Research On The Design Of Children's Art Teaching Feedback System Based On Cognitive-developmental Theory

In contemporary quality education,art activities,as an important part of aesthetic education,are often affected by the one-sided emphasis on skills and skills learning,which makes art activities affected by practical attitudes and often marginalized.In some domestic children's art teaching systems,parents and teachers only evaluate children's teaching based on daily teaching results,forming incomplete teaching evaluation feedback,which makes it difficult for teachers and parents to confirm the completion of children's learning stage.7-9-year-old children are in the process of turning from creative painting to sketching and other professional creations,unable to apply decentralized thinking on their own,stage transitions are slow,pay attention to classroom output but ignore after-school results,and thus their enthusiasm is weakened.With the upgrading of the education industry and policy emphasis,research on how to promote children's cognitive development in the art teaching system and use external stimulition to build a cognitive schema,and to improve the assistance of parents and teachers in the teaching process,is One of the problems to be solved in a good teaching environment.This article starts with the cognitive development theory and studies Piaget's cognitive development theory and children's cognitive characteristics.Analyze the characteristics,computing power,and cognitive schema construction of the four stages.Combining the cognitive characteristics of children,analyze the differences between the pre-operation stage and the specific operation stage,and explore the reasons for the differences.The second step is to analyze the current situation through online and offline teaching service system surveys and user perception surveys,combined with industry reports,and summarize the existing problems and service process methods in the industry.And on this basis,it analyzes the feasibility between the service mode of the art teaching system and the user's cognition.The third step is to study the interactive design method of the service mode of the art teaching system through market industry research and the analysis and research of the user's cognitive characteristics,and provide a method basis for the practical plan.The fourth step uses the five elements of user experience and contextual experience combined with cognitive development theory to construct a feedback system model for children's art teaching,and summarize design strategies and design principles to provide guidance for the design plan.Finally,the program was implemented in a way of combining product software and hardware,and the result was a children's art teaching feedback service system integrating "prize redemption machine + teacher teaching assistant app + parent teaching feedback app+ sharing service".The product hardware is a prize redemption machine and software For teachers and parents of flower App.Through the practical dissemination of this research,to a certain extent,it can improve the existing problems of unclear teaching feedback in the children's art industry market,low level of visualization,and ignoring the output of after-school teaching results.Through the use of teaching feedback points reward activities and parent-teacher information docking The service environment promotes children aged 7-9 to actively face the cognitive development process and smoothly transition to the formal computing stage.This research provides a theoretical and program reference for the follow-up research on the design of the feedback system for art teaching for children aged 7-9.