符号学视域下特殊儿童手部精细动作玩教具设计与应用

Design and Application of Fine Motor Skill Play-Teaching Aids for Children with Special Needs from a Semiotic Perspective

The development of fine motor skills in the hands of children with special needs serves as a crucial foundation for inclusive education. Play-teaching aids, as key intervention tools, have their training effectiveness directly influenced by the scientific and systematic nature of their design. Based on semiotic theory, this paper takes the “Palm Assistant” tiered fine motor skills play-teaching aids project for children with special needs at Wenzhou University as its research subject. It systematically analyzes the sign composition, meaning transmission mechanisms, and application logic of the play-teaching aids’ sign system from three dimensions: semantic signs, pragmatic signs, and syntactic signs. Integrating the project-developed “Quantified Scale of Fine Motor Skill Ability Levels for 3-6 Year Old Preschool Children with Special Needs” and the “1+3+2” service model, the research explores the practical pathways of semiotics in tiered design, multi-sensory integration, and personalized support. Empirical data indicate that the semiotic-based play-teaching aids significantly enhanced the fine motor skills of the children (overall improvement of 49.5%), validating the scientific nature and application value of semiotic theory in the design of special education play-teaching aids. This provides theoretical reference and practical paradigms for the standardized and humanized development of inclusive education equipment.

特殊儿童手部精细动作发展是融合教育的重要基础，玩教具作为关键干预载体，其设计的科学性与系统性直接影响训练成效。本文基于符号学理论，以温州大学“掌上茗助”特殊儿童阶级化手部精细动作玩教具项目为研究对象，从语义符号、语用符号、句法符号三个维度，系统剖析玩教具符号系统的符号构成、意义传递机制与应用逻辑。研究结合项目研发的“3-6 岁学前特殊儿童手部精细动作能力阶梯量化表”与“1+3+2”服务模式，探讨符号学在阶级化设计、多感官融合及个性化支持中的实践路径。实证数据表明，符号化玩教具有效提升了特殊儿童手部精细动作能力（整体提升49.5%），验证了符号学理论在特殊教育玩教具设计中的科学性与应用价值，为融合教育装备的标准化、人性化发展提供理论参考与实践范式。