本文選題：中學生物 + 教育游戲　； 參考：《延安大學》2015年碩士論文

【摘要】：文章對國內外的教育游戲進行總結和研究,發(fā)現(xiàn)中學理科方向的教育游戲很匱乏。中學生物教育游戲研究更是鳳毛麟角,但是生物教育由于其學科基礎知識的微觀性、生命活動流程的不可視化和生命過程的長周期性等特點,使得生物教學更需要信息技術的支撐和輔助。當下的多媒體教學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)學生的學習樂趣和動機。教育游戲具有動態(tài)性、虛擬性和激勵性等優(yōu)點,能為學生提供更鮮活的形象支撐和技術實踐平臺。目前英語、數(shù)學等學科的教育游戲研究和發(fā)展相對完善,為生物教育游戲的設計開發(fā)實施提供了范本和依據。但是具體的設計模式和設計方案還需要根據生物學科特點,“因地制宜”的構建適合生物學科的游戲模式。本研究意在探究教育游戲與生物教學的有機結合模式,挖掘教育游戲的生物教育價值,為進一步探索科學、完整的生物游戲設計理論和實踐提供依據。文章以人教版的生物教材為參考,對生物教學內容和教材進行了分析,總結了中學生的認知規(guī)律。同時分析了當下教育游戲的類別,歸納了中學生物教育游戲設計遵循的理論基礎。提出了生物教育游戲設計的軟件基礎、設計策略、縱向的開發(fā)流程和在設計過程中要應對的具體環(huán)節(jié),列舉了面對這些具體環(huán)節(jié)的設計要考慮的因素和細節(jié)。通過以上綜合研究和深入分析,對生物的內容進行篩選整理,把內容分成了偏生物技術類的實驗性知識;讓學生了解科學技術和社會關系的STS知識;高中必修二中的遺傳變異類的抽象知識;初中全冊和高中全冊中的非實驗類的結構、流程類基礎知識。對應這四部分知識內容筆者進行了相應的游戲模式設計。其游戲設計模式分別為是實驗類教育游戲模式、STS(science technology society)教育游戲模式、遺傳類知識的游戲模式、結構流程類小游戲模式。對于每種游戲模式,文章闡釋了各個游戲模式的定義、模式研究的意義、研究的基礎、適合的知識點以及大體的設計理念和方案,在每個模式的最后選擇該模式下的一個知識點進行了相應的游戲的設計,給出了具體的設計思路。由于研究能力和人員的限制,僅根據結構流程類小游戲這種模式,設計了一款小游戲軟件“細胞結構初探小游戲”。通過呈現(xiàn)小游戲設計的前期策劃過程,進一步形象展示了游戲設計流程;分析了此款小游戲在元素設計方面的優(yōu)勢,詳述了教育游戲設計的要素和注意事項;列舉了部分重要的美工和編程的工作內容。最后讓10初學細胞結構知識的學生試玩游戲并給出相應的評價和建議。歸納后得出結論:多數(shù)學生認為這種方式記憶知識很新穎有意思,并且多數(shù)學生通過玩游戲記住了對應知識點,說明這款小游戲對于輔助初學者學習細胞結構知識有一定的積極意義。
[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.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

【參考文獻】

相關期刊論文 前1條

1 龔大潔;嚴峰;俞詩源;;多媒體技術與高校生物教學整合的探索與思考[J];電化教育研究;2006年03期

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本文編號：2002830