在加快建设教育强国，推动义务教育优质均衡发展的背景下，农村地区小学数学教学如何补齐差距是相关教育工作者十分关心的问题。本研究旨在探究一个数字化与非数字化相结合的折叠正方体思维游戏对农村地区小学生的空间推理能力和数学学习兴趣的影响，为基于游戏的学习在小学数学中的应用提供了理论补充和实践案例。

本文以四川省一所乡镇小学C小学中六年级一班和六年级二班共79人为研究对象，将两个班级分为对照组和实验组，前者保持现状，后者将折叠正方体思维游戏引入课堂，采用问卷调查法和访谈法的方式收集学生空间推理能力和数学学习兴趣测量数据，利用SPSS软件对数据进行描述性统计和差异性分析，探究该游戏对学生空间推理能力和数学学习兴趣的影响。

研究发现，学生在参与游戏后，空间推理能力表现得到了显著的提高，其空间可视化、空间旋转和空间定位的能力均得到了不同程度的锻炼。同时，该游戏对提高学生的逆向思维能力和思维负荷阈值均有所帮助。其次，参与游戏的学生在情感体验、知识获取、价值认识、自我投入四个方面的数学学习兴趣水平均得到了不同程度的提升，并且男生的数学学习兴趣水平提高程度接近于女生的三倍。

基于分析所得的研究结论，本文在最后还为基于游戏的学习在农村地区小学数学教学的实践提供了一些建议，并对研究存在的不足做出了反思与改进。

Under the background of accelerating efforts to build China into a leading country in education and promoting the high-quality and balanced development of compulsory education, how to fill the gap in primary school mathematics teaching in rural areas is a very concerned issue for educators. This study aims to explore the effects of a folding-cube game, which combines digital and non-digital method, on the spatial reasoning ability and math learning interest of primary school students in rural areas, providing theoretical supplements and practical cases for the application of game-based learning in primary school math-teaching.

In this paper, 79 students from Class 1, Grade 6 and Class 2, Grade 6 of Primary School C, a township primary school in Sichuan Province, were studied. The two classes were divided into the control group and the experimental group. The former kept the status quo, while the latter were introduced the folding-cube game into the classroom and collected the quantization data of students' spatial reasoning ability and math learning interest by questionnaire survey and interview. SPSS software was used for statistical description and difference analysis of the data.

It is found that the students' spatial reasoning ability has been significantly improved after participating in the game, and their spatial visualization, spatial rotation and perspective taking abilities have been exercised to varying degrees. At the same time, the game is helpful to improve students' reverse thinking ability and thinking load threshold. Secondly, the level of interest in mathematics learning of the students participating in the game has been improved to varying degrees in four aspects: emotional experience, knowledge acquisition, value recognition and self-involvement, and the level of promoted-interest in mathematics learning of the boys is nearly three times that of the girls.

Based on the research conclusions obtained from the analysis, the text also provides some suggestions for the practice of game-based learning in primary school mathematics teaching in rural areas, and makes reflection and improvement on the shortcomings of the research.