【摘要】：目前,中等職業(yè)技術(shù)學(xué)校(以下簡(jiǎn)稱(chēng)中職)的學(xué)生,大多數(shù)學(xué)習(xí)基礎(chǔ)差,普遍缺乏學(xué)習(xí)動(dòng)機(jī),沒(méi)有良好的學(xué)習(xí)習(xí)慣,厭倦、逃避學(xué)習(xí),并且沉迷于網(wǎng)絡(luò)游戲的現(xiàn)象十分嚴(yán)重,他們大都是傳統(tǒng)教育中的失敗者,傳統(tǒng)的課堂教學(xué)已經(jīng)無(wú)法吸引他們的注意力。因此,急需新穎的、更富有趣味的教學(xué)方式,以此來(lái)激發(fā)他們的興趣,增強(qiáng)他們的學(xué)習(xí)動(dòng)機(jī)。我們不妨因勢(shì)利導(dǎo),利用學(xué)生對(duì)電子游戲的熱衷,將電子游戲引入到教學(xué)中,通過(guò)教育與游戲相結(jié)合,把學(xué)習(xí)變成快樂(lè)的事情。 中職具有實(shí)施游戲化學(xué)習(xí)的良好環(huán)境：中職生無(wú)升學(xué)的壓力,便于開(kāi)展游戲化學(xué)習(xí)；中職生的技能培訓(xùn)中,游戲化學(xué)習(xí)軟件既能發(fā)揮重要作用,又能降低成本和危險(xiǎn)。但是目前國(guó)內(nèi)的教育游戲,都主要關(guān)注兒童智力發(fā)展和中小學(xué)階段學(xué)科知識(shí)的學(xué)習(xí)。而對(duì)于中職階段,與教材配套的游戲微乎其微。目前教育游戲還存在著很多問(wèn)題和障礙：游戲軟件設(shè)計(jì)的太復(fù)雜；游戲內(nèi)容和課程內(nèi)容不一致;教師沒(méi)有時(shí)間去熟悉游戲,很難判斷哪些游戲適合在教學(xué)中使用,因此不能更好地發(fā)揮教育游戲的作用；游戲中存在著許多與學(xué)習(xí)不相關(guān)的內(nèi)容,會(huì)浪費(fèi)課堂時(shí)間。 本文研究的目的在于探討中職課堂教育游戲的設(shè)計(jì),為教育游戲的設(shè)計(jì),尤其是中職教師自主研發(fā)課堂教育游戲,提供理論上的依撐,方法上的指導(dǎo)。中職課堂教育游戲十分匱乏,而中職生學(xué)習(xí)動(dòng)機(jī)低下,急需游戲化的學(xué)習(xí)方式,激發(fā)他們的學(xué)習(xí)動(dòng)機(jī)。中職教師尚有余力,但由于缺乏有效的理論指導(dǎo),技術(shù)上的幫助,使他們?cè)谡n堂教育游戲的設(shè)計(jì)、開(kāi)發(fā)上,遲遲未能邁出步伐,在這種情況下,探討教育游戲的設(shè)計(jì),具有重要的理論意義。其次,教育游戲的實(shí)證研究,目前比較欠缺,本研究對(duì)設(shè)計(jì)、開(kāi)發(fā)的教育游戲加以試行,也具有十分重要的實(shí)踐意義。 筆者首先回答了中職課堂教育游戲的諸多定位問(wèn)題：教育游戲的設(shè)計(jì)思路定位于游戲目標(biāo)依附于教學(xué)目標(biāo)：游戲類(lèi)型定位為“輕游戲”；游戲中學(xué)習(xí)內(nèi)容定位于單個(gè)知識(shí)點(diǎn),只有知識(shí)點(diǎn)之間的聯(lián)系十分緊密時(shí),才以知識(shí)群設(shè)計(jì)游戲活動(dòng)單元；游戲功能的定位為：學(xué)生自主游戲化學(xué)習(xí)新知識(shí)、知識(shí)應(yīng)用、模擬實(shí)驗(yàn)、訓(xùn)練強(qiáng)化技能。 筆者對(duì)課堂教育游戲的設(shè)計(jì),分成兩部分進(jìn)行探討：教育游戲的教學(xué)設(shè)計(jì)、教育游戲的游戲設(shè)計(jì)。提出教育游戲的教學(xué)設(shè)計(jì)包括以下基本工作：教學(xué)目標(biāo)與游戲類(lèi)型的確定、學(xué)習(xí)內(nèi)容與游戲功能的確定、學(xué)習(xí)者特征分析與游戲人物形象構(gòu)想、媒體信息的選擇與游戲情境的構(gòu)建、知識(shí)結(jié)構(gòu)與游戲結(jié)構(gòu)的設(shè)計(jì)、評(píng)價(jià)設(shè)計(jì)�！逃螒虻挠螒蛟O(shè)計(jì)中,游戲的目標(biāo)設(shè)計(jì)應(yīng)明確、具有挑戰(zhàn)性、.考慮代價(jià)、分層次。游戲的任務(wù)設(shè)計(jì)應(yīng)具有多個(gè)切入點(diǎn)；與現(xiàn)實(shí)生活環(huán)境相關(guān)；與生活經(jīng)歷相關(guān)；給予學(xué)習(xí)者自我控制的權(quán)利。游戲的規(guī)則設(shè)計(jì)應(yīng)該有：綠色的道德規(guī)則、成長(zhǎng)的角色規(guī)則、公平的獎(jiǎng)勵(lì)規(guī)則、明確的操作規(guī)則。 筆者根據(jù)以上理論,自行設(shè)計(jì)、開(kāi)發(fā)教育游戲《拯救向日葵》并試用。 筆者最后對(duì)相關(guān)問(wèn)題進(jìn)行了討論：如何讓學(xué)校、家長(zhǎng)、教師接受教育游戲?中職課堂使用教育游戲,課堂怎么管理?教育游戲適用的學(xué)生對(duì)象。對(duì)于這些問(wèn)題,筆者給出了初步的回答,但是有待進(jìn)一步深入的剖析。對(duì)于中職課堂使用教育游戲,是否會(huì)使學(xué)生更愛(ài)玩游戲?這個(gè)問(wèn)題,筆者希望今后能通過(guò)更深入,更廣泛的研究,給出科學(xué)的答案。
[Abstract]:At present, students in secondary vocational and technical schools (hereinafter referred to as secondary vocational schools) have poor basic learning basis, lack of learning motivation, good learning habits, weariness, avoidance of learning, and addicted to online games. Most of them are losers in traditional education, and traditional classroom teaching has not been able to attract them. Attention. Therefore, new and more interesting teaching methods are urgently needed to stimulate their interest and enhance their learning motivation. We may as well make use of students' enthusiasm for electronic games, introduce video games into teaching, combine education with games, and turn learning into a happy thing.
The secondary vocational school has a good environment for the implementation of the game learning: the secondary vocational students have no pressure to go to school and facilitate the game learning. In the skills training of the secondary vocational students, the game learning software can play an important role and reduce the cost and danger. However, the current domestic educational games are mainly concerned with the development of children's intelligence and the primary and secondary school stages. There are many problems and obstacles in educational games: the design of game software is too complex; the content of the game is not consistent with the content of the course; the teacher has no time to know the game, it is difficult to judge which games are suitable for use in the teaching. Better play the role of educational games; there are many unrelated contents in the game, which will waste classroom time.
The purpose of this study is to explore the design of class education games in secondary vocational schools, and to provide theoretical support and guidance for the design of educational games, especially the independent research and development of classroom education games by secondary vocational teachers. The secondary vocational school education games are very scarce, while the secondary vocational students' learning motivation is low and the game oriented learning methods are urgently needed to stimulate them. Learning motivation. Secondary vocational teachers still have spare power, but due to the lack of effective theoretical guidance and technical help, they have not been able to step forward in the design and development of classroom education games. In this case, it is important to discuss the design of educational games. Secondly, the empirical study of educational Games is relatively less than that. Lack of research, this research has a very important practical significance for the design and development of educational games.
The author first answers the many positioning problems of the secondary vocational class education games: the design idea of the educational game is based on the goal of the game depending on the teaching goal: the type of the game is defined as "light game"; the learning content in the game is located at a single point of knowledge, only when the connection between the points of knowledge is very close, the game is designed to play the game. The function of the game is as follows: students play autonomously, learn new knowledge, apply knowledge, simulate experiments, and train skills.
The design of the classroom education game is divided into two parts: the teaching design of the educational game and the game design of the educational game. The teaching design of the educational game includes the following basic work: the determination of the teaching target and the type of the game, the determination of the learning content and the function of the game, the analysis of the characteristics of the learners and the figure of the game Conception, the selection of media information and the construction of game situation, the design of knowledge structure and game structure, evaluation design. In the game design of educational games, the goal design of the game should be clear and challenging, considering the cost and hierarchy. The task design of the game should have multiple entry points; it is related to the real life environment; and the life classics. It gives the learners the right to control themselves. The rules of the game should be designed to include the green moral rules, the growing role rules, the fair reward rules, and the clear rules of operation.
Based on the above theories, the author designs and develops educational games save sunflower and try it out.
Finally, the author discusses the related issues: how to let schools, parents, teachers accept educational games, how to use educational games in the secondary vocational school, how to manage the classroom and the students' object. The author gives a preliminary answer to these questions, but it needs further in-depth analysis. Will it make students more interested in playing games? I hope that in the future, we can give a scientific answer through more in-depth and extensive research.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 吳琴;教育游戲影響學(xué)生心理旋轉(zhuǎn)能力的實(shí)證研究[D];浙江師范大學(xué);2012年

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本文編號(hào)：2137509