Research On The Status Quo Of Chinese Game-oriented Teaching Design For The Lower Grades Of Elementary Schools

For the past few years,with the further promotion of the reformation of Chinese curriculum standard in compulsory education,the author found in the teaching practice that the students in the lower grade of primary school,generally between 7-9years old,are lively and active.Chinese lesson in the lower grade of primary school should be lively,rich and interesting teaching activities of students,who are willing to accept,which would help students not only to be good at learning,happy to learn,but also to be effective in learning.New Curriculum Criteria also points out that in the teaching stage of low-level Pinyin,the teaching should be "as interesting as possible,with enjoyment,and the form of activities and games should be used in classes".Therefore,the research questions of this paper mainly include: What is the connotation of gamified teaching and instructional design respectively? What are the theories of gamified teaching design? How to support the design for teachers? What are the problems and difficulties in the design of Chinese gamified teaching in primary school? What are the specific measures to improve the gamified teaching design?Taking with the Chinese teachers and some students in the lower grade of primary school in J District of Shanghai as the research object,this paper uses the methods of questionnaire,interview and text analysis of teaching design to carry out the investigation and research,has an objective understanding of the existing problems in the current gamified teaching design of Chinese in the lower grade of primary school,analyzes and summarizes the existing problems,and puts forward the corresponding solutions.Based on the investigation and research,the author finds that there are some problems in the design of gamification teaching for the junior primary school teachers,such as the lack of front-end design analysis,the deviation of the goal of gamification teaching from the goal of teaching,the inflexibility of the design of the link of gamified teaching,the lack of the effectiveness standard of gamified teaching design and the imbalance of teaching design ability.Whereafter,combined with the problems found in the research,it explores design strategies of the gamified teaching in line with the cognitive characteristics of primary school students in the lower grades,and in-depth research is conducted from five aspects as following: the front-end analysisof teaching design,the setting of teaching objectives,design strategies of the gamified teaching,the design of evaluation in gamified teaching and the design knowledge and quality of teacher,and then puts forward the corresponding countermeasures of the design of game teaching: the front-end teaching analysis facilitates the gamified teaching design,the goal hierarchy decomposition guides the gamified teaching design,the gamification link design integrates the teaching content of the lower grades,the gamified teaching evaluation design promotes the teaching process and the quality of teacher promotes the gamified teaching design of the lower grades.