Application of Games in PrimaryWord格式.docx
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SchoolEnglishTeaching
专业英语
姓名
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ApplicationofGamesinPrimarySchoolEnglishTeaching
AbstractTheNewEnglishCurriculumStandarddescribesthattheaimofprimaryEnglishteachingistofosterstudents’interestinlearningEnglish.Thethesisaimstoexpoundthatgame-teachingapproachinprimaryschoolsisnotonlyfeasiblebutalsoanidealwayofteachingEnglish.Thisthesisintroducesclassifications,advantagesofgamesinEnglishteachingandthepresentsituationofprimaryschoolEnglishteaching.TheeffectivenessofgamesinprimaryschoolEnglishteachingisalsoanalyzedanddiscussedinthisthesis.
Inthelastpart,theauthorpresentssomeimplicationsandarguesthatgameisnotjustamethodforfun,butaneffectivewaytoactivatepupils’interestinlearningEnglish.TeachersshouldorganizegameswelltohelpstudentslearnEnglishwell.
KeyWordsGames;
Classification;
PrimarySchoolEnglishTeaching;
Interest;
TeachingMode
Ⅰ.Introduction
Inrecentyears,withthetrendoflowerageinlearningEnglish,moreandmoreprimaryschoolshavetakenEnglishastheirsubjects.SoitisurgenttoexploreausefulEnglishteachingmethodtosuitthechildren’scharacteristicsandcognitivedevelopment,alsoitisnecessarytocreateanappropriatesurroundingwheretheycanlearnEnglisheasilyandpleasantly.InNewEnglishCurriculumStandard,thetaskforEnglishcurriculumisdescribedas:
“toarousethestudents’interestinEnglishlearninganddevelopthepositiveattitudetowardsEnglishlearningsoastobuildtheconfidenceinEnglishlearning.”PrimaryEnglishTeachingSyllabusalsopointsout:
“interestisagoodteacherforpupilstolearnaforeignlanguage.AnditisanimportanttaskforprimaryschoolEnglishteacherstoarousestudents’interestatpresent.”
Ithasbeenfoundthatchildrenhaveagreaterneedtobemotivatedbytheteachersorthematerials,andtheyareeasiertobemotivated.Manyscholars(Lin,2000;
Wu,1996;
Liu,1987;
Lu,2004)agreethatgamesinthelanguageclassroomhavebeenconsideredabetterwaytomotivatechildrentoworkhardandcultivatetheirinterestinlearningEnglish.Childrenenjoyplayinggamesintheirnativelanguageandthisisafamiliarexperienceforchildrentobeintroducedtostudiesinaforeignlanguage.
Gamesaremotivatingandfunnyandcanhelpstudentsdeveloppositiveattitudetowardstheforeignlanguageandlanguagelearning,andcreateadesiretocontinuewiththeirlearning.However,becauseofthelimitationofsocietyandeducation,gameteachingwasmainlyusedinthekindergartensandseldomusedintheprimaryschools.Therefore,itisofconsiderablesignificanceandnecessitytodiscusstheissue.ThisstudyfocusesonprovingtheeffectivenessofgamesinprimaryschoolEnglishteachingbyexploringthecharacteristics,classificationsandadvantagesofgamesinprimaryschoolEnglishteaching,presentinghowtooperategamesinEnglishclassesandofferingdatatoprovetheeffectivenessofgamesinEnglishteaching.
Ⅱ.ThePresentSituationofPrimarySchoolEnglishTeachinginChina
AsEnglishbecomesmoreandmoreacceptedasaninternationallanguage,itisincreasinglyincludedinprimaryschoolcurricula.Sincethefallof2002,primaryEnglishteachinghasgraduallybeenintroducedintosmalltowns,evenintovillages,normallywithGrade3pupilsasbeginninglearners.Englishclassesareopentoanincreasingamountofpupilsinalargescalecoveringvastareas.
Itiswellknownthateducationinourcountryhasbeeninfluencedbytheexamination-orientedsystemforalongtime.Ateacher-centeredclassisatraditionalpassiveclass.InEnglishclasses,theteachersexplaineverylanguagepointindetail,whilestudentstakenotesallthetime.Students’interestinEnglishisdecreasing.Teachersfailtomaintainpupils’interestastheteachinggoesfurther.SomepupilsareforcedintoanEnglishclassroombytheirparentsorteachers,someotherstakethiscoursecompulsory,andothersareboredbytheinappropriatechoiceofteachingapproachesandetc.
TheeducationofChinaisexperiencingaseriesofevolutiontomeettheneedsofthemodernworld.ViewsonprimaryEnglishteachingandtextbookshavechangedalotwiththestagesofevolution.Thenewtextbooksabsorbthemodernlinguisticteachingapproach.Therearesomefeaturesdifferentfromtheoldones.Thetextbooksnowpaymoreattentiontotheuseoflanguage.Thematerialsinthetextbookareauthenticandup-to-dateandclosertothepupils’life.ThetextbookbyChen(2006)containsmanycommunicativeactivities,suchaschant,rhyme,song,roleplay,guessinggames,andsoon.Thecontentsofthetextbooksaredesignedaccordingtostudents’cognitivefeatures,fromeasytodifficult,fromlowtodeepandfromsimpletocomplex.Thetextbooksenlightenstudents’thinkingandcreativecompetence.However,whatarethemainproblemsofthepresentprimaryEnglishteaching?
Accordingtosomesurveys,thereexistseveralproblemssuchasteacherresources,learners’interest,coursedesignandclassroominteraction.
Firstly,theteacherslackenoughexpertiseandteachingexperience.Asisknowntoall,ateacherisanimportantfactorinteaching.Toagreatdegree,ateacher’sabilitydecidestheresultofteaching.
Nowadays,inprimaryschools,only55%ofEnglishteachersareoriginallyEnglishmajorsandonly46%ofthemhavemorethanthreeyears’teachingexperience.Teacherswhohaveteachingexperienceadmitthattheyalsoknowlittleaboutprimaryteachingtheoriesandjustfollowtheteachingmodelthatisadoptedinmiddleschools.Theyexplainwordsandgrammaritemsandseldomdesignanyclassroomactivities.Realizingtheirlackofteachingmethodologicaltheory,45%oftheteachersareeagertoimprovetheirteachingskills.Mostteachersalsowantprofessionaltrainingsuchaspronunciationandintonation,teachingskillsandclassroomactivitydesign.Besides,someteachersdonotknowtheteachingpurposeofprimaryschoolEnglishteaching.Theylearnlittleaboutthechildren’smentality,sotheycannotimprovethepupils’interest.EventheyusethejuniorEnglishmethodtoteachtheprimarypupils.Atthesametime,theydonotnoticethepersonalcharacteristicsofthepupilssuchasreserved,timidandconstrained.
Secondly,teachersfailtomaintainstudents’spontaneousinterestwiththeteachinggoingfurther.Attheverybeginning,pupilsareenthusiasticaboutthisnewlanguage:
69%ofthepupilsshowinterestinlearningEnglish;
inGrade4,onethirdofthepupilsdo;
inGrade6only30%ofthepupilsdohaveinterestwhile42%ofthepupilsshownointerestinlearningEnglish.WecanseethatpupilsbecomelessandlessinterestedinEnglishlearningwiththelearninggoingfurther.Someofthemsaythattheyhavetotakethiscoursebecauseitisacompulsoryone,andstillotherssaythattheyareboredwiththemonotonyofteachingorinappropriatechoiceoflearningmethodsandetc.
Thirdly,thecoursedesigninprimaryschoolsisnotoptimistic.ThebeginninggradefromaboveGrade4sumsup59%.Toensurethequalityandefficiencyofpupil’sEnglishlearning,thebasicrequirementsdemandatleast4periodseachweek,whichiscompulsory.Butsomesurveysshowedthatabout44%primaryschoolsonlyhave1-2periodseachweek.Theamountoftheschoolwhichhasabove4periodseachweekis8%.Tomysurprise,thereare62%schoolswhichhaven’tperiodsforselfstudy.OneproblemcannotbeignoredisthatmostEnglishclassroomisfulloftoomanystudents,about42%morethan50,only7%lessthan30.ThiswillinevitablyinfluencetheeffectoftheEnglishteaching.
Inaddition,theinteractionbetweenpupilsisnotenough.Intheclassroommostoftheinteractionisfromtheteachertothepupils.Thereislittlepupils-pupilsinteraction.Oneteacherisinchargeofmanypupilsinoneclass.Teacher-centeredness,littlechancetopracticeEnglishanddull,boringclassenvironmentarestillverycommoninEnglishclass.Theteacherpayslittleattentiontoeachpupil.PupilsstillfeelbadlynervousandworriedwhilespeakingEnglish.Fewfeedbacksfromtheteacherwillmakethepupilsnotsurewhethertheyperformwellornotandtherearetoomuchcriticismandinterruption.TheselanguageteachingapproachesaffectthelearnerstolearnEnglishwell.
TeachingandTextbookWritingSyllabusesforPrimarySchoolEnglishpostulatesthatthemainaimsofprimaryEnglishinclude:
todeveloppupils’interest,selfconfidenceandpositiveattitudetowardslearningEnglish;
tocultivatethepupils’languagesenseandenablegoodpronunciationandintonation;
todevelopthepupils’preliminaryabilitytouseEnglishindailyexchangesandlayagoodbasisforfurtherstudy.Sotheactivationofpupils’interestisquiteimportant.
Ⅲ.GamesinPrimarySchoolEnglishTeaching
Thispartconsistsofthreesections.ThefistsectionpresentstheroleofgamesinprimaryschoolEnglishteaching,thesecondsectiondiscussestheadvantagesofgames,andthethirdsectionistheeffectivenessofgamesinprimaryschools.
1.TheRoleofGamesinPrimarySchoolEnglishTeaching
1.1CharacteristicsofGames
Gamesoughttobeattheheartofteachingforeignlanguages.AccordingtoFredericksen(1999),gamescreate“abridgebetweenlearninganddoing”.Atalllevelsofeducation,gameshaveamazingpowertoengage,challenge,intrigue,anddelightstudentswhomayresistmoreconventionalmaterials.
Applicationsofgamesalsorequirecarefulplanning.Inordertomaketheclassroomgamesenhancelanguagelearning,gamesmustbe“purposeful,relevant,andeduca