We understand that games are an important way to cultivate children's interest, exploration and cooperation, but because of the rich content of games, it is necessary to cultivate the relationship between games and children's abilities. Teachers must understand that children can learn and understand what they want to master through games, and link it with classroom activities and curriculum teaching, thus becoming a conscious educational activity. But games cannot replace teaching, and teaching cannot replace games. Games are children's independent activities, with more emphasis on "interest", "performance" and "process", while teaching is teachers' imparting knowledge and skills to children, which is purposeful and planned, and emphasizes children's activities under the guidance of teachers. Therefore, for young children, teaching and games have independent value. However, at present, teachers can't use gamification activities scientifically in mathematics teaching, ignoring the inherent essence and function of gamification activities, which makes it difficult for games to play their good effects. According to this situation, we imagine that if we can systematically and orderly carry out gamification activities of mathematics education under the guidance of the spirit of the outline, according to children's different ages and learning characteristics, as well as the functions and characteristics of mathematics games themselves, we can further stimulate children's interest in learning mathematics, enhance their independence and cooperation in mathematics activities, and make mathematics activities receive good results. How to combine them organically and give full play to the effectiveness of education has been studied for a year.

Second, research methods and steps

(1) Research object: 45 children from Class 3 in kindergarten were randomly selected as the experimental class and 45 children from Class 2 as the control class.

(2) Research methods: The equal group only conducted the test after the test.

(3) Research methods: quasi-experimental method.

(4) Research time: September 2008-May 2009.

(5) Research measures:

Experimental class:

1. Organize different math game activities according to the math content, integrate the educational purpose into the game activities, and make the math activities gamified.

2. Make efforts to create a good game situation and provide reasonable game materials to stimulate children's interest in participation.

3. Use and design different math games according to different math contents.

For example, learning the operation within 10, we use operation games, situational games and oral games.

Games and intellectual games are the mainstay.

Learning self-made application problems is mainly based on plot games.

When learning to distinguish spatial orientation, operating games and oral games are the main methods.

When learning sorting, we mainly focus on operation games and plot games.

Learning time-sharing is mainly based on operation games and intelligence games.

Control class: according to the tips of mathematics education activities in the "Educational Reference Book" of the big class.

(6) Test items:

1, mathematical knowledge application ability.

2. Enthusiasm in the learning process.

3. Operational ability.

4. Communication attitude.

Results and analysis

The experimental results show that (see table 1), there is a very significant or significant difference between the children in the experimental class and the children in the control class in mastering mathematics knowledge (P < 0.0 1.00 1). This shows that the gamification of mathematics education is very effective and successful. Excellent and effective mathematical game activities can not only fully mobilize the enthusiasm and initiative of children to participate in activities, but also enable children to discover, explore and solve problems through hands-on practice in the gamification activities of mathematics education, thus generating the need to solve problems by using mathematics and gaining corresponding mathematical knowledge and experience. Its specific performance and attribution analysis are as follows:

1. The children in the experimental class are obviously superior to the control class in the calculation and use within 10. In the investigation, we created a "supermarket" situation, in which two classes of children bought 10 yuan's things. The results show that most children in the experimental class can quickly buy two things with a total of 10 yuan through oral calculation, and some children can also buy 3-5 things through continuous addition. However, the children in the control class can't combine shopping and operation immediately, and the oral operation speed is slow. The reason is that in the early stage of learning operation, the children in the experimental class mainly use operation games and situational games to carry out activities, so that children can understand the significance of addition and subtraction and the operation methods in various physical operations in the games, supplemented by situational games, to eliminate the monotony and boredom brought by operation, increase the interest in operation and enhance their awareness and ability to use operation knowledge. In the middle and late stage of learning operation, oral games and competitive games are mainly used, and the concrete objects in children's hands are gradually transformed into abstract numbers and symbols in their brains, supplemented by competitive games, thus enhancing children's interest and confidence in operation.

2. The children in the experimental class have great flexibility in mastering and applying the three knowledge of sorting, spatial orientation discrimination and equal division. For example, when learning "classification", we created a game situation of "Happy Little Chef" for our children, providing all kinds of fruits, dried fruits and vegetables, and carrying out activities in the form of "assorted dishes". At first, most children randomly pieced together various materials according to their own preferences. Therefore, in the first demonstration, the teacher consciously compared the "regular platter" with the "irregular platter" to let the children discover and feel the beauty of using "sorting"; After being inspired, the children tried to make a platter with the knowledge and experience they learned and saw in their daily life. Because the material provided is very rich, which scatters their thinking space, the choice of sorting is very free and flexible. In statistics, we found that half of the children have 4-5 kinds of platters, and some children not only consider the arrangement rules, but also consider the color matching. In the second exhibition, children scrambled to introduce their own platters, and the rules of ordering food were different. The atmosphere of communication is very active, and teachers and students feel the beauty of rules and colors together. Until the end of the activity, everyone was still dissatisfied. For another example, it is difficult for children in large classes to understand the spatial orientation of "left and right". In view of this, we have designed a variety of operational games such as "finding the right hand", "wearing bracelets", "walking maze" and "hide-and-seek", so that children can gradually transition from self-centered to others-centered. Teachers consciously help children review and consolidate in the form of oral games in daily life, and enhance their spatial discrimination ability. Therefore, in the test, the children in the experimental class should distinguish between left and right. When learning the knowledge of "equal division", in addition to letting children understand the meaning and methods of equal division through physical operation, we also pay attention to expanding children's thinking through intellectual games and encourage them to find different equal division methods. Therefore, in the survey, a square piece of paper was divided into four parts on average, and 23 children in the experimental class had 4-5 methods, while 30 children in the control class only had 2-3 methods.

3. There is no significant difference between the children in the experimental class and the children in the control class in their ability to write application problems (P

4. The gamification of mathematics teaching stimulates children's interest in learning and makes them actively participate in mathematics activities, thus promoting the communication and cooperation between children and their peers. According to the test statistics (see Table 2), the average number of children in the experimental class is higher than that in the control class, because swimming teaching provides a relaxed language expression environment for children, which is manifested in their enthusiasm for children's activities and encourages children to share their own practice process and results. At the same time, in the game, children naturally communicate with their peers while operating, forming the desire and ability to cooperate. Therefore, in the next semester of large classes, we will consciously increase the opportunities for children to cooperate in games, so that children can enhance their sense of cooperation through gamification activities, learn to discuss solutions to problems with their peers or share the happiness of success, and improve their cooperation ability. In addition, table (3) also shows that the operation of children in the experimental class is slightly better than that in the control class. Interesting teaching games can not only stimulate children's interest in operation, but also alleviate the tension caused by "class". In activities, children can treat failures and mistakes with a "game" mood, so compared with the children in the control class, the children in the experimental class are less obedient and passive in operation, and they are willing to adopt their own.

Ideas and suggestions

1. Distinguish between teaching gamification activities, game activities and teaching activities.

As a teacher, we must first have a clear understanding of three concepts. Only by understanding their different educational value orientations can we give full play to their educational effectiveness. Teaching gamification requires that educational goals be integrated into games in the process of teaching implementation, so that games can become teaching means. However, teachers should dilute the purpose, strengthen the means, light the result and emphasize the process in their activities. The higher the degree of gamification, the more distinct its means and process, and the more hidden its purpose and result. The more effective education is. This game has no specific purpose. It's spontaneous for children. Although it is fun for children in the activity, there will be exploration, discovery and creation. This can only be said to be the potential learning factor in the game and the educational effect produced by the game, not the teaching activity itself. Similarly, teaching activities also have a strong purpose, which is induced by educational purposes. It focuses on imparting knowledge, skills and results of activities.

2. Pay attention to the design of gamification activities in mathematics teaching.

A successful gamification activity in mathematics teaching plays a very important role in whether its own design is reasonable, whether it is a pure game and whether it has a certain educational purpose. Games with different functions and characteristics have different mathematical contents and educational significance. When choosing and designing math games, teachers should not only choose the game mode according to the content, but also consider the internal relationship between games and teaching and whether their combination is interesting and reasonable. Interesting games can stimulate children's desire to participate in activities and the fun of operation, but the purpose of teaching is hidden in games. Let children discover, feel, acquire or apply relevant mathematical knowledge in activities. We should pay more attention to the whole activity process. For example, in the activity of "Playing Points-Perceiving the Composition of Numbers within 4", we designed a group of games of "transporting watermelons" for children. Through transportation, the children saw that the four watermelons that were originally together were divided into two parts, and intuitively understood the "point" and "combination" in the composition decomposition, and at the same time "opened the gate" and "watched the watermelons roll down the slope". A math activity is usually a combination of multiple game activities. Teachers should also consider the dynamic and static collocation between games and the alternation of games among individuals, groups and groups when designing, so as to mobilize the enthusiasm of children to participate and make the atmosphere of game activities more active.

3. Strengthen the guidance of gamification activities in mathematics teaching.

In the game activities of mathematics education, children are in the leading position and teachers are in the recessive counseling position. Therefore, teachers should not appear in educational activities as directors, but should skillfully guide activities in different roles. Sometimes, the teacher is the introducer of teaching gamification activities, explaining the rules and methods of games in teaching to children; Sometimes, teachers are participants in teaching gamification activities and children's playmates. Under normal circumstances, teachers focus on observation. When children have difficulties in activities, they can be guided and encouraged in time, listen to their discussions and expressions, and understand their mastery of various mathematical knowledge. Sometimes, the teacher is the organizer of activities, organizing children to discuss the phenomena, problems or solutions they see in math games; Sometimes, teachers are just providers of materials and spectators of activities. But no matter what kind of status, teachers should have a tolerant heart. When we face all children, we should pay special attention to individual differences, especially in the delivery of materials, we should fully consider the needs of different children and give targeted guidance. We should let children construct perceptual knowledge of numbers bit by bit in repeated operations, and inspire them to try to observe life with a mathematical eye and solve problems with mathematical methods. Encourage children to practice patiently, not afraid of difficulties, and guide children to fully enjoy the fun of mathematics activities in the game.

Through our one-year practical research, we think that although games and teaching are independent activities, they can't replace each other, but they complement each other. The optimal combination of the two will make kindergarten education more perfect and fundamentally change the "herding sheep" or "indoctrination" education.