摘 要：随着教育理念的不断更新，小学数学教学面临如何提高学生学习兴趣与效果的挑战。本研究旨在探索游戏化教学策略在小学数学课堂中的应用及其有效性，通过将游戏元素融入数学教学过程，激发学生的学习动机和参与度。研究采用文献分析法梳理国内外相关理论基础，结合问卷调查、课堂观察及访谈等实证研究方法，在多所小学开展为期一年的教学实验。结果显示，游戏化教学显著提升了学生的数学成绩、课堂参与度以及对数学学科的兴趣，特别是在培养学生的逻辑思维能力和解决问题能力方面效果明显。创新之处在于构建了适合中国小学数学教学的游戏化框架，提出了“情境-任务-反馈”三阶段教学模式，并开发了一系列配套教学资源。该研究为小学数学教学改革提供了新的思路和实践参考，证明了游戏化教学在提升教学质量方面的可行性和优越性。
关键词：游戏化教学；小学数学；学习兴趣
Abstract：As educational philosophies continue to evolve, elementary mathematics instruction faces the challenge of enhancing students' learning interest and effectiveness. This study aims to explore the application and efficacy of gamification strategies in elementary mathematics classrooms by integrating game elements into the teaching process to stimulate students' motivation and engagement. The research employs a literature analysis approach to review relevant theoretical foundations both domestically and internationally, complemented by empirical research methods including surveys, classroom observations, and interviews, conducting a year-long teaching experiment across multiple primary schools. Results indicate that gamified instruction significantly improved students' mathematics performance, classroom participation, and interest in the subject, particularly in cultivating logical thinking and problem-solving skills. An innovative contribution of this study is the development of a gamification fr amework tailored for Chinese elementary mathematics education, proposing a three-stage teaching model of "context-task-feedback" and creating a series of accompanying teaching resources. This research provides new insights and practical references for reforming elementary mathematics instruction, demonstrating the feasibility and superiority of gamified teaching in enhancing educational quality.
引言 1
一、游戏化教学的理论基础 1
(一)小学数学教育现状分析 1
(二)游戏化教学的概念界定 2
(三)游戏化教学的理论依据 2
二、游戏化教学的设计原则 3
(一)教学目标的确立 3
(二)游戏元素的选择 4
(三)评价体系的构建 4
三、游戏化教学的实施策略 5
(一)教学情境的创设 5
(二)游戏活动的组织 5
(三)师生互动的促进 6
四、游戏化教学的效果评估 6
(一)学习效果的测量 7
(二)学生兴趣的激发 7
(三)教学模式的优化 8
结论 8
参考文献 10
致谢 10
关键词：游戏化教学；小学数学；学习兴趣
Abstract：As educational philosophies continue to evolve, elementary mathematics instruction faces the challenge of enhancing students' learning interest and effectiveness. This study aims to explore the application and efficacy of gamification strategies in elementary mathematics classrooms by integrating game elements into the teaching process to stimulate students' motivation and engagement. The research employs a literature analysis approach to review relevant theoretical foundations both domestically and internationally, complemented by empirical research methods including surveys, classroom observations, and interviews, conducting a year-long teaching experiment across multiple primary schools. Results indicate that gamified instruction significantly improved students' mathematics performance, classroom participation, and interest in the subject, particularly in cultivating logical thinking and problem-solving skills. An innovative contribution of this study is the development of a gamification fr amework tailored for Chinese elementary mathematics education, proposing a three-stage teaching model of "context-task-feedback" and creating a series of accompanying teaching resources. This research provides new insights and practical references for reforming elementary mathematics instruction, demonstrating the feasibility and superiority of gamified teaching in enhancing educational quality.
Keywords: Game-Based Learning；Elementary Mathematics；Learning Interest
引言 1
一、游戏化教学的理论基础 1
(一)小学数学教育现状分析 1
(二)游戏化教学的概念界定 2
(三)游戏化教学的理论依据 2
二、游戏化教学的设计原则 3
(一)教学目标的确立 3
(二)游戏元素的选择 4
(三)评价体系的构建 4
三、游戏化教学的实施策略 5
(一)教学情境的创设 5
(二)游戏活动的组织 5
(三)师生互动的促进 6
四、游戏化教学的效果评估 6
(一)学习效果的测量 7
(二)学生兴趣的激发 7
(三)教学模式的优化 8
结论 8
参考文献 10
致谢 10
