Application of Games in Primary.docx

Application of Games in Primary.docx

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ApplicationofGamesinPrimary

教育学院

毕业论文

题目ApplicationofGamesinPrimary

SchoolEnglishTeaching

专业英语

姓名

学号

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