光学知识在教学中采用传统的教学方式，会明显降低学生的课堂积极性和深度学习。游戏化学习能够提高学生的学习主动性和学习参与度，促进学生理解和知识迁移。学生自行进行游戏制作是实现游戏化学习的一种模式。学生在游戏制作过程中能够充分发挥主观能动性，可能是提高学生内在学习动机和深度学习更有效的方式。图形化编程软件Scratch使学生进行光学游戏制作变得简单易行。本研究以此为出发点，探讨基于Scratch的光学游戏制作对初中生学习成效和学习态度的影响。本研究设计了基于Scratch的光学游戏制作课程，采用单组前后测的准实验设计，以北京市某初一年级28名学生为研究对象，持续时间为一个月。研究结论有3点：第一，研究对象在基于Scratch的光学游戏制作过程中能不断学习、运用与检验原本不易理解的光学知识，光学知识的掌握显著提高。基于学生对光学知识的学习理解，光学游戏制作对学生的光学知识的知识迁移和作图能力非常有帮助。第二，研究对象完成基于Scratch的光学游戏制作后，物理学习态度总体上有显著提升。因为时间等因素的影响，具体四个维度的得分提高但并不显著。第三，研究对象完成基于Scratch的光学游戏制作后，基于技术学习物理的态度显著提升。技术信心、技术融于物理的学习态度2个维度的得分有显著提高。这表明学生肯定了基于Scratch的游戏制作进行光学学习这一教学方式。本研究不但开发出了基于Scratch的初中光学知识学习课程，而且对教师、研究者利用Scratch进行游戏化教学、相关机构科学知识的游戏化学习课程开发提供了参考。

The traditional way of optical subject teaching will significantly reduce students' enthusiasm in class and deep learning. Gamification learning can improve students' learning initiative and learning participation, and promote students' understanding and knowledge transfer. It is a model for learning games that students make games by their own. Students can give full play to their subjective initiative in the game production process, which may be a more effective way to improve students' intrinsic learning motivation and deep learning. The graphical programming software Scratch makes it easy for students to make optical games. It is a starting point to explore the impact of Scratch-based optical game production on the learning outcomes and attitudes of junior middle school students. We designed a Scratch-based optical game production course in this study, which using a single set of pre-test quasi-experimental design, with 28 elementary and junior students in Beijing as the research object, and the duration is one month. The result contains the following 3 points. First, the students can continuously learn, use, and test the optical knowledge that is difficult to understand in the process of making Scratch-based optical games. The mastery of optical knowledge is significantly improved. Based on students' understanding of optical knowledge, optical game production is very helpful for students' knowledge transfer and mapping capabilities of optical knowledge. Second, after the research subjects completed the Scratch-based optical game production, the overall physical learning attitude has significantly improved. Because of the influence of time and other factors, the scores of the specific four dimensions increase but are not significant. Third, after the research subjects completed the production of optical games based on Scratch, the attitude of learning physics based on technology significantly improved. The scores in the two dimensions of technical confidence and technological learning philosophical learning attitudes have significantly improved. These conclusions shows that students affirmed the teaching of optical learning based on Scratch-based game production. This study not only developed a junior-level optical knowledge learning course based on Scratch, but also provided a reference for teachers and researchers to use scratch for gamification teaching and development of game-based learning courses related to scientific knowledge.