游戏化思维是指用游戏设计方法和游戏元素来重新设计并进行非游戏类事务的思维方式。它在“游戏化”这一概念的基础上引申而来，并吸收、借鉴积极心理学的相关成果作为理论基础。对历史教学而言，游戏化思维与我国当下新课程改革的理念相契合，有利于促进教师教学理念与方法的创新、调动学生学习的主动性、积极性。本文从目标、规则、反馈、自愿参与这四个游戏基本特征的角度入手，根据其与不同教学环节及需求的适应性，提出运用游戏化思维促进历史教学的具体策略：在历史情境教学下，以游戏化目标为路径和中介、更好实现教学目标，并以相应的历史背景和条件作为规则设计的一部分；借鉴游戏化的思路优化对学生的反馈，从主客体的不同层面丰富、完善反馈形式，促进学生自我评价；推动课外学习活动的自愿参与，包括设计、安排一些非强制的创新性探究任务，由学生自主选择，并重视增强活动中的社交联系与互动影响。
此外，在历史教学中运用游戏化思维应注意：游戏化思维更多适用于外在形式上的调整与创新，是为历史教学的内容和要求服务的。在运用其创新教学呈现和组织形式的同时要秉持严谨理性的历史研究立场，避免过于随意化、娱乐化的倾向，出现舍本逐末、以今论古等问题；同时，游戏化思维的运用是一个持续性的长期过程，应根据主客观的实际情况来灵活采用，并在实践中不断改进、完善，逐步构建起较为合理、系统的方法体系。

Gamified thinking refers to the way of thinking that uses game design methods and game elements to redesign and conduct non-game affairs. It is derived from the concept of “gamification”, and draws on the relevant achievements of positive psychology as its theoretical basis. For history teaching, gamified thinking is in line with the concept of current new curriculum reform in China, which is conducive to promoting the innovation of teachers' teaching concepts and methods, and mobilizing students' learning initiatives and enthusiasm. From the perspective of the four basic characteristics of games which is goal, rules, feedback, and voluntary participation, and according to their adaptability to different teaching links and needs, this paper proposes the specific strategies of using gamified thinking to promote history teaching: in historical situational teaching, using gamified goals as a path and intermediary to better achieve teaching objectives, and exploiting corresponding historical backgrounds and conditions as a part of rule design; learn from the gamification to optimize feedback to students, enrich and improve the feedback form from different aspects of the subject and object, in order to promote students' self-evaluation; promoting voluntary participation in extracurricular learning activities, including designing and arranging some non-compulsory and innovative inquiry tasks for students to choose independently, and attaching importance to enhancing social connection and interactive influence in the activities.

In addition, the use of gamified thinking in history teaching should pay attention to the following content: Gamified thinking is more applicable to the adjustment and innovation of external forms, which serves the content and requirements of history teaching. While using it to innovate teaching presentation and organization forms, it is necessary to uphold a rigorous and rational historical study stance, avoiding the tendency of being too casual and entertaining, and some problems such as attending to the superficiality and neglect the essentials or discussing the past based on the present. At the same time, the application of gamified thinking is a continuous and long-term process, which should be flexibly adopted according to the subjective and objective actual situations, and constantly improved and perfected in practice, so as to gradually build up a more reasonable and systematic methodological system.