小学数学游戏化教学策略探析
摘 要
随着教育信息化的深入推进，游戏化教学作为一种创新性教学模式在小学数学教育中日益受到关注。本研究旨在探讨游戏化教学策略在小学数学课堂中的有效应用，以提升学生的学习兴趣和数学素养。研究采用行动研究法，选取某小学三年级两个平行班级作为实验对象，通过为期一学期的教学实践，对比分析传统教学与游戏化教学的效果差异。研究过程中设计了基于数学核心素养的游戏化教学活动，包括数字迷宫、几何拼图、分数大作战等系列游戏模块，并运用课堂观察、学生访谈和学业测试等方法收集数据。研究发现，游戏化教学显著提高了学生的课堂参与度和学习积极性，实验班学生的数学成绩较对照班平均提升了12.5%，且在问题解决能力和创新思维方面表现更为突出。研究创新性地构建了"情境-任务-反馈"三位一体的游戏化教学模式，为小学数学教学提供了可操作的实施路径。研究表明，合理设计的游戏化教学策略能够有效促进小学生数学学习的深度发生，但在实施过程中需注意游戏与教学目标的有效衔接以及评价体系的科学构建。本研究为小学数学教育改革提供了理论依据和实践参考，对推动基础教育课程改革具有积极意义。
关键词：游戏化教学；小学数学；行动研究法；数学核心素养；教学模式创新
Analysis of the gamification teaching strategy of primary school mathematics
Abstract
With the deepening of education informatization, gamification teaching, as an innovative teaching mode, has been increasingly paid more attention to in primary school mathematics education. This study aims to explore the effective application of gamified teaching strategies in elementary school mathematics classes to enhance students' learning interest and mathematical literacy. The research adopts the action research method, selects two parallel classes in the third grade of a primary school as the experiment ob ject, and the effect difference between traditional teaching and gamified teaching is relatively analyzed through one semester of teaching practice. In the process of research, gamification teaching activities based on mathematical core literacy were designed, including a series of game modules such as digital maze, geometric puzzle and score battle, and data were collected by classroom observation, student interviews and academic tests. The study found that gamification teaching significantly improved students' classroom participation and learning enthusiasm, and the math performance of students in the experimental class increased by 12.5% on average compared with the control class, and it was more prominent in problem-solving ability and innovative thinking. The research innovatively constructed the trinity of gamified teaching mode of "situation-task-feedback", which provides an operational implementation path for primary school mathematics teaching. The research shows that the reasonably designed gamification teaching strategy can effectively promote the depth of mathematics learning among primary school students, but in the implementation process, attention should be paid to the effective connection between games and teaching ob jectives and the scientific construction of evaluation system. This study provides theoretical basis and practical reference for the reform of primary school mathematics education, and has positive significance for promoting the curriculum reform of basic education.
Keywords: Gamified Teaching; Elementary Mathematics; Action Research Method; Core Mathematical Literacy; Teaching Model Innovation
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背景和意义 1
（二）国内外研究现状 1
二、小学数学游戏化教学的理论基础 3
（一）游戏化学习理论概述 3
（二）小学数学学科特点分析 3
（三）游戏化教学与数学学习的契合点 4
三、小学数学游戏化教学的实践策略 6
（一）数学概念的游戏化呈现方式 6
（二）数学运算的游戏化训练方法 7
（三）数学问题解决的游戏化引导策略 7
四、小学数学游戏化教学的实施效果评估 9
（一）学生数学学习兴趣的激发效果 9
（二）学生数学思维能力的提升效果 9
（三）教师教学效果的改善情况 10
五、结论 12
参考文献 13
致 谢 14
摘 要
随着教育信息化的深入推进，游戏化教学作为一种创新性教学模式在小学数学教育中日益受到关注。本研究旨在探讨游戏化教学策略在小学数学课堂中的有效应用，以提升学生的学习兴趣和数学素养。研究采用行动研究法，选取某小学三年级两个平行班级作为实验对象，通过为期一学期的教学实践，对比分析传统教学与游戏化教学的效果差异。研究过程中设计了基于数学核心素养的游戏化教学活动，包括数字迷宫、几何拼图、分数大作战等系列游戏模块，并运用课堂观察、学生访谈和学业测试等方法收集数据。研究发现，游戏化教学显著提高了学生的课堂参与度和学习积极性，实验班学生的数学成绩较对照班平均提升了12.5%，且在问题解决能力和创新思维方面表现更为突出。研究创新性地构建了"情境-任务-反馈"三位一体的游戏化教学模式，为小学数学教学提供了可操作的实施路径。研究表明，合理设计的游戏化教学策略能够有效促进小学生数学学习的深度发生，但在实施过程中需注意游戏与教学目标的有效衔接以及评价体系的科学构建。本研究为小学数学教育改革提供了理论依据和实践参考，对推动基础教育课程改革具有积极意义。
关键词：游戏化教学；小学数学；行动研究法；数学核心素养；教学模式创新
Analysis of the gamification teaching strategy of primary school mathematics
Abstract
With the deepening of education informatization, gamification teaching, as an innovative teaching mode, has been increasingly paid more attention to in primary school mathematics education. This study aims to explore the effective application of gamified teaching strategies in elementary school mathematics classes to enhance students' learning interest and mathematical literacy. The research adopts the action research method, selects two parallel classes in the third grade of a primary school as the experiment ob ject, and the effect difference between traditional teaching and gamified teaching is relatively analyzed through one semester of teaching practice. In the process of research, gamification teaching activities based on mathematical core literacy were designed, including a series of game modules such as digital maze, geometric puzzle and score battle, and data were collected by classroom observation, student interviews and academic tests. The study found that gamification teaching significantly improved students' classroom participation and learning enthusiasm, and the math performance of students in the experimental class increased by 12.5% on average compared with the control class, and it was more prominent in problem-solving ability and innovative thinking. The research innovatively constructed the trinity of gamified teaching mode of "situation-task-feedback", which provides an operational implementation path for primary school mathematics teaching. The research shows that the reasonably designed gamification teaching strategy can effectively promote the depth of mathematics learning among primary school students, but in the implementation process, attention should be paid to the effective connection between games and teaching ob jectives and the scientific construction of evaluation system. This study provides theoretical basis and practical reference for the reform of primary school mathematics education, and has positive significance for promoting the curriculum reform of basic education.
Keywords: Gamified Teaching; Elementary Mathematics; Action Research Method; Core Mathematical Literacy; Teaching Model Innovation
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背景和意义 1
（二）国内外研究现状 1
二、小学数学游戏化教学的理论基础 3
（一）游戏化学习理论概述 3
（二）小学数学学科特点分析 3
（三）游戏化教学与数学学习的契合点 4
三、小学数学游戏化教学的实践策略 6
（一）数学概念的游戏化呈现方式 6
（二）数学运算的游戏化训练方法 7
（三）数学问题解决的游戏化引导策略 7
四、小学数学游戏化教学的实施效果评估 9
（一）学生数学学习兴趣的激发效果 9
（二）学生数学思维能力的提升效果 9
（三）教师教学效果的改善情况 10
五、结论 12
参考文献 13
致 谢 14
