基于Flash 8的游戲化數(shù)學(xué)教學(xué)系統(tǒng)的研究與實(shí)現(xiàn)

論文字?jǐn)?shù):14105,頁數(shù):38 有開題報(bào)告，任務(wù)書

摘要
 德國教育家福祿培爾認(rèn)為：“游戲是學(xué)生活動(dòng)的特點(diǎn)，通過游戲，學(xué)生的內(nèi)心活動(dòng)和內(nèi)心生活變?yōu)楠?dú)立、自主的外部表現(xiàn)，從而獲得愉快、自由和滿足，并保持內(nèi)在與外在的平衡。學(xué)生游戲往往伴隨著語言的表達(dá)，這有利于學(xué)生語言的發(fā)展。”國內(nèi)外的實(shí)踐也表明，科學(xué)的采用游戲教學(xué)將大有裨益。
 而電腦游戲作為游戲又充分利用多媒體網(wǎng)絡(luò)優(yōu)勢，拓寬了傳統(tǒng)游戲的界限，給人們帶來全新的體驗(yàn)。在這些游戲中，F(xiàn)lash游戲以其好看的動(dòng)畫，絢麗的聲光效果，高度的通暢性，以及很強(qiáng)的可玩性，而受到廣大青少年的青睞。從而使Flash日益成為一種寓教于樂的很好的方式。
 縱觀當(dāng)今數(shù)學(xué)教學(xué)，從最開始的識(shí)數(shù)學(xué)習(xí)到后面高深的理論學(xué)習(xí)，都是教師先掌握了一些適當(dāng)?shù)臄?shù)學(xué)知識(shí)，然后積極的傳播給學(xué)生。這種指令式教學(xué)，教師扮演著主角，而學(xué)生則為被動(dòng)的配角。以學(xué)生的死記為基礎(chǔ)，以無止的練習(xí)而達(dá)到學(xué)習(xí)目的這種教學(xué)方式，使數(shù)學(xué)教學(xué)缺乏吸引力，使部分學(xué)生對(duì)數(shù)學(xué)感到蒼白，長期以往，甚至使學(xué)生對(duì)數(shù)學(xué)感到厭惡，痛恨。數(shù)學(xué)教學(xué)急需一種解決方法。
 本文就是想充分挖掘Flash游戲在算數(shù)教學(xué)方面的巨大潛力,將Flash游戲高度吸引力和強(qiáng)大的互動(dòng)性因素與數(shù)學(xué)教學(xué)因素相融合，行成游戲化數(shù)學(xué)教學(xué)形式，從而在教學(xué)活動(dòng)中充分調(diào)動(dòng)學(xué)生的興趣和主動(dòng)性，使學(xué)生在活潑愉快，興趣盎然的情緒中開展學(xué)習(xí)而達(dá)到事半功倍的學(xué)習(xí)效果。本文首先介紹了游戲化數(shù)學(xué)教學(xué)系統(tǒng)的總體設(shè)計(jì)方案，然后用Flash 8對(duì)該系統(tǒng)做了具體的實(shí)現(xiàn)。其中包括四則運(yùn)算的游戲化實(shí)現(xiàn)和一些經(jīng)典傳統(tǒng)數(shù)學(xué)問題的游戲化實(shí)現(xiàn)。最后本文描述了游戲?qū)W習(xí)系統(tǒng)的下一步研究方向和游戲化學(xué)習(xí)的發(fā)展前景。
 
關(guān)鍵詞
   Flash游戲，游戲教學(xué)，數(shù)學(xué)
Abstract
                            
 German educator Froebel thinking:” games are the characteristics of student activities. Through games, student activities in the hearts and mind make into more independent, so student will get enjoyable, freedom and satisfaction and maintain internal and external balance.” Student games are often accompanied by the expression language, which are conducive to the development of language students. Practice at home and abroad have shown that scientific use of game in teaching will be great benefit to teaching.
 With the high-speed development of the modern technology, in the short decades, computer games have rapid development. Computer games take full advantage of multimedia network, and expand the traditional boundaries of the game and bring a new experience to man. In these games, Flash games with nice animation, beautiful man astride, high potency, and a strong creator, has attracted the masses of teenagers’ eyeball. Though it affects some negative, we can’t deny it has strong education value.   
 In today’s mathematics teaching, from the beginning of the numeric learning advanced to the complex theory’s study, is all as teacher first mastered the appropriate mathematical knowledge and then actively spread to the students. It is expected that students will faithfully accepted and understood by the mathematical information, or at least remember those knowledge. This math educating, focused primarily on the mathematics teachers teaching practice. This kind of mathematics teaching is based on students cram, using lots of practices to achieve the aims of learning. This study ways made the mathematics teaching less attractive, made some of students feeling mathematics is pale, long past, even made students feeling tired and hate. Mathematics teaching urgently needs a solution.
 This paper is to fully tap the Flash games’ enormous potential in the teaching of mathematics. Combination the Flash games and Mathematics Teaching, Integration Flash games’ highly attractive, powerful interactive elements and Mathematics teaching’ factors. Thus, fully mobilized the students’ interest and initiative in teaching, made student learning in lively, pleasant, and interest emotions and get a highly effective learning. In this paper, I mainly introduced the basic mathematical formula—4 operators’ game design and some interesting mathematical game design . Then, I realized the game of four arithmetic operations and realized the interesting game of Hanoi Tower.
Key Words:Flash game, game teaching, mathematics

目   錄
1 緒論 1
1.1 課題背景 1
1.2 國內(nèi)外研究狀況及不足 2
1.3 課題研究的目的及內(nèi)容 3
1.3.1 研究目的 3
1.3.2 研究內(nèi)容 3
1.4論文構(gòu)成 4
2 技術(shù)和知識(shí)支持 5
 2.1 Flash 8 游戲開發(fā)基礎(chǔ) 5
2.1.1 Flash 8 基礎(chǔ)介紹 5
2.1.2 Flash 8游戲開發(fā) 6
2.2 開發(fā)教育游戲軟件的原則 8
2.2.1可玩性原則 8
2.2.2寓教于樂的無縫結(jié)合原則 8
2.2.3面向最終客戶學(xué)生原則 9
3 系統(tǒng)總體設(shè)計(jì) 10
3.1系統(tǒng)功能設(shè)計(jì) 10
3.2系統(tǒng)設(shè)計(jì)原則 10
3.3系統(tǒng)總體框架 11
4 系統(tǒng)具體實(shí)現(xiàn) 12
4.1 系統(tǒng)界面實(shí)現(xiàn) 12
4.1.1 登入界面 12
4.1.2 登陸界面 12
4.1.3 主框架界面 13
4.2 系統(tǒng)各模塊實(shí)現(xiàn) 16
4.2.1 登陸模塊 16
4.2.2 基本教學(xué)區(qū)模塊 16
4.2.3 趣味教學(xué)區(qū)模塊 17
4.2.3 管理區(qū)模塊 17
4.3 系統(tǒng)功重要能點(diǎn)詳細(xì)實(shí)現(xiàn) 17
4.3.1 身份驗(yàn)證 17
4.3.2 游戲化四則運(yùn)算實(shí)現(xiàn) 18
4.3.3 游戲化漢諾塔問題 19
結(jié)論 21
本文總結(jié) 21
下一步研究方向和前景展望 22
致謝 23
參考文獻(xiàn) 24
附錄A 重要源程序 26