摘要
随着游戏在课程实践中的融合与应用,有关“游戏”与“课程”的研究讨论热度不减,在研究过程中,“游戏化课程”“课程游戏化”“课程化游戏”“游戏课程化”等概念不断涌现。对现有研究的分析显示:这些概念不断交叉重叠并被混用、滥用,但实际上四者关注的领域和服务对象各不相同。文章在厘清概念的基础上,提出“课程游戏化”是“游戏化课程”的上位概念,“游戏化”之于“课程”具有明显的认知工具属性,阐明“游戏化”与“课程”概念之间的主客体的转换关系;通过对文献与应用层面的分析可以发现,在进行课程开发的时候,需要从课程目标变化、课程内容选择、课程组织实施与课程评价设计等维度着手,综合考虑多种不同结构要素,设计合理的游戏活动。
With the integration and application of games in curriculum practice,the research and discussion on"games"and"curriculum"has become more and more popular.In the research process,concepts such as"gamification curriculum","curriculum gamification","course-oriented game"and"game-oriented course"continue to emerge.The analysis of existing research shows that these concepts continue to overlap and they are mixed and abused to some degree.But in reality,the concern and service objects of these four areas are different.On the basis of clarifying the concept,this paper puts forward that"curriculum gamification"is the upper concept of"gamification curriculum",and"gamification"has obvious cognitive tool attribute to"urriculum",,expounding the transformation relationship between subject and object between them.Through the analysis of literature and application,it can be found that in curriculum development,we need to start from the dimensions of curriculum goal change,curriculum content selection,curriculum organization and implementation and curriculum evaluation design,comprehensively considering a variety of different structural elements and designing reasonable game activities.
作者
范晨晨
陶佳
FAN Chen-chen;TAO Jia(School of Educational Sciences,Anhui Normal University,Wuhu 241000,Anhui,China)
出处
《兵团教育学院学报》
2021年第6期77-84,共8页
Journal of Bingtuan Education Institute
基金
全国教育科学规划课题2018年度教育部重点课题“高校为中心多方协同的STEAM教育模式研究:以安徽省为例”(DCA180318)的研究成果。
关键词
游戏化
课程开发
认知工具
gamification
curriculum development
cognitive tools
