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解谜游戏在博物馆教育及其传播实践中逐渐兴起，成为吸引观众参与的重要手段和拓展历史知识的重要渠道。然而在现有实践中，博物馆解谜游戏存在教育目标弱化、叙事内容与游戏机制脱节、反馈缺失导致学习中断、技术门槛过高造成受众分层等现象，影响了观众的教育体验。针对上述问题，基于美国教育心理学家库伯提出的体验式学习理论，以具体体验、反思观察、抽象概括、主动实践四个学习阶段作为参考模型，提出明确教育目标、强化叙事结构、建立反馈机制与推动协作共享四个策略，以优化博物馆教育实践路径，推动博物馆向高质量的非正式学习场所转型。
Abstract：Puzzle games have gradually risen in museum education and its communication practices,becoming an important channel to attract audience participation and expand historical knowledge.However,in existing practices,museum puzzle games have problems such as weakened educational objectives,disconnection between narrative content and game mechanisms,learning interrupted by lack of feedback,and audience stratification due to excessively high technical thresholds,thereby undermining the audience's educational experience. To this end,based on the experiential learning theory proposed by American educational psychologist Kolb,the four learning stages of concrete experience,reflective observation,abstract conceptualization,and active practice are adopted as the reference model. Furthermore,four strategies including clarifying educational objectives,strengthening narrative structures,establishing feedback mechanisms,and promoting collaborative sharing are proposed. As a result,the practical path of museum education can be optimized,and the transformation of museums to high-quality informal learning venues can be promoted.
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基本信息:
中图分类号:G266;G775
引用信息:
[1]姚孺婧,周玉洁.博物探秘 文化育人——基于体验式学习的博物馆解谜游戏教育实践[J].内蒙古师范大学学报(教育科学版),2026,39(01):32-42.
2026-01-09
2026-01-09
2025-12-18