棋盘相关的数学游戏非常普遍，一方面，它具有数学游戏普遍具备的数学价值，即揭示数学原型，另一方面它能够寓教于乐，丰富学习者接触数学的方式，使这一过程蕴含更丰富的数学知识和更大的挑战性，从而作为开发其他数学活动的背景。所以探索棋盘游戏背后的知识和思想方法，并将其融入数学教学中是有意义的。

本文通过对国内外棋盘游戏相关文献进行研究，对三类经典的棋盘：覆盖游戏，棋子放置游戏以及回路游戏的数学内涵进行了梳理，从可理解性的角度分析了三类棋盘游戏的完成思路，并探究了部分游戏思路之间的联系。

       根据高中课标和教材以及高中数学中常见的思想方法，本文在对三类棋盘游戏分析的基础上，找到与高中数学的结合点，总结适合融入高中数学课堂的棋盘游戏题材。基于选择的题材，本文从三类不同的课型出发设计了四个适合高中数学课堂的教学方案：以棋盘游戏为知识载体，分析其内在的数学思想方法；以棋盘设置情境，将其作为新知导入的素材；以棋盘游戏为主题课程，形成探究性的系列活动任务。最后本文在实施教学后形成教学反思，希望为在一线的数学教学中融入棋盘游戏提供一些思路和借鉴。

Board game relating mathematical is very common. On the one hand, it has the same  mathematical value as mathematical games, revealing mathematical archetypes;on the other hand, it can teach through entertainment, enrich the way that learners contact mathematics, and make the process contains richer knowledge of mathematics and more challenging, so as to become the  background of other mathematical activities. Therefore, it is meaningful to explore the knowledge and thinking methods behind board games and integrate them into mathematical education.

Through the study of domestic and foreign board game related literature, this paper sorts out the mathematical connotation of three classic board games: overlay game, domination and independence, and tours problem. Through the previous analysis, this paper analyzes the completion ideas of three board games from the perspective of comprehensibility, and analyzes the connection between some games and their completion ideas.

According to the curriculum standards and textbooks for senior high school and senior high school common mathematical ideas, the paper also finds the connection between senior high school mathematics and the board game, and summarizes the board game themes suitable for senior high school mathematics classroom.According to the selected themes, this paper also designs four specific teaching examples suitable for senior high school mathematics classes involving three different class types. Specifically, the first is to take board game as knowledge carrier and analyze its inner mathematical thinking methods. The second is to use the situation of the board as a tool to introduce new knowledge. The third is to take board games as the theme course and form a series of exploratory activities.

Lastly, this paper forms the teaching reflection after practicing, hoping to provide the majority of teachers as a reference for integrating board games into senior high school mathematics teaching.