小学英语教学中的游戏化教学研究
摘要
本文深入探讨了小学英语教学中的游戏化教学研究。在当前教育背景下，随着信息技术的迅速发展和教育理念的不断更新，游戏化教学作为一种创新的教育模式，被广泛应用于小学英语教学中。本研究首先分析了国内外关于小学英语游戏化教学的研究现状，明确了研究目的和内容，即探讨游戏化教学在小学英语教学中的有效应用及其存在的问题。研究基于游戏化教学理论基础，包括游戏化教学概念界定、游戏化学习理论、游戏化多元智能理论以及游戏化教育心理学理论，旨在从理论上支撑游戏化教学在小学英语教学中的实践。通过实践调研和案例分析，本文揭示了小学英语教学中的游戏化教学存在的问题，主要包括过度娱乐化、游戏设计与教学目标不匹配、学生参与度不均以及教师对游戏化教学掌控不足等方面。针对这些问题，本文提出了相应的应对策略。需要平衡游戏与教学的关系，确保游戏化教学既有趣又富有教育意义；应精准设计游戏化教学，使游戏内容与教学目标紧密结合；再次，要关注全体学生的参与度，确保每个学生都能从游戏中获得学习收益；提升教师对游戏化教学的掌控能力，确保教学过程的有序进行。本文为小学英语游戏化教学的有效实施提供了理论支撑和实践指导，有助于促进小学英语教学的创新与发展。
关键词：小学英语教学；游戏化教学；教学策略；教育创新
Abstract
This paper is an in-depth study of gamification teaching in primary school English teaching. Under the current educational background, with the rapid development of information technology and the continuous renewal of educational concepts, gamified teaching, as an innovative educational model, has been widely used in primary school English teaching. This study first analyzes the current research status of gamification teaching in primary school English at home and abroad, clarifies the purpose and content of the research, that is, discusses the effective application of gamification teaching in primary school English teaching and the existing problems. The research is based on the theoretical basis of gamified teaching, including the definition of gamified teaching, the theory of gamified learning, the theory of gamified multiple intelligences and the theory of gamified educational psychology, aiming to theoretically support the practice of gamified teaching in primary school English teaching. Through practical investigation and case analysis, this paper reveals the existing problems of gamified teaching in primary school English teaching, including excessive entertainment, mismatch between game design and teaching ob jectives, uneven participation of students, and insufficient control of gamified teaching by teachers. In view of these problems, this paper puts forward the corresponding countermeasures. It is necessary to balance the relationship between games and teaching to ensure that gamified teaching is both interesting and educational. The game teaching should be designed precisely, so that the game content and teaching ob jectives should be closely combined; Thirdly, we should pay attention to the participation of all students to ensure that every student can gain learning benefits from the game; Improve teachers' ability to control gamified teaching and ensure the orderly teaching process. This paper provides theoretical support and practical guidance for the effective implementation of gamified English teaching in primary schools, and helps to promote the innovation and development of primary school English teaching.
Key words: primary school English teaching; Gamification teaching; Teaching strategy; Educational innovation
目录
一、绪论 4
1.1 研究背景与意义 4
1.2 国内外研究现状 4
1.3 研究目的与内容 5
二、小学英语游戏化教学理论基础 5
2.1 游戏化教学概念界定 5
2.2 相关理论支持 6
2.2.1 游戏化学习理论 6
2.2.2 游戏化多元智能理论 6
2.2.3 游戏化教育心理学理论 6
三、小学英语教学中的游戏化教学存在问题 7
3.1 游戏化教学过度娱乐化 7
3.2 游戏设计与教学目标不匹配 8
3.3 学生参与度不均 8
3.4 教师对游戏化教学掌控不足 9
四、小学英语教学中的游戏化教学应对策略 9
4.1 平衡游戏与教学的关系 9
4.2 精准设计游戏化教学 10
4.3 关注全体学生参与度 10
4.4 提升教师对游戏化教学的掌控能力 11
五、结论 11
参考文献 12
致谢 12
摘要
本文深入探讨了小学英语教学中的游戏化教学研究。在当前教育背景下，随着信息技术的迅速发展和教育理念的不断更新，游戏化教学作为一种创新的教育模式，被广泛应用于小学英语教学中。本研究首先分析了国内外关于小学英语游戏化教学的研究现状，明确了研究目的和内容，即探讨游戏化教学在小学英语教学中的有效应用及其存在的问题。研究基于游戏化教学理论基础，包括游戏化教学概念界定、游戏化学习理论、游戏化多元智能理论以及游戏化教育心理学理论，旨在从理论上支撑游戏化教学在小学英语教学中的实践。通过实践调研和案例分析，本文揭示了小学英语教学中的游戏化教学存在的问题，主要包括过度娱乐化、游戏设计与教学目标不匹配、学生参与度不均以及教师对游戏化教学掌控不足等方面。针对这些问题，本文提出了相应的应对策略。需要平衡游戏与教学的关系，确保游戏化教学既有趣又富有教育意义；应精准设计游戏化教学，使游戏内容与教学目标紧密结合；再次，要关注全体学生的参与度，确保每个学生都能从游戏中获得学习收益；提升教师对游戏化教学的掌控能力，确保教学过程的有序进行。本文为小学英语游戏化教学的有效实施提供了理论支撑和实践指导，有助于促进小学英语教学的创新与发展。
关键词：小学英语教学；游戏化教学；教学策略；教育创新
Abstract
This paper is an in-depth study of gamification teaching in primary school English teaching. Under the current educational background, with the rapid development of information technology and the continuous renewal of educational concepts, gamified teaching, as an innovative educational model, has been widely used in primary school English teaching. This study first analyzes the current research status of gamification teaching in primary school English at home and abroad, clarifies the purpose and content of the research, that is, discusses the effective application of gamification teaching in primary school English teaching and the existing problems. The research is based on the theoretical basis of gamified teaching, including the definition of gamified teaching, the theory of gamified learning, the theory of gamified multiple intelligences and the theory of gamified educational psychology, aiming to theoretically support the practice of gamified teaching in primary school English teaching. Through practical investigation and case analysis, this paper reveals the existing problems of gamified teaching in primary school English teaching, including excessive entertainment, mismatch between game design and teaching ob jectives, uneven participation of students, and insufficient control of gamified teaching by teachers. In view of these problems, this paper puts forward the corresponding countermeasures. It is necessary to balance the relationship between games and teaching to ensure that gamified teaching is both interesting and educational. The game teaching should be designed precisely, so that the game content and teaching ob jectives should be closely combined; Thirdly, we should pay attention to the participation of all students to ensure that every student can gain learning benefits from the game; Improve teachers' ability to control gamified teaching and ensure the orderly teaching process. This paper provides theoretical support and practical guidance for the effective implementation of gamified English teaching in primary schools, and helps to promote the innovation and development of primary school English teaching.
Key words: primary school English teaching; Gamification teaching; Teaching strategy; Educational innovation
目录
一、绪论 4
1.1 研究背景与意义 4
1.2 国内外研究现状 4
1.3 研究目的与内容 5
二、小学英语游戏化教学理论基础 5
2.1 游戏化教学概念界定 5
2.2 相关理论支持 6
2.2.1 游戏化学习理论 6
2.2.2 游戏化多元智能理论 6
2.2.3 游戏化教育心理学理论 6
三、小学英语教学中的游戏化教学存在问题 7
3.1 游戏化教学过度娱乐化 7
3.2 游戏设计与教学目标不匹配 8
3.3 学生参与度不均 8
3.4 教师对游戏化教学掌控不足 9
四、小学英语教学中的游戏化教学应对策略 9
4.1 平衡游戏与教学的关系 9
4.2 精准设计游戏化教学 10
4.3 关注全体学生参与度 10
4.4 提升教师对游戏化教学的掌控能力 11
五、结论 11
参考文献 12
致谢 12
