Research On The Design Of Children’s Self-regulated Learning Space In Public Library

Public libraries are public welfare institutions that provide citizens with public cultural services.They shoulder the important responsibilities for cultural inheritance and promoting social development.As a new force in promoting social development,children’s growth is particularly important.Therefore,public libraries are One of the important places for children’s growth education.With the development of society and the advancement of information technology,the content and level of services for children in public libraries are constantly improving,and the traditional children’s learning space that focuses on book borrowing no longer meets the actual needs of children.The changes in contemporary children’s learning patterns have caused differences in children’s learning range and learning efficiency.Therefore,children’s learning space needs to be adjusted accordingly according to the characteristics of children’s development.Due to the particularity of children,the structural layout,environmental atmosphere,and children’s services of children’s learning spaces in public libraries should be distinguished from adult learning spaces.And the children’s perspectives should be the center and attention should be paid to children’s physical characteristics and psychological development.Diversified learning space centered on cultivating children’s self-regulated learning ability.Starting from the background of public library functions,children’s physical and mental development,and the development trend of children’s learning space,this research summarizes the relevant theories and practices of children’s learning space in public libraries at home and abroad,and draws a conclusion about the research on children’s learning space in public libraries in China.It is mainly reflected in theoretical development and policy planning.There are still few learning spaces designed based on children’s physiology and psychology;the specific application of self-regulated learning theory is mainly concentrated in school education,and self-regulated learning theory has not been systematically integrated into Children’s learning space of public libraries.On this basis,the relevant theories are further analyzed,and the design connotation of "Research on the Design of Children’s self-regulated learning Space in Public Libraries" is summarized to lay a theoretical foundation for the following research content.Through questionnaire surveys,user interviews,and case analysis,analyze the needs of users and libraries and summarize design issues.Combining the characteristics of children’s learning space in public library and related theories,taking children from 0 to 12 years old as the research scope,this paper proposes research on the design of children’s self-regulated learning space.Starting from probing into the interaction between children and space,and exploring children’s trait of independence and self-discipline and act-by-oneself.Proposing design strategies about the design principles of children’s self-regulated learning space,the interactive mode of children’s self-regulated learning space,and a space that promotes diversified functions,a space that creates a multi-sensory atmosphere,and a space that reflects emotions.Then,apply design principles,interaction patterns,and design strategies into design practice to realize the guidance of the space to children’s curiosity and exploration,so that children’s abilities can be developed in many aspects.Through the research of this subject,I hope to provide certain reference value for the development of children’s learning space in public libraries.