Procedural Knowledge Teaching Game Design And Applied Research

Without question, network games play an important role in the young people's life in the modern social. We should play for young people to nature, but also eliminate addiction, violence, pornography and other negative effects of network games. Educational game as an "entertaining" new media, is increasingly becoming a hot issue in the educational research field, has become an important part of Educational technology research fields.However, the current domestic educational games research is still exist with the phenomenon of emphasizing theories while despising practices. Educational game products are at lack of combined with specific subject knowledge, no real integration into the classroom, and not access to obtained recognition from education researchers, teachers, parents and other community. In order to solve this problem, this paper selects the perspective of knowledge classification, according to the specific subject knowledge point, researches the issues related to instructional game product design and application. Hope the research can contribute their modest for instructional game product entering into the classroom.It is a complex systems engineering of the design and application research of instructional game. Based on Procedure knowledge classification is a more challenging nature of a research area which is related to the integration application between knowledge classification theory, knowledge acquisition theory of cognitive psychology and Teaching Design Theory. From the existing research at home and abroad, the research methods mainly adopted in this research are literature research method Case Study Method, experimental study method. From this point of view, it was proposed on the design idea of the procedural knowledge of instructional game design, designed and developed for on the eighth-grade mathematics knowledge points "axis symmetry" of instructional game case. At last, experimental study method is used in order to the actual classroom instructional game in an empirical study on the effects.Firstly, through literature study, this paper analyses research status at home and abroad from" procedural knowledge theory", "educational game software design and development theory", "educational game software practice " four point. Then this study defined the concepts and proposed procedural knowledge of instructional game as the issue of proprietary terminology. Then introduced the theoretical basis of instructional game design:Inquiry Study theory, activity theory, Situational Learning Theory and flow theory.It is required to have a comprehensive understanding of procedural knowledge before exploring how to design procedural knowledge's instructional game. Then it discussed procedural knowledge's concept, characterization, classification and learning the general process, and clearly defined in this study to be carried out every aspect of the instructional game design embodied in the Characteristics of procedural knowledge, given the selection procedures knowledge for instructional game design reasons and basis.The core of this study is based on the characteristics of how to design procedural knowledge of instructional game. Subsequently it has proposed procedural knowledge of instructional game design in three steps:The first step is front-end analysis, instructional design of the game. The second step is game design of instructional game. It is the key to the step which is combination on procedure knowledge of the learning conditions and teaching process. There are firstly selected from the type of game, then from the game's tasks, settings, rules, levels, and feedbacks to discuss how to design the game. Finally, exploring the thinking and tests is designed to carry out the consolidation of knowledge and evaluation and the balanceable point of integration of game into education.In order to verify the proposed design, taking "axial symmetry transformation" for example, the author developed a specific concept of product which is consistent with this topic, putting the research into the practical level, not just stopping at the theoretical level. The game was applied to the eighth-grade math class to validate its practical application results of teaching experiments and designed to analyze problems in practical application.Finally, it is an overall analysis and conclusion for this study, and put forward the shortcomings of the present study and future research directions will continue.