游戏教学在线上实施过程中存在不少挑战。本文研究游戏教学与线上教学有效结合问题。在此基础上，以蒙古国陶立特中学为例，评估游戏教学在针对蒙古国高中生的线上中级汉语口语课中的教学质量和教学效果，旨在通过研究为游戏在线上蒙古国中级汉语口语课中的应用提供相关建议。

本文主体共分为三个部分。第一部分是游戏教学法在陶立特中学线上中级汉语口语课中实施的必要性、游戏教学法在线上教学中存在的问题和应满足的条件。游戏教学有利于吸引学生注意力、增加线上课堂互动性、提高学生在线学习效率；游戏活动能提供口语练习机会、增加学生开口率、缓解学生口语表达焦虑、有利于教师及时了解学生在线学习状态、降低线上课堂管理难度。在蒙古国线上中级汉语口语课中开展游戏教学是必要、可行的。但是并非所有的游戏都适合在线上使用。游戏在线上使用时存在缺乏活动空间、部分游戏规则无法实施以及教师主导作用被削弱等问题。针对这些问题，本文将游戏分为能直接在线上使用的、不适合在线上使用的、修改部分规则后能在线上使用的三类游戏。结合这三类游戏特点，本文提出游戏在线上使用时应满足的三个条件：不需要参与者共处同一空间；对小组讨论与准备的依赖性小；对卡片、照片、黑板等工具的需求小。在此基础上，本文提出针对蒙古国高中生线上汉语口语课所用游戏的筛选标准：使用教材的特点；蒙古国学生口语学习问题；符合线上教学特点；游戏规则简单易理解。

第二部分是游戏教学法在陶立特中学线上中级汉语口语课中的教学有效性分析。本文以课程性质、教学目标、教学针对性、游戏教学效果和游戏与线上课程的适配度为依据，选取三个游戏案例进行分析，旨在呈现游戏在陶立特中学线上中级汉语口语课中的实施过程与游戏效果。通过对学生满意度、教学目标完成水平和口语成绩偏误率的分析，本文评估了线上游戏教学对蒙古国学生口语学习的有效性。第三部分总结了游戏教学法在线上蒙古国中级汉语口语课中应用需要注意的问题以及实施建议。游戏在线上蒙古国中级汉语口语课中应用时需要注意线上教学环境的特殊性、小组协作效率低、缺乏游戏氛围等问题。针对这些问题，本文提出相应的实施建议，即设计线上游戏时要满足游戏在线上使用条件；在线实施游戏时可以调整游戏实施顺序，将解释规则、学生分组和学生准备由课上转移到课下；借助多媒体手段营造线上游戏氛围，提高课件制作能力；口语游戏语言材料选择要突出“口语体”特点与针对性特点。

There are many challenges in the online implementation of game teaching. This paper studies the effective combination of game teaching and online teaching. On this basis, taking Taolit Middle School of Mongolia as an example, the paper evaluates the teaching quality and teaching effect of game teaching in the middle-level oral Chinese class for Mongolian high school students, aiming to provide effective suggestions for the application of game teaching in online oral Chinese class of Mongolia through research.

The main body of this paper is divided into three parts. The first part is about the necessity of implementing the game teaching method in the online Intermediate oral Chinese class of Tolit Middle School, the problems existing in the online teaching of game teaching method and the conditions that should be satisfied. Game teaching is beneficial to attract students' attention, increasing online classroom interaction and improving students' online learning efficiency. Interesting games activities can provide opportunities for oral practice, increase students' speaking rate and relieve students' anxiety in oral expression. The development of game activities is beneficial for teachers to timely understand the online learning status of students and reduce the difficulty of online classroom management. Therefore, it is necessary and feasible to carry out game teaching in online Intermediate oral Chinese class in Mongolia. But not all games are suitable for use online. When games are used online, there are problems such as lack of activity space, some game rules cannot be implemented and the leading role of teachers is weakened. In view of these problems, this paper divides games into three categories: those that can be used directly online, those that are not suitable for online use, and those that can be used online after modifying some rules. Combining the characteristics of these three types of games, this paper proposes three conditions that should be met when games are used online: no need for participants to coexist in the same space; Less dependence on group discussion and preparation; less demand for tools such as cards, photos, and blackboards. On this basis, this paper puts forward the screening criteria for games used in online Chinese spoken Language courses for Mongolian high school students: characteristics of textbooks used; Mongolian students' oral learning problems; Conform to the characteristics of online teaching; The rules are simple and easy to understand.

The second part is an analysis of the effectiveness of the game teaching method in the online Intermediate oral Chinese course of Tolit Middle School. Based on the nature of the course, teaching objectives, teaching pertinence, game teaching effect and the degree of adaptation between the game and the online course, this paper selects three game cases for analysis, aiming to present the implementation process of games in the online Intermediate Chinese spoken Language class of Taolit Middle School. This paper evaluates the effectiveness of online game teaching on oral language learning through the analysis of student satisfaction, teaching goal completion level, and oral score deviation rate. The third part summarizes the problems that need to be paid attention to in the application of the game teaching method in the online Mongolian intermediate oral Chinese class and the implementation suggestions. When the game is applied in the Mongolian intermediate oral Chinese class, it is necessary to pay attention to the particularity of the online teaching environment, the low efficiency of group cooperation and the lack of game atmosphere. In response to these problems, this paper puts forward corresponding implementation suggestions, that is, when designing online games, the conditions for online use of the game must be met, and the online implementation of the game can adjust the game implementation sequence, and transfer the explanation rules, student grouping and student preparation from class to class. Use multimedia means to create an online game atmosphere and improve the ability of courseware production; the selection of language materials for oral games should highlight the characteristics of "oral style" and targeted characteristics.