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类型：原创来源：520化学网作者/推荐人：化学教学与资源研究所点击量：789860时间：2012年6月4日 23:58:21

 

教学辅助型初三化学知识点教育游戏的设计与应用研究 

专业：化学课程与教学论   申请者：廖伟梁   导师：钱扬义

摘 要

　　“离子”、“化学式”、“质量守恒定律”和“燃烧的条件”是初三化学中的重要知识点，涉及化学学科的基本原理和基本方法，具有一定的抽象性和复杂性，初三师生在教与学的过程中存在诸多困惑。本文以上述四个知识点为载体，自主开发了四类以创建快乐环境实现辅助教学为设计思想，以游戏场景与知识点相互驱动为主要方法，集教育性及娱乐性高度统一的化学教育游戏，并从“知识层次”、“过程层次”和“情感态度和价值观层次”三个方面对游戏进行应用评价研究，以考察游戏是否可以达到辅助化学教学的目的。

　　本文主要包含五个部分的内容。

　　第一部分是课题提出。本部分对课题的研究背景、研究目的、研究意义、研究思路和方法进行阐述，并对本文涉及的四个概念进行界定。在信息技术与化学课程整合的趋势下，本研究希望可以为化学教育游戏的设计提供新范式，为教育游戏的“玩学统一”提供新思路，为游戏化学习的应用评价提供新探索。

　　第二部分是理论基础。本部分概述了与本研究相关的教育理论，该理论对教学辅助型初三化学知识点教育游戏的设计提供理论指导，并对游戏的应用评价研究提供理论支撑。对国内外教育游戏及化学教育游戏的综述结果显示，国外发展脉络清晰、起步较早、发展较快，理论研究和应用研究同时并举，而国内以理论研究为主，应用研究初露端倪。

　　第三部分是游戏的设计研究。本部分阐述了游戏的设计原则和设计特点，介绍了游戏的设计流程，从知识点的地位、教学需求分析、游戏总体设计和游戏场景设计四个方面展示了目标导向类（“离子”）、技能操作类（“化学式”）、情景迁移类（“质量守恒定律”）和有限探究类（“燃烧的条件”）等四种类型的初三化学知识点教育游戏的案例设计。

　　第四部分游戏的应用评价研究。

　　“知识层次”的评价研究通过《初三化学知识点教育游戏测试题A、B卷》进行前测和后测，结果显示：在未进行相关知识点学习的情况下（“课前”），学生利用游戏可以初步掌握相关知识点；在已经进行了相关知识点学习的情况下（“课后”），游戏学习的方式依然可以帮助学生更加全面掌握相关知识点；在四种不同的游戏类型中，目标导向类、有限探究类和技能操作类游戏在“课前”和“课后”均可以帮助学生有效地掌握相关知识点，情景迁移类游戏则在“课后”可以起到相似的作用。

　　“过程层次”的评价研究从“不同层次学生在游戏过程所花时间对比分析”（“时间”维度）和“不同层次学生在游戏过程记录对比分析” （“记录”维度）两个维度进行。从“时间”维度上看，游戏类型不同，所需时间有差异；学生层次不同，所需时间有差异。从“记录”维度上看，游戏过程记录得分普遍偏好，不同层次学生游戏过程记录分值是有差别的，在游戏进行的四个阶段中“进行阶段”分值最高。所得结果之间的差异反映了学生在知识基础、思维习惯和游戏技能方面的差别。

　　“情感态度和价值观层次”的评价研究采用问卷调查法，以考察学生在使用游戏进行化学知识点的学习前后对化学学科的情感、态度和价值观是否会发生变化。调查结果显示，在两个多月的时间里学生对化学学科的情感态度发生了积极的变化，而“价值观”维度的变化不显著。

　　第五部分是研究结论。（1）成功设计并制作完成17个初三化学知识点教育游戏（游戏已上传至www.520hx.com.cn）；（2）初三化学知识点教育游戏可以帮助学生掌握相关知识点；（3）不同层次的学生在使用不同类型的游戏进行学习时呈现较大差异；（4）利用游戏进行学习可以使初三学生获得积极的情感态度体验。

　　本文首次以知识点探究的方式设计初三化学教育游戏，首次从从三个方面对游戏进行应用评价研究。一方面可以为一线化学教师的课堂教学提供辅助，另一方面可以为教育游戏提供化学学科的理论参考，具有理论和应用的双重价值。

 

关键词：化学教育游戏、知识点教育游戏、离子、化学式、质量守恒定律、燃烧的条件

THE DESIGN AND APPLIED RESEARCH ON TEACHING-ASSISTIED EDUCATIONAL GAMES FOR THIRD CHEMICAL KNOWLEDGE

Major: Chemistry Curriculum and Teaching Theory

Name: Liao Weiliang

Supervisor: Prof.Qian Yangyi

ABSTRACT

　“Ion”,“chemistry formula”, “the law of conservation of mass” and “burning condition”are the important knowledge points of third chemical.They involve basic principles and methods of chemistry.Also in a certain,they are abstract and complex.So there are many confusios for the teachers and students in the process of teaching and learning.In this paper,taking the above four knowledge points as the carrier,we have developed four types of chemical educational games,which take “creating happy environment to achieve assitant teaching”as design idea,and take “combining games scene with knowledge points”as main method,and aim to a high unification of education and entertainment.Meanwhile,in order to examine whether the games can achieve the purpose of chemical teaching aid,we have reserched the application of games in the following three aspects,such as“the level of knowledge”, “the level of process”and“the level of emotional attitude and values”,which used to examine whether the game can achieve the purpose of chemistry teaching aid.

This article mainly contains five parts.
    The first part is about the subject proposed. In this part, the research background, research objectives, research significance,research ideas and methods would be described, and also four concepts involved would be defined. Under the trend of integration of IT and Chemistry courses, this study expects to provide a new paradigm for the design of chemical educational games,a new idea for a unification of educational games' palying and learning,a new exploration for the evaluation of the application of  game  learning .
     The second part is about theoretical basis. In this part,we summarize relevant educational theory.The theory provides theoretical guidance for the design of  teaching aids educational games based on third chemical knowledge points,and provides theoretical support for the research of games' application evaluation.The summary of educational games at home and abroad and chemical educational games shows that,the overseas' research represents the clarity of development,an early start and rapid development, meanwhile theoretical and applied research  parallel;nevertheless the domestic research mainly concentrates on theory,and the research of appication is weak.

The third part is about the research of the games' design . In this part,we elaborate the design principles and  features of the game, the game design process.And also we present cases for educational games' design,which are based on four types of third chemical knowledge points,including goal-oriented,opreting skills,migrating scenes and limited inqury,from following four aspects: the status of knowledge,the analysis of teaching needs,the overall design of the game and the design of the games' scene .

 The fourth part is about the research of the games’application and evaluation .
    “Knowledge level”evaluation research through three days of chemical knowledge point game test questions A, B, volume for the pretest and posttest results showed that:In the case of not learning knowledge points (before class), students  can initially acquire the relevant knowledge through the games; in the case of having learned related knowledge points (“after school”),students can still benifit from the games in fully grasping related knowledge points;among four different games, goal-oriented,limited inqury and operating skills all can help students grasp the knowledge points efficiently before the class or “after school” ;while migrating scenes can play a similar role in the“after school”.
    The research of “Process level”evaluation will be taken in following two dimensions, “the comparative analysis of the time spending on games for students at different levels”and“the comparative analysis of recorded scores for students at different levels”.Considering the dimension of time,the required time is different for different types of games;the required time is different for students at different levels. Considering the dimension of process,recorded scores for the course of the games are generally partial good and recorded scores of students at different levels are different, the score of”stage”is the highest score among the four stages of the game. The difference of the results reflects the difference in the knowledge base,the habits of thinking and game skills for different students.
    “Emotional attitudes and values level”evaluation studies using questionnaires to observe students’ changes in interests,attitudes and values to chemistry before and after the learning of chemical knowledge. The survey results shows that students' emotional attitudes toward chemistry have taken some positive change during the past over two months  , while no evident changes have been taken in “values”dimension.
     The fifth part is about the conclusions. (1)we have successfully designed and proceeded 17 chemical knowledge educational games; (2) The chemical educational games can help students acquire the relevant knowledge;(3)students at different levels in using different types of games to learn show large differences;(4)using the game to learn can make grade third students experience positive emotional attitude. 

For the first time, this article tries to design the third chemical educational games in knowledge points exploring methods,and tries to research the applied evaluation studies of the game in three aspects. On the one hand, it can provide assistance for the first-line chemistry teachers’ classroom teaching.On the other hand,it also can provide the theory reference of chemistry for educational games,in terms of that, it has the double value of theory and applications.
 

KEY WORDS：chemical educational games,knowledge point educational games,ions, chemical formula, the law of conservation of mass, burning conditions