探究式教學游戲的設計與開發(fā)
發(fā)布時間：2018-10-22 20:43
【摘要】：隨著現(xiàn)代信息技術(shù)教育的發(fā)展及計算機網(wǎng)絡、多媒體等技術(shù)的廣泛應用,教學游戲被廣泛地應用在學科教學中,有助于學習者知識掌握、技能形成和態(tài)度培養(yǎng)都具有重要作用。目前從教學游戲的研究來看,大多教學游戲是以單純演示為主,很少考慮學習者的興趣和需求,導致學習效果不佳,顯然這種單純的演示和簡單的動畫已經(jīng)不能滿足現(xiàn)代教學的需要。楊振寧教授曾這樣說過：“過去的學習方法是人家指出來的路你去走,新的學習方法是要自己去找路”,那么如何能夠通過一種教學方式既能提高學習者的學習興趣,又能有效的傳授知識內(nèi)容,成為當前研究的重點。針對上述問題,本文在建構(gòu)主義學習理論、情境學習理論、游戲?qū)W習理論和教學設計理論的指導下,在教學游戲以及探究式教學游戲概念界定的基礎上,開發(fā)出了探究式教學游戲,它是解決上述問題的一種有效方式,并提出其設計原則,然后以小學四年級數(shù)學課程中的“植樹問題”為例,論述探究式教學游戲的設計與開發(fā)過程。 論文的組織結(jié)構(gòu)和各章的詳細內(nèi)容如下： 第一章緒論主要闡述研究的背景、研究問題的確定及圍繞研究問題所做的主要工作,并對本文的內(nèi)容結(jié)構(gòu)加以簡要的陳述。此部分主要介紹了研究問題的提出過程,并就研究問題的現(xiàn)狀進行了細致的考察。 第二章界定并剖析了教學游戲、探究式教學游戲的概念,并分析了探究式教學游戲設計的理論基礎。建構(gòu)主義學習理論是探究式教學游戲設計的主要理論指導,它從宏觀上闡述了什么是學習,以及學習者內(nèi)部認知結(jié)構(gòu)與外部環(huán)境之間的相互作用。情境學習理論強調(diào)知識是基于情境的,通過創(chuàng)設以學習者為中心的學習情境,可以使學習者充分體驗探究知識的樂趣,從而更大程度的激發(fā)學習者的內(nèi)部學習動機,使學習的發(fā)生更為主動。游戲?qū)W習理論的指導是保證探究式教學游戲的設計不偏離于游戲的主體。教學系統(tǒng)設計理論是探究式教學游戲滿足教學過程的保證,確保其教育性和科學性。 第三章在相關(guān)理論的指導下,提出了探究式教學游戲的設計原則,并對探究式教學游戲的內(nèi)容結(jié)構(gòu)進行深入分析,主要從引入主題、自主探究、自我挑戰(zhàn)、拓展訓練四個方面進行具體闡述,然后分析了探究式教學游戲設計的一般流程,主要從教學分析、游戲設計、開發(fā)設計、應用評價這四部分進行分析。 第四章主要是在第三章設計分析的基礎上結(jié)合“植樹問題”的開發(fā)實例,對探究式教學游戲的設計過程進行具體的分析,并通過實際應用對探究式教學游戲的實際效果進行了評價。 第五章是對全文理論與實踐的總結(jié),并提出了進一步的研究方向。
[Abstract]:With the development of modern information technology education and the wide application of computer network, multimedia and so on, teaching games are widely used in the subject teaching, which is helpful for learners to master knowledge, form skills and cultivate attitude. At present, from the point of view of the research on teaching games, most of the teaching games are based on simple demonstration, and seldom consider the interests and needs of learners, which leads to poor learning effect. Obviously, this simple demonstration and simple animation can no longer meet the needs of modern teaching. Professor Yang Zhenning once said, "the way people used to learn was the way they pointed out, and the new way of learning was to find their own way." so how can we improve learners' interest in learning through a teaching method? Also can effectively impart knowledge content, become the focal point of current research. Under the guidance of constructivism learning theory, situational learning theory, game learning theory and instructional design theory, this paper defines the concept of teaching game and inquiry teaching game. This paper develops an inquiry teaching game, which is an effective way to solve the above problems, and puts forward its design principles. Then, taking the "tree planting problem" in the mathematics curriculum of grade four in primary school as an example, This paper discusses the design and development process of inquiry teaching games. The organizational structure of the thesis and the detailed contents of each chapter are as follows: the first chapter introduces the background of the research, the determination of the research problems and the main work around the research problems. The content structure of this paper is briefly stated. This part mainly introduces the process of raising the research problem, and makes a detailed investigation on the present situation of the research problem. The second chapter defines and analyzes the concepts of teaching games and inquiry teaching games, and analyzes the theoretical basis of the design of inquiry teaching games. Constructivist learning theory is the main theoretical guidance for the design of exploratory teaching games. It expounds from a macro perspective what is learning and the interaction between learners' internal cognitive structure and external environment. Situational learning theory emphasizes that knowledge is situational. By creating learner-centered learning situation, learners can fully experience the fun of exploring knowledge, thus to a greater extent stimulate learners' internal learning motivation. Make learning more active. The guidance of game learning theory is to ensure that the design of inquiry teaching games does not deviate from the main body of the game. The design theory of teaching system is the guarantee of inquiry teaching game to satisfy the teaching process and ensure its educational and scientific nature. The third chapter, under the guidance of relevant theories, puts forward the design principles of inquiry teaching games, and deeply analyzes the content structure of inquiry teaching games, mainly from the introduction of theme, self-inquiry, self-challenge. Then it analyzes the general process of the game design of inquiry teaching, mainly from the teaching analysis, game design, development design, application evaluation of the four parts to analyze. The fourth chapter is on the basis of the third chapter design analysis, combined with the "tree planting problem" development example, to explore the teaching game design process of specific analysis, And through the practical application, the actual effect of the inquiry teaching game is evaluated. The fifth chapter is a summary of the theory and practice of the full text, and put forward the further research direction.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G434
本文編號：2288257
[Abstract]:With the development of modern information technology education and the wide application of computer network, multimedia and so on, teaching games are widely used in the subject teaching, which is helpful for learners to master knowledge, form skills and cultivate attitude. At present, from the point of view of the research on teaching games, most of the teaching games are based on simple demonstration, and seldom consider the interests and needs of learners, which leads to poor learning effect. Obviously, this simple demonstration and simple animation can no longer meet the needs of modern teaching. Professor Yang Zhenning once said, "the way people used to learn was the way they pointed out, and the new way of learning was to find their own way." so how can we improve learners' interest in learning through a teaching method? Also can effectively impart knowledge content, become the focal point of current research. Under the guidance of constructivism learning theory, situational learning theory, game learning theory and instructional design theory, this paper defines the concept of teaching game and inquiry teaching game. This paper develops an inquiry teaching game, which is an effective way to solve the above problems, and puts forward its design principles. Then, taking the "tree planting problem" in the mathematics curriculum of grade four in primary school as an example, This paper discusses the design and development process of inquiry teaching games. The organizational structure of the thesis and the detailed contents of each chapter are as follows: the first chapter introduces the background of the research, the determination of the research problems and the main work around the research problems. The content structure of this paper is briefly stated. This part mainly introduces the process of raising the research problem, and makes a detailed investigation on the present situation of the research problem. The second chapter defines and analyzes the concepts of teaching games and inquiry teaching games, and analyzes the theoretical basis of the design of inquiry teaching games. Constructivist learning theory is the main theoretical guidance for the design of exploratory teaching games. It expounds from a macro perspective what is learning and the interaction between learners' internal cognitive structure and external environment. Situational learning theory emphasizes that knowledge is situational. By creating learner-centered learning situation, learners can fully experience the fun of exploring knowledge, thus to a greater extent stimulate learners' internal learning motivation. Make learning more active. The guidance of game learning theory is to ensure that the design of inquiry teaching games does not deviate from the main body of the game. The design theory of teaching system is the guarantee of inquiry teaching game to satisfy the teaching process and ensure its educational and scientific nature. The third chapter, under the guidance of relevant theories, puts forward the design principles of inquiry teaching games, and deeply analyzes the content structure of inquiry teaching games, mainly from the introduction of theme, self-inquiry, self-challenge. Then it analyzes the general process of the game design of inquiry teaching, mainly from the teaching analysis, game design, development design, application evaluation of the four parts to analyze. The fourth chapter is on the basis of the third chapter design analysis, combined with the "tree planting problem" development example, to explore the teaching game design process of specific analysis, And through the practical application, the actual effect of the inquiry teaching game is evaluated. The fifth chapter is a summary of the theory and practice of the full text, and put forward the further research direction.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G434
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，本文編號：2288257
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