探究式教学游戏的设计与开发
发布时间：2018-10-22 20:43
【摘要】：随着现代信息技术教育的发展及计算机网络、多媒体等技术的广泛应用,教学游戏被广泛地应用在学科教学中,有助于学习者知识掌握、技能形成和态度培养都具有重要作用。目前从教学游戏的研究来看,大多教学游戏是以单纯演示为主,很少考虑学习者的兴趣和需求,导致学习效果不佳,显然这种单纯的演示和简单的动画已经不能满足现代教学的需要。杨振宁教授曾这样说过：“过去的学习方法是人家指出来的路你去走,新的学习方法是要自己去找路”,那么如何能够通过一种教学方式既能提高学习者的学习兴趣,又能有效的传授知识内容,成为当前研究的重点。针对上述问题,本文在建构主义学习理论、情境学习理论、游戏学习理论和教学设计理论的指导下,在教学游戏以及探究式教学游戏概念界定的基础上,开发出了探究式教学游戏,它是解决上述问题的一种有效方式,并提出其设计原则,然后以小学四年级数学课程中的“植树问题”为例,论述探究式教学游戏的设计与开发过程。 论文的组织结构和各章的详细内容如下： 第一章绪论主要阐述研究的背景、研究问题的确定及围绕研究问题所做的主要工作,并对本文的内容结构加以简要的陈述。此部分主要介绍了研究问题的提出过程,并就研究问题的现状进行了细致的考察。 第二章界定并剖析了教学游戏、探究式教学游戏的概念,并分析了探究式教学游戏设计的理论基础。建构主义学习理论是探究式教学游戏设计的主要理论指导,它从宏观上阐述了什么是学习,以及学习者内部认知结构与外部环境之间的相互作用。情境学习理论强调知识是基于情境的,通过创设以学习者为中心的学习情境,可以使学习者充分体验探究知识的乐趣,从而更大程度的激发学习者的内部学习动机,使学习的发生更为主动。游戏学习理论的指导是保证探究式教学游戏的设计不偏离于游戏的主体。教学系统设计理论是探究式教学游戏满足教学过程的保证,确保其教育性和科学性。 第三章在相关理论的指导下,提出了探究式教学游戏的设计原则,并对探究式教学游戏的内容结构进行深入分析,主要从引入主题、自主探究、自我挑战、拓展训练四个方面进行具体阐述,然后分析了探究式教学游戏设计的一般流程,主要从教学分析、游戏设计、开发设计、应用评价这四部分进行分析。 第四章主要是在第三章设计分析的基础上结合“植树问题”的开发实例,对探究式教学游戏的设计过程进行具体的分析,并通过实际应用对探究式教学游戏的实际效果进行了评价。 第五章是对全文理论与实践的总结,并提出了进一步的研究方向。
[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.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G434
本文编号：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.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G434
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