教育类论文范文Word下载.docx
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teacher;
learning;
game
摘要
英语教育的低龄化成为我国英语教育活动的一种趋势,小学英语作为启蒙教育的基石,越来越成为社会关注的焦点和热点。
但是,不容乐观的是目前少儿英语教学领域里存在着种种问题,最为令人担忧的是学生对于英语学习兴趣不足,因此培养学生学习英语的兴趣是英语教学的首要任务。
本文主要是在已有的国内外游戏教学理论的基础上,以游戏教学在少儿英语课堂中的应用为研究对象,对少儿英语游戏的优点、类型、特点以及在课堂教学中的重要作用进行了初步的探讨,并对如何在少儿英语课堂教学实践中应用游戏教学提出了建议。
指导英语老师如何恰当的将游戏运用到英语课堂中,激发学生学习英语的兴趣,从而达到提高少儿英语教学质量的目的。
关键词:
儿童;
英语;
教师;
学习;
游戏
GamesinEnglishTeachingforChildren
ChapterⅠIntroduction
WithChina’spolicyofreformandopeningtotheoutsideworld,English,asaninternationallanguage,hasbecomemoreandmoreimportant.SopeoplebegintopaydueattentiontoEnglishlearning.Weallknowthatchildrenhavetheabilitytolearnsecondlanguagesmoreeasilythanadults.Forthisreason,ourgovernmentputspecialemphasisonchildren’sEnglishteaching.ManynewEnglishcurriculumstandardshaveadoptedbytheMinistryofEducation,andEnglishhasbecomeacompulsorycourseinallprimaryschools.Although,thenumberofEnglishlearnershasbeengrowingrapidly,thelevelofEnglishteachinghadnotbeenimproved.HowtoteachEnglishwellisstillapuzzlingquestion.
InChina,thetypicalteachingmodelistheteacher-centeredclass.InthiskindofEnglishclass,theteachersplaythemainroleandtheyexplaineverylanguagepointswhilethestudentsjustwritedownallthewordstheysay.Aftertheclass,numbersofexercisesisprovidedtomakestudentscommitthenewwordsandexpressionstomemory.Theythinkmuchofstudents’abilityofwritingandlisteningbutnotspeakingandreading.SoitiscommontoseethataftertenyearsEnglishlearning,agreatdealofstudentstillcannotcommunicatewithforeigners.
Nowadays,peoplehaverealizedthenegativeinfluenceoftheteacher-centeredclass,andaskforeducationalreform.Therefore,theMinistryofEducationhastakenoutaseriesofmeasurestosolvethisproblem,whilethesituationhasnotbeenimproved.Accordingtoanewspapersurveyonchildren’sattitudetoEnglishcourse,70percentofthechildrenthinkEnglishclassisboringanddon’tliketohaveit.That’sjustthemainreasonthatblockedchildren’sprogressofEnglishstudy.Sowhatshouldwedotochangeit?
Afteragreatnumberofresearches,educatorsfoundthatoneappropriatestrategytoencouragelanguageacquisitionisusinglanguagegames.
Thisstudyfocusonthegamesinchildren’sEnglishteaching.Thoughquitealotofpeopleknowthesignificanceofgamesinchildren’sEnglishteaching,theystillcan’tfigureoutbestwaystoorganizethem.InordertoraisetheefficiencyofgamesintheEnglishclass,thisarticleintroducesthedefinitionsofgames,differenttypesofgames,thecharacteristicsofgames.Throughtherightuseofgames,theauthorhopestoachievethegoalofchildren’sinterestarousing.
ChapterⅡGamesinLanguageTeaching
2.1DefinitionofGame
Differentpeoplehavedifferentdefinitionforgame.SpodekBernardandSarachoOliviademonstratedthat:
gamesaredifferentkindsofactivities;
theyarehighlystructuredandincludespecificrulestobefollowed.Similarly,JillHadfielddefinedgamesas“anactivitywithrules,agoalandanelementoffun.”Brownsaid“agamecouldbeanyactivitythatformulizedatechniqueintounitsthatcanbescoredinsomeway.”
Fromabove,wecanunderstandthatgamesarestructuredplayactivitiesorganizedaroundspecificrules.
AccordingtoLongmanDictionaryofLanguageTeachingandAppliedLinguistics,“game”inlanguageteachingcanbedefinedasanorganizedactivitythatusuallyhasthefollowingproperties:
a.aparticulartaskorobjective,b.asetofrules,c.competitionbetweenplayers,andd.communicationbetweenplayersbyspokenorwrittenlanguage.
Byrnegavethedefinitiontogamesasaformofplaygovernedbyrules.Theyshouldbeenjoyedandfun.Theyarenotjustadiversion,abreakfromroutineactivities,butawayofgettingthelearnertousethelanguageinthecourseofthegame.
2.2TypesofGames
Gamehasfoundanincreasinglywideapplicationinlanguageteaching.Itcanbeusedtoteachchildrenword,vocabulary,phraseandsoon.Itcanalsobeusedtotapthepotentialofthechildren’sability.Accordingtothesereasons,gamescanbedividedintodifferentcategories.
2.2.1ClassificationbyTeachingContent
Firstly,itcanbedividedintopronunciationgames.PronunciationisthebasisofEnglishspecking.Theprogresstopracticepronunciationisalsoboring;
usinggamescanmakethelearningofpronunciationfulloffunandhelpchildrenlearnthemcorrectly.Forexample,teachstudentsthepronunciationof[εə],teacherscanmakethestudentsreadashorttonguetwister.Forinstance,it’sabearsittingonachair,combingitshairandholdingapear.
Secondly,itcanbedividedintovocabularygames.VocabularyisoneofthemostimportantpartsinEnglishlearning,buttomemorizevocabularyisreallyboring.Gamescancreateahappysituationandmakechildreninthishappyatmospheretomemorizevocabulary.
Agoodmethodistodividethestudentsintofourgroups,andaskthestudentstolistthevocabularytheyhavelearned.Then,gamebegins.Chooseonestudentsineachgroupandaskoneofthefourstudents,forexample,what'
stheantonymof“black”?
Thekeyis“white”.Ifheorshegivestherightanswer,hisorhergroupcangetonemark.Iftheansweriswrong,givenomark.Finally,thegroupwhichgetsthehighestmarkwin,thelostthreegroupsshouldhaveaperformance,suchassingsongs,dancingandsoon.
Thirdly,itcanbedividedintonumbergames.Intheclassofnumberteaching,children’sresponseisveryimportant.Justteachstudentshowtoreadandhowtowritewillmakethemtiredofnumber.Inthemeanwhile,itwillalsodecreasetheirinterestinEnglish.Hereisagamethatcanarousechildren’sinterest.Haveastudentsayanumber,forexample:
two.Thenthenextstudentsshouldusebodylanguagetoshowtheotherstudentsthisnumber.
Fourthly,itcanbedividedintosentencegames.Sentenceisdifficulttolearn.Children’sEnglishteachingisnotjustenablethechildrengraspthegrammarbutletthemspeakEnglishformally.Throughgamestodevelopchildren’sabilityofcreation,stimulatethemtousethevocabularyandphrasethattheyhavelearnedtoexpresstheirthought.WritedownsomeEnglishsentenceonseveralpiecesofpaper,andaskstudentAtakesoneofthem,forexample,ifthepapersays:
“eatabanana”,thisstudentshouldactlikethat.ThenanotherstudentBcanguess:
“Areyoueatingsomething?
”thestudentwhoisactingcanjustsay“Yes”or“No”.Troughthesequestionsheasked,studentBtelltheotherstudentswhatthephraseis.
2.2.2ClassificationbyFunction
Gamescanbeusedtodevelopchildren’slanguageskills.Accordingtotheirdifferentfunctions,gamescanbedividedintofouraspects.
Firstly,itisthememorygames.Memoryisthefoundationoflearning.It’snecessarytousegamestoimprovechildren’smemory.Sowhenteachersteachvocabularyandpronunciation,theycanorganizeagamecalled“What’smissing?
”
Writedownavocabularyontheblackboard,butoneletterofitismissing,suchas“ap_le”.Thentheteacherasklikethat“What’smissing?
”studentswillanswer“p”ismissing.Throughthiskindofgame,children’smemorycanbeimprovedalot.
Secondly,itistheresponsegames.Whentheteacheraskssomething,childrenusuallyhaveaveryquickresponse.Accordingtothis,thescholarsdesignedsuchkindofgames,namedresponsegames.Forexample,ateachermakeaninstruction,undertheteacher’sinstruction,thestudentsshoulddoarightaction.Forintense,theteachermakesanorderlike:
“putupyourhands.”Thenthestudentsputuptheirhands.
Thirdly,itistheobservationgames.Inthiskindofgame,teachersusuallyprovidetwokindsofmaterialstothestudents,oneispictures,andanotheristexts.Forthepictures,studentsshouldhaveanobservationofit,andthenusetheirownwordtodescriptit.Forthetexts,itmeansinonepieceoftext,studentsshouldfindoutonewordoronesentencethattheteacherhavesaid.
2.2.3ClassificationbyNature
InElementaryCommunicationGames,JillHadfieldcollectedjusttwokindofgames:
competitivegamesandco-operativegames.
CesarKlauerappliedfourtypesofgamesascooperativegames,competitivegames,communicationgamesandcode-controlgames,whichhasbeengreatlyadoptedandwillbestressedasfollowing:
Firstly,itisthecooperativegames.Inthistypeofgame,themainpurposeistodevelopasenseofcooperation.Playersworktogethertofinishacommontask.Allthemembersoftheteamareinvolvedinthistypeofgame,includingtheshystudents.Thetypicalcooperativegameisthroughthegiveninstructions,theteamworktogethertocompleteadrawing.
Second