An Empirical Study Of Game-based Review Based On Junior Middle School Chemistry Symbols

In daily teaching,there are few teaching methods that can motivate learners to a level of interest that is comparable to playing games,or to enable students to continue learning like playing games.Due to the obvious incentive advantages of games,in recent years,academic researchers at home and abroad have been increasing the number of research projects involving games.Chemical symbols are unique words of chemistry,and they are the most basic and important part of chemical science.They are usually regarded as a second foreign language.Chemical symbols include element symbols or illustrations,chemical formulas,and chemical equations.Related research shows that: the content of chemical symbols is many,complicated,difficult to remember,easy to forget,easy to make mistakes,and difficult to understand abstractly,which directly affects students' learning interest and self-confidence.When reviewing,teachers often use traditional dictation to help students review chemical symbols.Students are in a state of passive acceptance,rote memorization,and mechanical training.Facing such practical teaching problems,using game-based teaching can help stimulate students 'interest in learning,enhance students' attention,deepen interactive experiences,and improve learning efficiency.The combination of game and symbol teaching is a key subject worth studying in chemistry teaching practice.This research is a new attempt in this field.In this study,the pre-test questionnaire was used to explore the basic status of 60 junior three students in learning chemical symbols and their attitude towards chemistry games,and to determine the students of different academic levels in the experimental group and the control group(30 each).And through independent development of games and design of three consecutive thematic game classrooms,we use two different review methods(gaming and dictation)to explore whether there is an impact on the academic performance of students of different academic levels,and what kind of influence trends are shown.Through post-test questionnaires,comparing the status of the experimental group and the control group to learn the chemical symbols and their attitudes towards chemical games,a scale of interest in chemical games was also designed to explore whether different teaching modes have significant differences in student interest.By collating and analyzing the data,and using questionnaires and post-test interviews as auxiliary analysis,the study has reached the following conclusions:Conclusion 1: Teaching effect(1)The difference in the achievement of students of different academic levels under the same teaching mode shows a trend of decline as the academic level decreases.(2)Different teaching modes for students of the same academic level:(1)In the short term,game-based review has a negative impact on academically superior students.(2)Overall,the impact of game-based review on students in school is unclear.(3)Without considering the changes in the content of each teaching and the difficulty of the test questions,the impact of game-based review on the performance of students with learning difficulties is generally positive and significant.(3)The comprehensive test after three game-based teaching can reflect the persistence of the impact of game-based teaching on learning.The results show that although there is a negative and significant impact on the first class of high school students and middle school students,this effect has been completely eliminated from the comprehensive test results after three consecutive game-style review,which is shown as that the experimental class has a higher level than the control class.Very weak advantage;while at the level of students with learning difficulties,although the students with good academic performance and middle school students have been better maintained,they have been reduced from the third significant difference to insignificant.This shows that although the game-based review has a significant impact on the academic performance of students with learning difficulties to some extent,to maintain this advantage,a longer period of teaching support is required.Conclusion 2: Emotional attitude(1)The results of the questionnaire before and after the test show that:(1)In terms of the current status of chemistry learning,most students are interested in chemistry,and they also agree with the importance of chemistry symbol learning.,For most students of chemistry games supportive attitude.(2)The students in the experimental group after the game-style review are superior to the control group in the interest in chemistry,the importance of chemical symbol learning,the knowledge of chemical symbol knowledge,and the support attitude of chemical games.(2)The results of the self-assessment scale for the interest level of chemical games showed that the interest level of the experimental group in chemical games was higher than that of the control group and reached a significant difference.Conclusion 3: The relationship between learning interest,emotion and learning effectGenerally speaking,learning interests and emotions can reflect the learning status of students and are positively related to learning effects.Although the students of different academic levels in this study showed high learning interest and high emotions during the game-like review process,the post-training test scores of the excellent and middle school students were not significantly higher than the control group.Continued positive effectiveness for students with learning difficulties.This shows that learning interest and emotional level alone cannot be used as independent indicators for predicting learning effects,and student performance must be combined to objectively reflect learning effects.Finally,for the game-based review classroom designed in this study,three suggestions for game design are proposed:(1)clear and concise game rules design,which is conducive to improving the effectiveness and efficiency of game-based teaching;(2)moderate knowledge in games Difficulty design is conducive to increasing interest in learning;(3)Enhanced design for participating in interactions in games is conducive to students' more positive emotional experience in learning.Three suggestions for hierarchical teaching:(1)Excellent students should pay attention to the challenges of games;(2)Middle school students should design for different bottlenecks;(3)Students with learning difficulties should be designed in the learning development zone.