教育类论文范文.docx

教育类论文范文.docx

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教育类论文范文

Abstract

EnglishisanimportantandspecialtoolforcommunicationnowinChina.Therehasbeenatrendofteachingchildrenatyoungeragesthroughoutthewholenation.Children’sEnglishteachinghasbecomethebackboneofelementaryeducation.However,primaryschoolEnglishteachingmethodsarestillunderexploration.Acommonphenomenonisthatchildren’sinterestinEnglishisdecreasingastimemoveson.Tocultivatechildren’sinteresthasbecomethemostimportanttaskinEnglishteaching.Thispaperisbasedontheoriesofgamefromhomeandaboard,andgameistakenasresearchobject.Thisresearchprobesthedefinitionofgame,thetypes,characteristicsandadvantagesofgames,togetherwiththeimportanceofgamesinclassteaching，andprovidessomeadviceonhowtousegamesintheclassroom.Thispaperguidestheteachersinchoosingappropriategamestoarousechildren’senthusiasm,andimprovingtheteachingeffectiveness.

Keywords:

children;English;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