yè)設計（論文）的內(nèi)容 根據(jù)學齡前兒童益智類玩具的設計要求與研究，對學齡前兒童玩具益智原理進行分析，并歸納出具有一定指導與研究意義的學齡前兒童益智類玩具的設計原則，并在此基礎上進行設計實踐及總結，并形成畢業(yè)設計論文。二、畢業(yè)設計（論文）的要求與數(shù)據(jù)目標群體：學齡前兒童在該畢業(yè)設計中要貫穿工業(yè)設計課程內(nèi)容所學的產(chǎn)品設計研究方法和表現(xiàn)技法，完成該產(chǎn)品的設計實踐和二維（手繪方案A4不低于15套、裝配三視圖A平面排版A4效果圖）、三維（建模渲染效果圖A4）的輸出。同時，要完成提交產(chǎn)品設計的數(shù)字模型和實物展示模型制作，將設計過程圖片與圖樣（效果圖、工程圖）綜合表現(xiàn)在展示版面上（90120cm豎式，KT展板，13張），并就設計中重點研究的問題撰寫畢業(yè)論文。畢業(yè)論文要有創(chuàng)新研究的內(nèi)容，包含以下內(nèi)容：1.封面（標題、姓名、班級、學號、指導教師）2.目錄3.中文摘要（約300字）、外文摘要（Abstract約250個實詞）、關鍵詞35個4.引言5.正文6.結論7.謝辭8.參考文獻（15篇以上，需有部分外文版）三、畢業(yè)設計（論文）應完成的工作完成學齡前兒童益智類玩具的設計研究與實踐，并輸出相應的手繪方案草圖、三維模型、渲染效果圖、規(guī)范的裝配三視圖和平面排版的效果圖展板。畢業(yè)設計前期，要結合收集資料與調(diào)研，完成12萬印刷符的外文資料的翻譯工作，譯出的漢字約5000字，譯文與原文加封面裝訂成冊。四、畢業(yè)設計（論文）進程安排及實習安排序 號設計（論文）各階段名稱日 期1 查閱資料，根據(jù)任務書要求，了解課題相關理論知識和軟件運用，構思設計、設計草圖、概念模型制作等，并準備開題報告編寫和定稿提交； 選定與設計課題有關的英文翻譯,完成畢業(yè)設計英文翻譯部分。14周2進行文字梳理，歸納出設計研究內(nèi)容，在此基礎上進行設計實踐，并輸出手繪方案、進行方案評價與選擇、方案細化、繪制效果圖和最終方案的三維模型，完成中期答辯。511周3根據(jù)中期答辯意見，完善設計內(nèi)容，輸出定稿的三維模型、渲染效果圖、規(guī)范的裝配三視圖和平面排版的效果圖展板，完成設計模型制作,撰寫畢業(yè)設計論文等。1215周4整理畢業(yè)設計所有內(nèi)容，嚴格按照格式要求整理、裝訂材料，準備好設計展板和多媒體展示制作，完成畢業(yè)設計答辯。16周The Benefits of Educational Toys “Play is the work of childhood, ” according to Jean Piaget, a 20th century educational researcher and theorist. Piaget described four stages that children pass through as they grow. Each stage acplishes a new skill that builds on the learning of the previous stage. This article will introduce these four stages and discuss the benefits of educational toys. The Sensorimotor StageThe sensorimotor stage occurs from birth through the age of two years. The child progresses from the simple reflexes of a newborn, such as rooting and sucking, to the ability and think symbolically. Toys offered during this time should be appropriate to the substage that the child is in.Newborn babies through about four months old need simple toys, such as teething rings and other toys that are safe for the baby to put in his or her mouth. At about four months old, babies are starting to notice that things exist outside of themselves. Rattles and toys that they can shake and which give the same reproducible results each time are excellent for children of this age. By the time a child is about two years old, he or she has learned that objects continue to exist even when they are out of sight. At this point, stacking, pulling and other toys that allow the child to experiment with the toy to achieve different results are good choices. All of the educational toys given during the sensorimotor period should be safe for the child to explore with his or her senses.Preoperational: Age Two To Seven YearsChildren progress through the preoperational stage from ages two through seven. This is the age of magical thinking and the mastery of motor skills. Children of this age do not think logically. Educational toys suitable for this stage include blocks, dolls, dress ups and other things that stimulate the imagination. Puzzles, coloring, reading and simple math games are also appropriate for children of this stage.The Concrete Operational StageFrom ages seven years through 12 years old, children pass through the concrete operational stage. They can use simple logic, but their thinking is still very concrete. Toys that foster imagination, work to develop critical thinking skills, such as puzzles, chess or other games, as well as toys that enhance academic skills are good choices for this age group.Formal Operational: Age Twelve And UpFrom the age of 12 onward, the child’s ability to thinking more logically develops. Children can think abstractly. More and more time will be spent on academics and less time on play. Socializing and peers will take the place of toys. Particular passions and hobbies will emerge and should be encouraged through shared or supported activities.Educational Toys and Life Skills Educational toys not only promote developmental skills in children. They also help children acquire and improve essential life skills. Creativity, selfconfidence, independence, responsibility, and integrity can all be cultivated through the use of carefully selected educational toys.Creativity One hallmark of educational toys is how well they support creative, openended play. A tray of wooden food can inspire a child to spend a whole afternoon running a pretend restaurant or planting and harvesting crops on a pretend farm. A set of blocks can be turned into a tower, a road system, a fort, a car, or even different animals. And the possibilities for a pound of modeling clay are endless! The more time a child spends exploring all the different things a toy can bee, the more developed the child39。s powers of imagination will be. This fosters an open mindedness to new possibilities that will help the child think of creative and innovative solutions to any challenges he or she ends up facing as an adult.SelfConfidence One way to build selfconfidence is through play that encourages a child to assert him or herself. Singing, performing, and acting in front of an audience all help children assert themselves both in the planning stage and during an actual performance. Children also learn to assert themselves by acting out scenarios or performing informally with peers. Openended toys such as musical instruments and dressup clothes and props encourage this