A Study On The Design And Practice Of Gamification Teaching Of Chemistry Course In Senior High School

Games are in line with the nature of students,and gamified teaching,"teaching through fun" and"learning through fun",are more in line with the teaching concept of "play-based learning".High school chemistry course is the continuation of nine-year compulsory education.The requirements,the new curriculum standard(2017 edition 2020 revision),that develops students' core literacy of scientific inquiry and innovation consciousness,ability training of students' practice diligently,good at cooperation,dares to challenge and innovation,is a response that introduction of the game of chemistry course in senior high school.That provides ill-structured problem situations and open space for exploration of students,the combination of games and teaching,which cultivates students' creative thinking,improves higher-order abilities such as problem solving,solidarity and cooperation,and thus helps students better adapt to the development of information technology.Obviously,the traditional teaching is difficult to apply to the requirements of the new curriculum standards,so it is imperative to change the teaching model.Therefore,this study will study the application of gamification teaching in chemistry.First,the background of this research is clarified on the basis of the requirements of the new curriculum reform,the needs of students' psychological development and the practical of teaching.Then,a review of gamification teaching at home and abroad is made from both theoretical and practical aspects,and the purpose and significance,research ideas and research methods of this research are put forward.Secondly,the paper,which uses the method of literature analysis,that defines core concepts,and summarizes the principles of the design and the implementation of gamified teaching activities based on "gamified learning theory""immersion theory" and "multiple intelligence theory".Thirdly,the students,using the method of questionnaire survey,whose attitude towards chemistry and educational games,understanding degree of game,as well as teaching methods.The interview method was used to understand the use of gamification teaching by middle school teachers.Then,I design originally three cases of gamified teaching activities,which are the first stop to the end game-the application of stoichiometry in experiments,the brainstorm+Lottery game-the ionization of acid,base and salt in aqueous solution,and the solitaire game--chemical equations,and which carry out practice teaching.After the questionnaire surveys and interviews,the results showed that 81.4%of the students liked gamification teaching,67.4%of the students recognized the gamification teaching cases,and 76.7%of the students said that this method can increase their interest in learning,exercise reaction ability and enhance the understanding of knowledge.The test paper 1,the average of the experimental class is 25.0,the average of the control class is 21.9.The test paper 2,the average of the experimental class is 30.9,the average of the control class is 27.7.The results of the two test results of the experimental class are higher than the control class.This shows that both gamification teaching and traditional teaching have improved students' knowledge level,but gamification teaching has a slightly significant effect on improving students' knowledge level and have a stronger sense of immersion.Finally,I summarized the practical research of gamification teaching and came to the following conclusions.The gamification teaching design and practical research of high school chemistry curriculum is feasible.It can realize the main role of students and highlights the leading role of teacher.It can transform the classroom from seriousness to lightheartedness.It is conducive to the development of students' multiple intelligence.This shows that the gamification teaching cases have been recognized by students and are worthy of promotion.They can provide reference for middle school teaching practice.But the practical research time is short and the number of practical samples is small.Therefore,the long-term effects of the practical research of the three games need to be further verified and improved.