Practical Reseatch On Gamification Teaching In The Classroom Teaching Of "Mechanical Recognition Graph" In Secondary Vocational School

As the "Vocational Education Law" ushered in a major overhaul,encouraging vocational education to reform classroom teaching,how to train technical talents to adapt to the needs of social development has become a hot topic.Secondary vocational students have the characteristics of low desire to learn,lively and active,etc.,how to target these characteristics and transform them into adult cloud cloud learning enthusiasm has become the main purpose of this article.In today’s rapidly developing information age,the Internet and games have gradually become a part of students’ lives,instead of abandoning the drawbacks brought by games,it is better to change the perspective to "capture" the positive meaning of games.On the basis of the investigation of the teaching status and students’ learning attitude of the basic course of CNC major,"Mechanical Recognition Graph",the author carries out practical research on gamification teaching around game elements in this course,and analyzes the actual advantages that games can bring to teaching,hoping that games and secondary vocational teaching can create different "sparks".On the basis of the construction theory,this paper combines the six game elements proposed by the author,such as objectives,rules,interactivity,instant feedback,game situation and randomness,to expand the teaching game design of "Mechanical Recognition Graph" with gameplay analysis,and at the same time the author builds a reference list of teaching games,so that teaching games penetrate into the knowledge points in this textbook.Conduct a one-semester educational internship in XX Vocational Secondary Professional School in XX City,take this as an opportunity to carry out gamification teaching experiments,and compare and study the 21-level CNC technology application major class 2 as the experimental class and the 21 st level 1 class as a parallel control class.This paper presents two actual teaching cases of gamified teaching,and under the premise that the knowledge level and results of the previous test are similar,and based on the evaluation of student evaluation,teacher evaluation and semester grade,the following conclusions are obtained:(1)students’ self-efficacy and academic performance are significantly improved;(2)Students’ learning enthusiasm and classroom participation have been significantly improved;(3)Gamification teaching design and classroom control still need to be improved.This proves that the application and practice of gamified teaching in the classroom teaching of "Mechanical Drawing" is of positive significance.At the end of the paper,the whole teaching process is reflected and prospected,and it is hoped that this research can expand a broader field for future gamification teaching research.