本文以三省小学高年级汉语课堂为研究对象，采用案例分析法、问卷调查法和访谈法对三省小学高年级汉语课堂游戏设计与教学实践进行分析研究。 首先，在课堂游戏相关理论和研究成果的基础上，本文从教学实际出发，根据三省小学汉语课堂的现状和学生的特点，提出了游戏活动的设计原则：辅助性、趣味性、适应性和全体性四项原则。接着从课堂环节的角度入手，对复习旧课、巩固操练和单元复习环节中三个实施效果较好的游戏进行展示说明，阐述了这些游戏活动的设计理念，也指出了游戏活动实施过程中出现的问题。并以随堂小测验、随堂反馈问卷和教师的课堂观察为依据，围绕游戏活动的设计原则，从教学目标的实现情况、游戏的趣味性、游戏的适应性、游戏的参与度四个方面出发对游戏活动的有效性进行了分析。根据对游戏案例的分析，本文认为在游戏教学中应该认识到：（1）游戏过程中对知识点的反复操练是保证游戏实现教学目标的基础。（2）严格监督并控制学生的母语使用是基于现实的必然选择。（3）课堂不同教学环节游戏活动的设计侧重需有所不同。最后，本文通过对游戏教学整体反馈问卷（学生）和教师访谈的分析，同时考察了学生和同校其他志愿者教师对待游戏教学的态度和看法。 通过教学实践、问卷和访谈结果分析，我们发现三省小学高年级汉语课班额较小，这为游戏教学的开展提供了有利的条件，利用游戏活动进行汉语教学符合小学生的心理及认知特点，可以让学生在快乐的氛围中学习汉语。但同时，采用课堂游戏活动进行教学也对授课教师提出了较高的要求，教师要综合考虑多方面因素，才能够设计出有趣高效的游戏活动，本文在综合案例分析、调查问卷和访谈结果的基础上，针对三省小学汉语课堂游戏教学提出以下七点建议：（1）积极进行游戏教学的尝试，重视游戏资源积累。（2）在游戏中，增加重难点的操练频率。（3）针对课堂不同教学环节进行有差别的游戏活动设计。（4）在游戏中融入中韩文化元素。（5）积极利用多媒体设备。（6）多采用小组竞争和班级合作的游戏组织方式。（7）正确定位教师角色，发挥教师引导者、观察者、监控者的作用。希望本文的建议能够为今后三省小学汉语课堂游戏活动的设计和开展提供参考与帮助。

This paper takes Samsung Elementary School's senior Chinese classroom as the research object, using case analysis, questionnaire survey and interview method to analyze the design and implementation of senior Chinese classroom games in Samsung Elementary School. Firstly, based on the theory and research results of classroom games, the current situation of the Chinese classroom in Samsung Elementary School and the characteristics of students, the design principles of game activities are proposed: subsidiary, motivating interest, adaptability and full participation. Then from the perspective of the class steps, this paper analyzes three game activity cases. The design concepts of these game activities are analyzed, and the problems that arise during the game activities are also pointed out. Based on quizzes, feedback questionnaires and classroom observations, the effectiveness of the game activities was analyzed from four aspects according to the design principles of the game activity: the realization of the teaching objectives, the interest of the game, the adaptability of the game, and the participation of the game. According to the analysis of the game cases, this paper holds(1)Repeated practice of knowledge points in game activities is the basis for ensuring that the game achieves its teaching goals.(2)Strict supervision and control of the use of the first language in Chinese classrooms is an inevitable choice.(3)The design focus of game activities in different class steps needs to be different. Finally, this paper analyzes the feedback questionnaire (student) and teacher interviews, investigates the attitudes and views of students and other volunteer teachers in the same school on game teaching. Through analysis of teaching practices, questionnaires and interview results, the paper finds that the small class scale of Samsung Elementary School provides favorable conditions for teachers to use game teaching. Using game activities in Chinese teaching can meet the psychological and cognitive characteristics of primary school students. It allows students to learn Chinese in the happy atmosphere. At the same time, the use of classroom game activities also puts higher demands on the instructors. In order to design interesting and efficient game activities, Teachers must take a variety of factors into consideration. Based on the comprehensive analysis of case studies, questionnaires and interview results, this paper puts forward the following suggestions for the game teaching of Chinese in Samsung Elementary School: （1）Apply game activities actively and pay attention to accumulating game resources.（2）Put in more practice at the key and difficult points in game activities.（3）Design game activities differently for different class steps.（4）Integrate Chinese and Korean Cultural Elements into game activities.（5）Make full use of multimedia equipment（6）Use more group competition games and class cooperative games.（7）Play the role of teacher rationally. I hope that the suggestions in this paper can provide reference and help for the design and development of Samsung Elementary School Chinese classroom game activities in the future.