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低年段数学游戏化教学设计的再认识 被引量:4

Re-Understanding of Mathematics Gamification Teaching Design in Junior Years
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摘要 小学低年段数学学习中,基于具身认知理论的课堂游戏化学习悄然兴起,但由于教师在实践过程中存在理解偏差,缺乏系统思考,游戏化教学存在学习“游戏化”、过程“表层式”、教学评“发散状”等问题。因此,游戏化教学需要依据知识类型设计教学,紧扣知识内容组织教学,基于数学理解展开教学。
作者 王素旦 WANG Su-dan
出处 《教学与管理》 2022年第11期43-45,共3页 Teaching and Administration
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