A Study On The Design And Application Of Gamification Teaching Of History Course In Junior Middle School

With the development of information technology,gamification teaching has gradually entered the public's vision.Under the guidance of the new curriculum reform ideas,many disciplines have taken a big step towards gamification.Among the basic education disciplines such as mathematics and English,practical research on gamified teaching has been carried out,which has greatly promoted the reform of education and teaching in China.However,the research on the application of gamification teaching in history subjects is not very rich.This research first summarizes the literature related to gamification teaching,understands the research status of gamification teaching at home and abroad,finds research gaps,and raises research questions.Secondly,under the guidance of constructivist learning theory,gamified learning theory and multiple intelligence theory,analyze the key elements in gamified teaching and design gamified teaching strategies,thus constructing a general model of gamified teaching design,aiming at the junior middle school history classroom Conduct gamified instructional design.Finally,a quasi-experimental study was conducted in the eighth-grade history class to explore the impact of applying gamified teaching to the history class on the learning motivation and learning achievement of the eighth-grade students.The study took two classes(a total of 97 students)in an eighth grade in Zhangjiajie City,Hunan Province as the research object,and divided the two classes into an experimental group and a control group.The experimental group adopted a gamified teaching model,and the control group implemented a traditional teaching model.Combining the questionnaire survey method and the interview method,the influence of teaching methods and students' prior knowledge on students' history learning is investigated.The results of the experimental study found that:(1)Compared with traditional teaching methods,gamified teaching methods have a significant impact on students' learning effectiveness and learning motivation,but for low prior knowledge students,gamified teaching methods have no significant effect on their learning effectiveness and learning motivation;(2)The students' prior knowledge level has a significant impact on the student's learning effectiveness,but the impact on learning motivation is not significant.For high prior knowledge students,their scores on learning effectiveness and learning motivation are higher than low prior knowledge students.Through empirical research,this paper verifies the promotion effect of gamification teaching method on learners' historical learning motivation and learning effectiveness,as well as the influence of prior knowledge level on students' historical learning.This study enriches the empirical cases of gamification teaching in the study of historical subjects,and can provide practical reference for front-line educators and researchers.