Application Of Games For Practical Exploration Of Physics Teaching

Network brings great convenience to humans , at the same time makes us worried, many teenagers immerse in the computer game and abandon their studies.Educators began to think about taking advantage of the success of the game and applying them in education. But in recent years the result of integrating course content in the game to teach is not very desirable, the main reason is that it’s hard to find the balance between gameplay and educational in the game. When the knowledge of the book is simply moved to the game,we can’t guarantee the gameplay of the game.Students don’t like these games,and we can not achieve the goal of "fun in study".In the process of the existing games organizing search,the author found that the number of existing games is huge and the content is widespread,in addition many games are closely related to the course content,which is a teaching resources that was neglected in a long-term. High school physics is abstract, and many students have learning difficulties. we can apply these games in the physics classroom to provides intuitive feeling,stimulate students’ learning motivation and give a positive incentive effect. However, because these games are not specially designed for teaching,we should design them once more in the process of use them.Professor Keller’s ARCS motivation design pattern put forward the motivation of students can be divided into four parts, namely, attention, relevance, confidence and satisfaction.Stimulating students’ learning motivation in the classroom should be around these four aspects.Using ARCS motivation design pattern to enhance learning motivation was proved well in the study of domestic and international research, so the author choose to use games in Physics teaching based on ARCS motivation design patterns.Around the theme, the full text is divided into five chapters:Chapter 1 introduces the source and background of this study, the necessity, feasibility and the value of using games in e physics teaching. At the same time presents the paper targets, the research content and research methods. and ARCS motivation model combined with the advantages of the game.The chapter 2 is theoretical basis of the research, mainly on the game in teaching and the ARCS motivation design patterns. In the part of game, the game is defined and the concept of the game at home and abroad are reviewed. ARCS motivation design patterns section introduces the mode of production and the theoretical basis, the four parts of the pattern are introduced in detail,and its research status at home and abroad were reviewed.In chapter 3 games are applied to the design of the physics teaching based on ARCS motivation design patterns, firstly the paper introduces the design process of using game in teaching according to the ARCS motivation pattern,and then according to the process two games is applied to physics teaching cases.Chapter 4 is the part of explore practice. This chapter firstly introduced the practice research,and then introduced two sets of questionnaire used in this paper. Afterwards the questionnaire is used to test students in the process of practice, finally the author has carried on the statistical analysis and sum up the result of the test. Analysis find that before and after the intervention in teaching all aspects of the students’ learning motivation all have a increase,while including attention, relevance and satisfaction have significant changes,and the confidence doesn’t change significantly. In addition students are willing to participate in game activities in the classroom.They have great interests of the activity and the game are impressive to them, at the same time the game can also help students to consolidate the learned knowledge and provide perceptual knowledge.Chapter 5 is the summary and reflection of the research, it outlined the research conclusion that applying games in physics teaching based on ARCS motivation design pattern is effective,which can give full play to students’ learning initiative and stimulate students’ learning motivation. Besides the chapter reflects on the shortcomings in the study and the future research.