情境认知视角下教育游戏设计策略研究  

Research on Educational Game Design Strategies from the Perspective of Situational Cognition

作　　者：徐赫 吴晓菊 程诗杰 XU He;WU Xiaoju;CHENG Shijie(Shenyang Normal University,Shenyang,Liaoning 110000;Shenyang No.120 High School,Shenyang,Liaoning 110000;Shenyang Institute of Technology,Fushun,Liaoning 113122)

机构地区：[1]沈阳师范大学,辽宁沈阳110000 [2]沈阳市120中学,辽宁沈阳110000 [3]沈阳工学院,辽宁抚顺113122

出　　处：《科教导刊》2025年第2期85-87,共3页The Guide Of Science & Education

摘　　要：情境认知理论强调知识源于情境,认知主体与环境互动进行知识表征。教育游戏设计重视教育性与游戏性的平衡,强调情境在游戏中的重要性。文章基于情境认知理论探讨各种教学模式与游戏元素的融合,总结了四种设计策略,包括知识内嵌于情境、基于结构化问题设计游戏关卡与挑战、学习共同体引导知识建构、劣构问题设置融入情境,以期为教育游戏设计提供参考。Situational cognition theory emphasizes that knowledge originates from context,and the cognitive subject interacts with the environment to represent knowledge.The design of educational games emphasizes the balance between educational and gaming aspects,highlighting the importance of situational environment in games.This article explores the integration of various teaching modes and game elements based on situational cognition theory,summarizes four design strategies,and hopes to provide reference for educational game design.

关 键 词：情境认知 教育游戏 认知学徒制 学习共同体 

分 类 号：G424[文化科学—课程与教学论]