利用游戏教学法提高小学生学习英语的兴趣.docx

利用游戏教学法提高小学生学习英语的兴趣.docx

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利用游戏教学法提高小学生学习英语的兴趣

利用游戏教学法提高小学生英语

学习的兴趣

项目设计者

贾帮芳

郧西电大

提交日期2012年4月16日

课程名称：

教学实践设计

ApplyingGamesTeachingApproachTo

ImprovePrimarySchool

Students’IntenestInEnglish

Investigator

JiaBangfang

YunxiRadio＆TVUniversity

Submittedon4ndMay.2013

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgement

Firstandforemost,Iwouldliketoshowmydeepestgratitudetomytutor,Ms.Zhang,arespectable,responsibleandresourcefulteacher,whohasprovidedmewithvaluableguidanceineverystageofthewritingofthisthesis.Withoutherimpressivekindnessandpatience,Icouldnothavecompletedmythesis.

Ishallextendmythankstoallmyteacherswhohavehelpedmetodevelopthefundamentalandessentialacademicstudy.

Lastbutnotleast,I’dliketothankallmyfriends,especiallymylovelystudents,fortheirwillingparticipationintheprojectimplementation,mythesiswouldhaveremainedonpaper.

摘要

本文是提高大多数学生英语学习兴趣的研究课题，结合本人在英语教学中的实践过程，给出了详细的实验报告。

本文的假设是：

游戏英语教学法能调动学生学习英语的积极性。

专门设计的四个星期的课堂教学实践活动证实了这个假设。

在实践过程中使用了问卷调查法、课堂观察法,动作教学法等理论方法验证了这个假设。

关键词：

英语游戏教学;兴趣;效果;小学

Abstract

Itpresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatmoststudentsdon’thaveinterestinEnglishatall.Itishypothesizedthatprimaryschoolstudents’interestetinEnglishlearningwillbeincreasedbygamesteachingapproach.Thishypothesisisverifiedbyafour-weekclassroomteachingwithspeciallydesignedactivities.

Thethesisusesresearchmethodssuchasquestionnairesandclassroomobservationtoinvestigatetheeffectivenessofusinggamesintheteachingprocess.

Keywords:

Englishgameteaching;interest;effectivenss;primaryschool

Contents

Acknowledgment…………………………………………………...1

Abstract（inChinese）…………………………………………….2

Abstract（inEnglish）……………………………………………..3

Contents…………………………………………………………......4

1.Introduction………………………………………………………5

2.Problem……………………….…………………...……………..6

3.ProblemAnalysis…………………………………...…………....6

4.ProjectObjectives…………..………………….……………….6

5.ProjectHypothesis……………………………………………….6

6.ProjectRationale……………………………………………….....7

7.ProjectDesign………………………………………………......12

8.ProjectImplementation………………………………………....13

9.DataAnalysis……………………………………………...........14

10.ProjectEvaluation……………………………………….……..16

11.Conclusion………………………………………………….....17

References……………………………………………………........18

1.Introduction

Sincetheyear2001,EnglishhasbecomearequiredlessonintheprimaryschoolfromGrade3.However,mostteachersfailtomaintainpupilsinterestsastheteachinggoesfurther.InmyteachingI’vefoundtheproblemthatstudentsdon’thaveinterestinEnglishatall.TheycometoEnglishclass,hopingitwillbeoversoon.Somepupilsareforcedintoclassroombytheirparentsorteachers,someotherstakethiscoursecompulsory,othersareboredbytheinappropriatechoiceofteachingapproachesandetc.

PrimaryEnglishTeachingSyllabuspointsout:

“interestisagoodteacherforpupilstolearnaforeignLanguage.Andit'sanimportanttaskforprimaryschoolEnglishteacherstoarousestudents'interestatpresent.”Howtoarousetheinterestisthekeyforlanguageteaching.PlayinggamesinEnglishteachingisoneofeffectivewayswhicharefitforthedevelopmentofchildren’sphysiologicalandpsychologicalcharacteristics.

Asweknow,thegameischildren'snature.Forchildren,thegameistolive,andthelifeisagame,Playinggamescanfosterchildren'sabilities,suchastheirintelligence,perceptionandsoon.ManyscholarsagreethatgamesinthelanguageclassroomhavebeenconsideredaneffectivewaytoencouragechildrentoworkhardandcultivatetheirinterestinclearingEnglish.Childrenenjoyplayinggamesintheirnativeandthisisafamiliarexperienceforchildrentobeintroducedtostudyaforeignlanguage.

Withthedevelopmentofsocietyandimprovementofcivilization,Englishteachingmethodsinprimaryschoolsarechanging.Gameteachinghasbeenusedfromtheancienttime.Itmakesteachingmoreeffective.WhenteachersusegamesinEnglishteaching,theymustbeknownthatwhatkindofgamescanbeused.HowtoplayEnglishgames?

Howtodesigngames?

Theaimofthisthesisistoinspect,throughexperiment,whethergamesteachingapproachcanimproveprimarystudents’interestinEnglish.

2.Problem

TheproblemIhaveinmyteachingisthatstudentsdon’thaveinterestinEnglishatall.TheycometoEnglishclass,hopingitwillbeoversoon.Somepupilsareforcedintoclassroombytheirparentsorteachers,someotherstakethiscoursecompulsory,othersareboredbytheinappropriatechoiceofteachingapproachesandetc.Theaimofthisthesisistoinspect,throughexperiment,whethergamesteachingapproachcanimproveprimarystudents’interestinEnglish.

3.Problemanalysis

Afteraperiodofobservation,Ifoundthisphenomenonfortworeasons:

First:

Englishasasencondlanguage,itisverydifferentforEnglishbeginners.ThestudentshaveweakfundationinEnglish.

Secondd:

Studentslacktheconfidence.SoIthinkthemainreasonleadingtothisphenomenonisthatteachers’teachingmethodswhichare’tfitforstudents.Soteacher’teachingmethodsshouldchange.

4,Projectobjectives

Thisprojectisaimedtotrainstudentsinterestedinlearning.Theknowledgewillbeappliedtoreal,sothatprogressmayfeel,graduallyincreasingself--confidenceinlearningEnglishandlearningmotivation,learningEnglishinagoodrelaxedatmosphereandcultivateinterestintheEnglishlanguages,andmoreintoEnglishlearning.

5.Projecthypothesis

Thinkabouttheagefactorsofthestudents,Itishypothesizedthatstudents’interestinlearningEnglishwillbeimprovedbyapplyinggamesteachingmethods.

6.Projectrationale

6.1Thetheoryandthepracticeofcontemporarygameteaching

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.

6.2Thedefinitionofgames

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,itisequallyimportantthatbeforeplayingtherulesofthegamesareclearlyexplainedandw