基于flash 8的游戏化数学教学系统的研究与实现.rar
基于flash 8的游戏化数学教学系统的研究与实现,基于flash 8的游戏化数学教学系统的研究与实现1.4万字38页包括开题和任务书,程序代码摘要德国教育家福禄培尔认为：“游戏是学生活动的特点，通过游戏，学生的内心活动和内心生活变为独立、自主的外部表现，从而获得愉快、自由和满足，并保持内在与外在的平衡。学生游戏往往伴随着语言的表达，这有利于学生语言的发展。”国内外的实...
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基于Flash 8的游戏化数学教学系统的研究与实现
1.4万字 38页
包括开题和任务书,程序代码
摘要
德国教育家福禄培尔认为：“游戏是学生活动的特点，通过游戏，学生的内心活动和内心生活变为独立、自主的外部表现，从而获得愉快、自由和满足，并保持内在与外在的平衡。学生游戏往往伴随着语言的表达，这有利于学生语言的发展。”国内外的实践也表明，科学的采用游戏教学将大有裨益。
而电脑游戏作为游戏又充分利用多媒体网络优势，拓宽了传统游戏的界限，给人们带来全新的体验。在这些游戏中，Flash游戏以其好看的动画，绚丽的声光效果，高度的通畅性，以及很强的可玩性，而受到广大青少年的青睐。从而使Flash日益成为一种寓教于乐的很好的方式。
纵观当今数学教学，从最开始的识数学习到后面高深的理论学习，都是教师先掌握了一些适当的数学知识，然后积极的传播给学生。这种指令式教学，教师扮演着主角，而学生则为被动的配角。以学生的死记为基础，以无止的练习而达到学习目的这种教学方式，使数学教学缺乏吸引力，使部分学生对数学感到苍白，长期以往，甚至使学生对数学感到厌恶，痛恨。数学教学急需一种解决方法。
本文就是想充分挖掘Flash游戏在算数教学方面的巨大潜力,将Flash游戏高度吸引力和强大的互动性因素与数学教学因素相融合，行成游戏化数学教学形式，从而在教学活动中充分调动学生的兴趣和主动性，使学生在活泼愉快，兴趣盎然的情绪中开展学习而达到事半功倍的学习效果。本文首先介绍了游戏化数学教学系统的总体设计方案，然后用Flash 8对该系统做了具体的实现。其中包括四则运算的游戏化实现和一些经典传统数学问题的游戏化实现。最后本文描述了游戏学习系统的下一步研究方向和游戏化学习的发展前景。
关键词
Flash游戏，游戏教学，数学
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 录
1 绪论 1
1.1 课题背景 1
1.2 国内外研究状况及不足 2
1.3 课题研究的目的及内容 3
1.3.1 研究目的 3
1.3.2 研究内容 3
1.4论文构成 4
2 技术和知识支持 5
2.1 Flash 8 游戏开发基础 5
2.1.1 Flash 8 基础介绍 5
2.1.2 Flash 8游戏开发 6
2.2 开发教育游戏软件的原则 8
2.2.1可玩性原则 8
2.2.2寓教于乐的无缝结合原则 8
2.2.3面向最终客户学生原则 9
3 系统总体设计 10
3.1系统功能设计 10
3.2系统设计原则 10
3.3系统总体框架 11
4 系统具体实现 12
4.1 系统界面实现 12
4.1.1 登入界面 12
4.1.2 登陆界面 12
4.1.3 主框架界面 13
4.2 系统各模块实现 16
4.2.1 登陆模块 16
4.2.2 基本教学区模块 16
4.2.3 趣味教学区模块 17
4.2.3 管理区模块 17
4.3 系统功重要能点详细实现 17
4.3.1 身份验证 17
4.3.2 游戏化四则运算实现 18
4.3.3 游戏化汉诺塔问题 19
结论 21
本文总结 21
下一步研究方向和前景展望 22
致谢 23
参考文献 24
附录A 重要源程序 26
参考文献
[6] 赵克学,周海燕． Flash8中文版动画设计实例教程[M]． 北京：清华大学出版社． 2006:78-91
[7] 王琴． E_游戏化教学模式研究[D]． 南京：南京师范大学论文．2005:10
[8] 高文． 教育模式论． 上海：上海教育出版社． 2000
[9]（美）Bruce,Joyce． 教学模式． 北京：中国轻工业出版社． 2002
[10] B.Regan,Best Practices for Accessible Flash Design [M]． ebook．2005
附录A 重要源程序
源程序 1
on(press){
//验证用户名密码是否为空
if((length(_username.text) == 0)||(length(_password.text) == 0))
{
_root.gotoAndStop(65);
}
else
{
//导入记录数据的xml文件
myXML = new XML();
myXML.load("user.xml");
myXML.ignoreWhite = true;
myXML.onLoad = function(success)
......
1.4万字 38页
包括开题和任务书,程序代码
摘要
德国教育家福禄培尔认为：“游戏是学生活动的特点，通过游戏，学生的内心活动和内心生活变为独立、自主的外部表现，从而获得愉快、自由和满足，并保持内在与外在的平衡。学生游戏往往伴随着语言的表达，这有利于学生语言的发展。”国内外的实践也表明，科学的采用游戏教学将大有裨益。
而电脑游戏作为游戏又充分利用多媒体网络优势，拓宽了传统游戏的界限，给人们带来全新的体验。在这些游戏中，Flash游戏以其好看的动画，绚丽的声光效果，高度的通畅性，以及很强的可玩性，而受到广大青少年的青睐。从而使Flash日益成为一种寓教于乐的很好的方式。
纵观当今数学教学，从最开始的识数学习到后面高深的理论学习，都是教师先掌握了一些适当的数学知识，然后积极的传播给学生。这种指令式教学，教师扮演着主角，而学生则为被动的配角。以学生的死记为基础，以无止的练习而达到学习目的这种教学方式，使数学教学缺乏吸引力，使部分学生对数学感到苍白，长期以往，甚至使学生对数学感到厌恶，痛恨。数学教学急需一种解决方法。
本文就是想充分挖掘Flash游戏在算数教学方面的巨大潜力,将Flash游戏高度吸引力和强大的互动性因素与数学教学因素相融合，行成游戏化数学教学形式，从而在教学活动中充分调动学生的兴趣和主动性，使学生在活泼愉快，兴趣盎然的情绪中开展学习而达到事半功倍的学习效果。本文首先介绍了游戏化数学教学系统的总体设计方案，然后用Flash 8对该系统做了具体的实现。其中包括四则运算的游戏化实现和一些经典传统数学问题的游戏化实现。最后本文描述了游戏学习系统的下一步研究方向和游戏化学习的发展前景。
关键词
Flash游戏，游戏教学，数学
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 录
1 绪论 1
1.1 课题背景 1
1.2 国内外研究状况及不足 2
1.3 课题研究的目的及内容 3
1.3.1 研究目的 3
1.3.2 研究内容 3
1.4论文构成 4
2 技术和知识支持 5
2.1 Flash 8 游戏开发基础 5
2.1.1 Flash 8 基础介绍 5
2.1.2 Flash 8游戏开发 6
2.2 开发教育游戏软件的原则 8
2.2.1可玩性原则 8
2.2.2寓教于乐的无缝结合原则 8
2.2.3面向最终客户学生原则 9
3 系统总体设计 10
3.1系统功能设计 10
3.2系统设计原则 10
3.3系统总体框架 11
4 系统具体实现 12
4.1 系统界面实现 12
4.1.1 登入界面 12
4.1.2 登陆界面 12
4.1.3 主框架界面 13
4.2 系统各模块实现 16
4.2.1 登陆模块 16
4.2.2 基本教学区模块 16
4.2.3 趣味教学区模块 17
4.2.3 管理区模块 17
4.3 系统功重要能点详细实现 17
4.3.1 身份验证 17
4.3.2 游戏化四则运算实现 18
4.3.3 游戏化汉诺塔问题 19
结论 21
本文总结 21
下一步研究方向和前景展望 22
致谢 23
参考文献 24
附录A 重要源程序 26
参考文献
[6] 赵克学,周海燕． Flash8中文版动画设计实例教程[M]． 北京：清华大学出版社． 2006:78-91
[7] 王琴． E_游戏化教学模式研究[D]． 南京：南京师范大学论文．2005:10
[8] 高文． 教育模式论． 上海：上海教育出版社． 2000
[9]（美）Bruce,Joyce． 教学模式． 北京：中国轻工业出版社． 2002
[10] B.Regan,Best Practices for Accessible Flash Design [M]． ebook．2005
附录A 重要源程序
源程序 1
on(press){
//验证用户名密码是否为空
if((length(_username.text) == 0)||(length(_password.text) == 0))
{
_root.gotoAndStop(65);
}
else
{
//导入记录数据的xml文件
myXML = new XML();
myXML.load("user.xml");
myXML.ignoreWhite = true;
myXML.onLoad = function(success)
......
