小学低段长度单位教学中量感培养的游戏化路径探析

An Exploration of Gamification Paths of Quantity Sense Cultivation in Length Unit Teaching for Lower Grades of Primary School

摘要: 小学低段长度单位教学是量感培养的重要起点，但当前存在单位表象模糊、尺度理解不深、学用脱节等问题，而游戏化教学通过将学习目标融入趣味性、挑战性活动，为量感培养提供了有效路径。基于皮亚杰认知发展理论与具身认知理论，本文提出以直观体验为起点建立单位初步感知、以身体参与为支撑强化尺度认知、以情境应用为导向促进量感迁移的三阶实施路径，该路径具有经验建构替代符号灌输、身体介入深化尺度理解、情境任务推动知识迁移三大教学特征；实施中需遵循目标聚焦、多感官参与、生活化关联与适龄性原则，并妥善处理课堂调控、个体差异与家校协同等现实问题，以促进量感素养真正落地。

Abstract: Teaching length units in lower primary grades serves as a crucial starting point for cultivating students’ quantity sense. Nevertheless, current teaching is plagued by problems such as vague cognition of unit representations, superficial understanding of measurement scales, and disconnection between learning and practical application. By integrating learning objectives into interesting and challenging activities, gamified teaching provides an effective way to foster quantity sense. Based on Piaget’s cognitive development theory and embodied cognition theory, this paper constructs a three-stage implementation path: establishing initial perception of measurement units through intuitive experience, consolidating cognition of measurement scales via physical participation, and promoting the transfer of quantity sense oriented by situational application. This path features replacing rote symbol indoctrination with experiential construction, deepening scale comprehension through physical involvement, and facilitating knowledge transfer with situational tasks. In practical implementation, teachers should adhere to the principles of clear goal orientation, multi-sensory engagement, connection with daily life and age appropriateness, and properly address practical issues including classroom management, individual student differences and home-school cooperation, so as to effectively achieve the cultivation of students’ quantity literacy.