本文選題：中學(xué)生物 + 教育游戲　； 參考：《延安大學(xué)》2015年碩士論文

【摘要】：文章對(duì)國(guó)內(nèi)外的教育游戲進(jìn)行總結(jié)和研究,發(fā)現(xiàn)中學(xué)理科方向的教育游戲很匱乏。中學(xué)生物教育游戲研究更是鳳毛麟角,但是生物教育由于其學(xué)科基礎(chǔ)知識(shí)的微觀性、生命活動(dòng)流程的不可視化和生命過(guò)程的長(zhǎng)周期性等特點(diǎn),使得生物教學(xué)更需要信息技術(shù)的支撐和輔助。當(dāng)下的多媒體教學(xué)等多是教師的單向輸入,缺乏一定的活力和交互性不能更好的激發(fā)學(xué)生的學(xué)習(xí)樂(lè)趣和動(dòng)機(jī)。教育游戲具有動(dòng)態(tài)性、虛擬性和激勵(lì)性等優(yōu)點(diǎn),能為學(xué)生提供更鮮活的形象支撐和技術(shù)實(shí)踐平臺(tái)。目前英語(yǔ)、數(shù)學(xué)等學(xué)科的教育游戲研究和發(fā)展相對(duì)完善,為生物教育游戲的設(shè)計(jì)開(kāi)發(fā)實(shí)施提供了范本和依據(jù)。但是具體的設(shè)計(jì)模式和設(shè)計(jì)方案還需要根據(jù)生物學(xué)科特點(diǎn),“因地制宜”的構(gòu)建適合生物學(xué)科的游戲模式。本研究意在探究教育游戲與生物教學(xué)的有機(jī)結(jié)合模式,挖掘教育游戲的生物教育價(jià)值,為進(jìn)一步探索科學(xué)、完整的生物游戲設(shè)計(jì)理論和實(shí)踐提供依據(jù)。文章以人教版的生物教材為參考,對(duì)生物教學(xué)內(nèi)容和教材進(jìn)行了分析,總結(jié)了中學(xué)生的認(rèn)知規(guī)律。同時(shí)分析了當(dāng)下教育游戲的類別,歸納了中學(xué)生物教育游戲設(shè)計(jì)遵循的理論基礎(chǔ)。提出了生物教育游戲設(shè)計(jì)的軟件基礎(chǔ)、設(shè)計(jì)策略、縱向的開(kāi)發(fā)流程和在設(shè)計(jì)過(guò)程中要應(yīng)對(duì)的具體環(huán)節(jié),列舉了面對(duì)這些具體環(huán)節(jié)的設(shè)計(jì)要考慮的因素和細(xì)節(jié)。通過(guò)以上綜合研究和深入分析,對(duì)生物的內(nèi)容進(jìn)行篩選整理,把內(nèi)容分成了偏生物技術(shù)類的實(shí)驗(yàn)性知識(shí);讓學(xué)生了解科學(xué)技術(shù)和社會(huì)關(guān)系的STS知識(shí);高中必修二中的遺傳變異類的抽象知識(shí);初中全冊(cè)和高中全冊(cè)中的非實(shí)驗(yàn)類的結(jié)構(gòu)、流程類基礎(chǔ)知識(shí)。對(duì)應(yīng)這四部分知識(shí)內(nèi)容筆者進(jìn)行了相應(yīng)的游戲模式設(shè)計(jì)。其游戲設(shè)計(jì)模式分別為是實(shí)驗(yàn)類教育游戲模式、STS(science technology society)教育游戲模式、遺傳類知識(shí)的游戲模式、結(jié)構(gòu)流程類小游戲模式。對(duì)于每種游戲模式,文章闡釋了各個(gè)游戲模式的定義、模式研究的意義、研究的基礎(chǔ)、適合的知識(shí)點(diǎn)以及大體的設(shè)計(jì)理念和方案,在每個(gè)模式的最后選擇該模式下的一個(gè)知識(shí)點(diǎn)進(jìn)行了相應(yīng)的游戲的設(shè)計(jì),給出了具體的設(shè)計(jì)思路。由于研究能力和人員的限制,僅根據(jù)結(jié)構(gòu)流程類小游戲這種模式,設(shè)計(jì)了一款小游戲軟件“細(xì)胞結(jié)構(gòu)初探小游戲”。通過(guò)呈現(xiàn)小游戲設(shè)計(jì)的前期策劃過(guò)程,進(jìn)一步形象展示了游戲設(shè)計(jì)流程;分析了此款小游戲在元素設(shè)計(jì)方面的優(yōu)勢(shì),詳述了教育游戲設(shè)計(jì)的要素和注意事項(xiàng);列舉了部分重要的美工和編程的工作內(nèi)容。最后讓10初學(xué)細(xì)胞結(jié)構(gòu)知識(shí)的學(xué)生試玩游戲并給出相應(yīng)的評(píng)價(jià)和建議。歸納后得出結(jié)論:多數(shù)學(xué)生認(rèn)為這種方式記憶知識(shí)很新穎有意思,并且多數(shù)學(xué)生通過(guò)玩游戲記住了對(duì)應(yīng)知識(shí)點(diǎn),說(shuō)明這款小游戲?qū)τ谳o助初學(xué)者學(xué)習(xí)細(xì)胞結(jié)構(gòu)知識(shí)有一定的積極意義。
[Abstract]:This paper summarizes and studies the educational games at home and abroad, and finds that the educational games in the direction of science in middle schools are very scarce. The study of biological education games in middle school is even rarer, but biology education is characterized by the microcosmic nature of the basic knowledge of the subject, the unvisualization of the life process and the long periodicity of the life process. So that biology teaching needs the support and assistance of information technology. At present, multimedia teaching is the one-way input of teachers, and the lack of vitality and interaction can not better stimulate the students' learning fun and motivation. Educational games have the advantages of dynamic, virtual and motivational, which can provide students with more vivid image support and technical practice platform. At present, the research and development of educational games in English, mathematics and other subjects are relatively perfect, which provides a model and basis for the design, development and implementation of biological educational games. But the specific design pattern and the design scheme also need according to the biology discipline characteristic, "according to the local conditions" constructs suits the biology discipline the game pattern. The purpose of this study is to explore the mode of organic combination of educational games and biological teaching, to explore the value of educational games in biological education, and to provide the basis for further exploring the scientific and complete theory and practice of the design of biological games. Based on the teaching materials of biology, this paper analyzes the contents and teaching materials of biology teaching, and summarizes the cognitive rules of middle school students. At the same time, it analyzes the categories of educational games and summarizes the theoretical basis of the design of biological education games in middle schools. This paper puts forward the software foundation, design strategy, longitudinal development flow and the concrete links in the design process of the game design of biology education, and lists the factors and details to be considered in the design of these specific links. Through the comprehensive research and in-depth analysis above, the content of biology is screened and sorted out, and the content is divided into experimental knowledge of biologic technology, and STS knowledge of science and technology and social relations is made known to students. The abstract knowledge of genetic variation class in the second middle school, the structure of non-experimental class in the whole book of junior high school and the whole book of senior high school, the basic knowledge of flow class. Corresponding to the four parts of the knowledge content, the author has carried on the corresponding game pattern design. The game design models are the experimental educational technology game model, the genetic knowledge game mode, the structure process type small game mode. For each game model, the article explains the definition of each game mode, the significance of the model research, the basis of the research, the suitable knowledge points and the general design idea and scheme. At the end of each mode, a knowledge point of the model is selected to design the game, and the specific design ideas are given. Because of the limitation of research ability and personnel, only according to the model of structure flow game, a small game software called "cell structure small game" is designed. By presenting the pre-planning process of the small game design, the author further visualizes the game design process, analyzes the advantages of the small game in element design, and details the elements and points for attention of the educational game design. Some important contents of art and programming are listed. Finally, 10 students who learn cell structure knowledge are given to play the game and give the corresponding evaluation and suggestions. In conclusion, most students think that this way of memorizing knowledge is novel and interesting, and most students remember the corresponding knowledge points by playing games. Explain this small game to assist beginners to learn cell structure knowledge has certain positive significance.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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相關(guān)期刊論文 前1條

1 龔大潔;嚴(yán)峰;俞詩(shī)源;;多媒體技術(shù)與高校生物教學(xué)整合的探索與思考[J];電化教育研究;2006年03期

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本文編號(hào)：2002830