GamesinOralEnglishTeaching.docx
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GamesinOralEnglishTeaching
GamesinOralEnglishTeaching
Introduction
Sincetheyear2001,EnglishhasbecomearequiredlessonintheprimaryschoolfromGrade3.PrimaryEnglishTeachingSyllabuspointsout:
“interestisagoodteacherforpupilstolearnaforeignLanguage.Andit'sanimportanttaskforprimaryschoolEnglishteacherstoarousestudents'interestatpresent.”Howtoarousetheinterestisthekeyforlanguageteaching.PlayinggamesinEnglishteachingisoneofeffectivewayswhicharefitforthedevelopmentofchildren’sphysiologicalandpsychologicalcharacteristics.
Thegameischildren'snature.Forchildren,thegameistolive,andthelifeisagame,Playinggamescanfosterchildren'sabilities,suchastheirintelligence,perceptionandsoon.ManyscholarsagreethatgamesinthelanguageclassroomhavebeenconsideredabetterwaytoencouragechildrentoworkhardandcultivatetheirinterestinclearingEnglish.Childrenenjoyplayinggamesintheirnativeandthisisafamiliarexperienceforchildrentobeintroducedtostudyaforeignlanguage.
Withthedevelopmentofsocietyandimprovementofcivilization,Englishteachingmethodsinprimaryschoolsarechanging.Gameteachinghasbeenusedfromtheancienttime.Itmakesteachingmoreeffective.WhenteachersusegamesinEnglishteaching,theymustbeknownthatwhatkindofgamescanbeused.HowtoplayEnglishgames?
Howtodesigngames?
Thisthesisaimstoprovetheadvantagesofgameteachinginimprovingprimaryschoolstudents’interestinEnglishlearning.Inorder
Thisthesisisdividedinto3parts.Thefirstpartisthehistoryandpresentsituationsofgameteaching.Thesecondistheoreticalideasofthispaper,andtheadvantagesofgameteaching.Tobuildacheerfulandlight-heartedenvironment,letthestudentsinarelaxedandhappyenvironmenttolearnEnglish,theywillbemarkedlyimproved.Itbeginswiththedefinitionofinterest,theanalysisoftherelationshipbetweeninterestandmotivation.Theyarethekindsofgames,thefeaturesofgames,theadvantagesofthegamesandsomeadviceonhowtousegames.Thelastistheexperiment,whichwascarriedoutinGrade4,YouHuaiPrimarySchool.
1.Thehistoryandpresentsituationsofgameteaching
Gameteachingisoneofteachingactivities.Althoughthetheoryofgameteachingcameintobeinginmoderntimes,fromancienttimes,practiceandexpositionongameteachinghaveexisted.
1.1Froebel’sgameteaching
GermaneducatorFriedrichFroebelisthefatherofchildren’seducationinwesterncountries.Froebeldesignedspecialeducationalmaterialsandactivitiesthatformedthecoreofthekindergartencurriculum.Thesewerecalled“gifts”“occupations”and“motherplays.”
Thegiftswereasetofgeometricshapessuchasballs,cubesandcylindersandmaterialslikecutpaperandstring.Childrenusedthesegiftstoperformasequenceofhighlystructuredactivitiescalledoccupations,suchassewingdesignswithcoloredthreads,foldingpaper,weavingmats.Usingtheirgiftsinthevariousoccupations,childrenwerelearninggeometricrelationshipsandunderstandingfundamentalprinciplesofknowledge.Themotherplayswereaseriesoffingerplays,gamesandsongsdesignedtoteachchildrenabouttheirbodies,sensesandenabledchildrentopracticeselfcontrol,cooperation,andtakingturns.
Froebelisconsideredthefirstonewhoprobedintogameteachingsystematicallyandheisalsothefirstonewhoadvocatedthatgamesshouldbeintegratedintolearning.Froebel’stheorywasfirstlybasedonscientificknowledgeofthechildren’spsychologicalandphysiologicaldevelopmentandlaidastrongfoundationofmakinggameteachingripenprogressively.
Butfromthepointofpresentgameteachingofview,Froebel’sgameteachingwasonlycalledteachingpractice.
1.2Thetheoryandthepracticeofcontemporarygameteaching
ContemporarygameteachingnotonlybecamethemainactivityofChilders’seducationbutalsoembodieddifferentgradesinprimaryschools.Itbecameoneofeffectivemechanismsoflinkingupkindergartensandprimaryschools.
Educationisthecradleofatalentedperson.Manycountriespaidmuchattentiontoeducation,especiallyelementaryeducation.Howtoimproveteachingqualityintheprimaryschoolandhowtosolvetheproblemofchildren’sinteresthavebecomeveryurgentandimportant?
Introducinglearninggamesintheprimaryschoolhasarousedgeneralconcerninmanycountries.Inthe1940s,Japanstartedstudyingtherelationshipbetweenkindergartensandprimaryschools.Someteachersusedsomeusefulgamesinprimaryschools.Americaneducatorsalsodevotedmuchattentiontothisresearch.Theyusedsomanygamesinprimaryschools.Inthe1950s,intheSovietUniontheteachersinlowergradesadaptedgamestoreducethedegreeofstudyandcreategoodconditionsforlearning.
Fromancienttimes,Chinesepeoplethoughthighlyofchildren'seducation.InSongDynasty,privateschoolspaidmuchattentiontothechildren'sinterests.ZhuXialsostressedtheimportanceofhappyteaching.
Since1949Chineseeducationhaschangedgreatly.Manychildren’seducatorshaveachievedgreatsuccessingameteaching.Theyhavesummedupalotofgamesoractivitiessuchasteachingthroughchildren'ssongs,teachinginsituations,simulatingteaching,PE.gamesandsoon.
Generallyspeaking,teachersshoulddesignanduserichandvariedgamesaccordingtoteachingaims,teachingcontentsandteachingaids,whichprovidedtheabundantsensitivefacultymaterialsforustotallyupthegameteachingmode.
Inthecontemporary,Mr.ChenHeqinwasoneofthegreatesteducatorswhomadetheoutstandingcontributiontoChinesechildren’seducationandsetupthefirstresearchcenterofchildren’seducation-KindergarteninGulou.Manygamestherewerefullofcreating.Heexpoundedthatgameswereactivitiesthatwerebeneficialtochildren'spsychologicalandphysiologicaldevelopment.Onlygamescouldmakechildrenlivelyandteachersshouldmakegooduseofallkindsofgamematerialsandgivethemenoughchancestopracticeaccordingtotheirage.
Frommodernagetothecontemporary,gameteachingtheoryhasbeenimprovedstepbystep.Manyeducators,philosophersorthinkersencouragedchildrentoplaygames.Theypresentedgamesshouldbeintegratedwithlearning,Nowmoreandmorepeopleabroadandathomecometorealizetheimportanceandtheurgencyofgameteachingintheprimaryschool.Asweallknow,gameteachingisaveryusefulwaytoimproveprimaryschoolEnglishteachingeffectiveness.
1.3Theproblemsofgameteaching
Fromabovedomesticandforeigngametheory,wehavediscoveredthat,atpresentthedomesticandforeigngametheoryhadtheverybigdevelopment,intheteachingtestedalsoaccumulatedmanypreciousexperiences,thesetheoriesinspectedintheeducationtodayregardingusthegamefactorstillhastheextremelyimportantinspirationsignificance.Butonlyhassuchdiscussionisbyfarinsufficient.Thesetheorieslookedlikeintoday,stillhadthedeficiency,mainlymanifestedinfollowingseveralaspects:
Firstalthoughrecentyears,gameteachinghoweverhasbeenwidelyappliedintheteachingactivity,butthesegamesallisaimsatthepre-schooleducationandtheelementaryschoollowergradevariousdiscipline.Thegamedesignsalsoallareaimlowergradeelementaryschoolstudents.Alsolackstheenoughresearchtoeachkindofagesectiondisciplinegameteaching.Secondly,itsone-sidednessisinevitable.Theseneglectseasilyaffectthedevelopmentofgameteachingtocauseone-sidedness.
2.Theoreticalbasis
Creatingajoyfulandactiveclassroomisabigandcomplexissue.Ofallthetopicsofactivatingstudents’interest,gamesandtheirinfluenceonpupils’interestisparticularlyconcerned.
2.1Thedefinitionofgames
WhataregamesinanEFL/ESLenvironment?
TheanswergivenbytheLongmanDictionaryofLanguageTeachingandAppliedLinguistics(Richards,Plat,1995)is:
Agame(inlanguageteaching)isanorganizedactivitythatusuallyhasthefollowingproperties:
“a.aparticulartaskorobjectives;
b.asetofrules;
c.competitionbetweenplayers
d.communicationbetweenplayersbyspokenorwrittenlanguage.”
Languagegamesarenotactivitiesmainlyaimedtobreaktheicebetweenstudentsortokilltime.Byrne(1995)gavethedefinitiontogamesasaformofplaygovernedbyrules.Theyshouldbeenjoyedandfun.Theyarenotjustadiversion,abreakfromroutineactivities,butawayofgettingthelearnertousethelanguageinthecourseofthegame.Similarly,JillHadfield(1990)definedgamesas“anactivitywithrules,agoalandanelementoffun.”
Therefore,gamesinvolvemanyfactors:
rules,competition,relaxation,andlearning,inparticular.Themainfocusofusinggameinclassistohelpstudentslearnandhavefun.However,tousegamesinclassrooms,itisequallyimportantthatbeforeplayingtherulesofthegamesareclearlyexplainedandwellunderstoodbythestudents.Thereshouldbeonlyafew,well-explainedrules.Demonstrationscanbeveryhelpful,too,becauseitcanhelpstudentsunderstandthegameandhelpthemfollowtherules.Otherwise,theywillmisunderstandthepurposeofthegameandtheymaynotgetthebenefitstheyshouldfromthegame.
Inplayinggames,competitionisveryimportantbecauseitcanstimulateandencouragestudentstoparticipateintheactivitysincenaturallytheywanttobeattheotherteams.Asithappens,inthedictationgamestudentsrunasfastaspossible,rememberasmuchastheycanandspeakasloudlyandclearlyastheycan.Theyrunquicklybackandforth,tryingtomemorizethecontentasmuchaspossible.Whileplaying,s