“双减”背景下小学英语游戏化教学动机效应研究

Research on the Motivational Effects of Gamified Teaching in Primary English under the “Double Reduction” Policy

摘要: 文章探讨“双减”背景下游戏化教学对小学高年级学生英语学习动机的影响。研究以某小学五年级两个平行班为对象，其中实验班采用基于“Shopping”单元的游戏化教学，对照班采用常规教学方式，通过前后测成绩、课堂观察及学生访谈收集数据，并运用SPSS 27.0进行统计分析。研究结果表明，实验前两组学生英语成绩无显著差异，实验后实验班成绩显著高于对照班，且实验班前后测成绩均有明显提升。同时，课堂观察与访谈结果显示，游戏化教学能够提升学生课堂参与度、表达意愿、合作意识及学习成就感，使学生更愿意参与角色扮演与情境任务活动。研究结论认为，科学设计的游戏化教学能够在一定程度上激发小学高年级学生英语学习动机，但教师需合理控制游戏化边界，避免过度娱乐化、外在奖励依赖及课堂目标弱化等问题。

Abstract: This study explores the influence of gamified teaching on English learning motivation among upper primary school students under the “Double Reduction” policy. Two parallel Grade 5 classes in a primary school were selected as research subjects. The experimental class received gamified instruction based on the “Shopping” unit, while the control class received conventional teaching. Data were collected through pre-test and post-test scores, classroom observation, and student interviews, and analyzed using SPSS 27.0, including independent-samples t tests and a paired-samples t test. The results revealed no significant difference between the two groups in the pre-test, while the experimental class significantly outperformed the control class in the post-test and showed significant improvement over time. Classroom observation and interview data further indicated that gamified teaching enhanced students’ classroom participation, willingness to communicate, cooperative engagement, and sense of achievement. Students demonstrated greater involvement in role-playing and situational language use within the “Shopping” context. The findings suggest that gamified teaching can effectively promote English learning motivation among upper primary school students by integrating language learning with contextualized tasks, structured progression, timely feedback, and peer collaboration. However, its implementation should remain aligned with curriculum objectives, avoiding excessive entertainment orientation, over-reliance on extrinsic rewards, and dilution of instructional goals.