随着技术、文化和生活节奏上的综合变革，现在的社会越来越明显处于加速的通道之中。社会加速一方面推动社会的快速发展，另一方面加速代表的扩张主义观念会造成人的异化。社会加速的影响已经进入以育人为核心的教育体系，融入教育发展的逻辑中。教育加速趋势在推动教育效率提升的同时，也致使不少学生陷入急功近利的浮躁，他们与世界的关系减弱。在学校教学上，社会加速所对应的挑战和问题主要有：首先在管理技术和教育技术掌控下，教育迷信增长逻辑，呈现批量化加速增长的趋势，课堂丧失了生成性与灵性的土壤；其次，知识、教学行政和师生关系的不稳定性正在倒逼教育改革发生；最后，教育在社会加速的敦促下走向生存性教育，学生失去了对世界探索的欲望，同时也失去对自身主体的掌控。

面对社会加速带来的学校教学挑战和困境，游戏精神是特别值得重视的主题和方面。中国古代“游”字蕴含游戏精神的积极本质，即通过抛却外物束缚实现逍遥游，这一点与游戏精神不谋而合。从内涵来说，游戏的精神有三个要素：自愿进行且非功利；尝试突破限制的持续共创；反对全然掌控。对游戏概念的溯源研究进一步指出游戏建立在虚拟空间的前提，游戏的意义就是帮助学习者充分实现存在可能性，而这个功能正是游戏精神融入教育的最大价值。以游戏精神为引领的教学将教育视作游玩，将现实世界与游戏空间通过虚拟媒介融合，最终带来一个充满回应与交互、对话与批判、合作与挑战的安全空间。

在实践逻辑上，融入游戏精神的学校教学应该在避免游戏成瘾、消费异化和非严肃的学习态度的风险之后，致力于从目标、过程与方法设计三个方面努力。游戏精神融入教学实际上是一种积极的教育变革，也就是说游戏化的教学是实践的教学，它建立在现代技术发展的教学尝试上。第三部分旨在深入探讨游戏精神融入学校教学实践的逻辑。首先，我们需要规避游戏化教育可能存在的游戏成瘾和消费异化等风险，正确理解游戏精神融入教学的本质。其次，我们需要审视在游戏精神下学校教学的目标，以此为游戏化教学提供指导，重点在于积极推动教育变革，同时尊重学生的主体性。游戏精神融入教学需要遵守玩学融合、创设教学虚拟空间、注重师生共创、平衡规则与自主性以及坚持非功利化的原则。最后，在以共鸣的教育观念为主要理论指导的前提下，我们将对游戏化教育进行新的教学设计，包括触发阶段、自我效能感阶段、吸收转化阶段以及非课堂掌控环节，形成依靠加涅九步教学法的游戏化教学操作指南，以帮助学生更主动地融入学校教育，并为学校教师提供可靠的教学参考。

Amidst the comprehensive transformation in technology, culture, and the pace of life, contemporary society is increasingly evident on the fast track. Social acceleration propels rapid societal development, yet the expansion can lead to human alienation. The influence of social acceleration has permeated into the educational system, becoming intertwined with the logic of educational development. The trend of educational acceleration, while driving efficiency enhancement, has also led many students into a state of impatience for quick gains, weakening their connection with the world. In teaching, challenges and issues corresponding to social acceleration mainly include: firstly, under the control of management and educational technology, education falls into the superstition of growth, exhibiting a trend of accelerated growth in quantity, while classrooms lose the soil of generation and inspiration; secondly, the instability of knowledge, educational administration, and teacher-student relationships is driving the emergence of educational reforms; finally, education is heading towards survival education under the urging of social acceleration, where students lose their desire to explore the world and simultaneously lose control over their own agency.

Facing the challenges and dilemmas in school teaching brought about by social acceleration, the spirit of play is a particularly noteworthy theme and aspect. The Chinese character "游" (Yóu) in ancient times embodies the positive essence of the spirit of play, which aligns with the spirit of play. In terms of concept, the spirit of play has three elements: voluntary and non-utilitarian participation; co-creation that attempts to break through limitations; and opposition to complete control. Further research on the origin of the concept of play indicates that play is based on the premise of virtual space, and the significance of play lies in helping learners fully realize the meaning of existence, which is the greatest value of integrating the spirit of play into education. Teaching guided by a playing spirit views education as play, merging the real world and game space through virtual media, ultimately creating a safe space filled with response and interaction, dialogue and critique, cooperation and challenge.

In the practice, teaching infused with the spirit of play should strive from the three aspects of goal, process, and method design after avoiding the risks of game addiction, consumption alienation, and non-serious learning attitudes. The integration of the spirit of play into teaching is actually a positive educational reform, namely, gamified teaching is practical teaching, built on the teaching attempts of modern technology development. The third part aims to delve into the logic of integrating the spirit of play into school teaching practice. Firstly, we need to avoid the risks of game addiction and consumption alienation in gamified education and correctly understand the essence of integrating the spirit of play into teaching. Secondly, we need to examine the goals of school teaching under the spirit of play, providing guidance for gamified teaching, focusing on actively promoting educational reform while respecting student subjectivity. The integration of the spirit of play into teaching requires adherence to the principles of integrating play and learning, creating a virtual teaching space, emphasizing co-creation between teachers and students, balancing rules and autonomy, and adhering to non-utilitarianism. Lastly, under the theory of resonance as the main theoretical guidance, we will undertake new educational designs for gamified education, including triggering stages, self-efficacy stages, absorption and transformation stages, and uncontrollable factors, forming a gamified teaching operational guide based on the Gagne nine-step teaching method to help students actively participate in school education and provide reliable teaching references for school teachers.