游戏教学对生习兴趣的培养.docx

游戏教学对生习兴趣的培养.docx

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游戏教学对生习兴趣的培养

游戏教学对生习兴趣的培养

项目设计者

邵红梅

重庆电大彭水分校

提交日期:

2007年7月10日

课程名称：

教学实践设计

MotivatingStudents’Interestin

EnglishThroughGames

Investigator:

ShaoHongmei

ChongqingRadio＆TVUniversity

SubmittedonJune6nd,2007

Infulfillmentofthecourse

“PracticalProjectDesign”

Acknowledgement

IammostlygratefultomysupervisorProfessorYuan.withoutwhosesupportandpatience,thisprojectwouldnotevenhavegotofftheground.

IamgratefultoProfessorGongforeditingussuchagoodcourse.

Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthankstomycolleaguesandclassmatesfortheirtimespentonbrainstormaswellastheirsupportandhelp.

Abstract

Thisstudypresentsadetailedreportofaprojectimplementedtomotivatemystudents’interestinEnglishlearningthroughgames.Itishypothesizedthatstudents’interestinlearningEnglishwillbegreatlyincreasedbyusinggameseffectivelyandbetterdesigned.Thishypothesisisverifiedbyafour-weekpracticeofwell-organizedgames..Datawerecollectedthroughquestionnaires.Amongthemethodsofscientificinvestigationusedareproblemanalysis,causeanalysis,investigationquestionnairesurveyandbrainstormingactivation.

KeyWords:

　problem.Interestgames,motivate

MainHeadingsoftheProjectReport

1.Introduction

2.Problem

3.Possibleanalysis

4.Projectobjective

5.Projecthypothesis

6.Projectrationale

7.Researchdesign

8.Projectimplementation

9.Dataanalysis

10.Conclusion

11.References

AppendixA:

Timetable

AppendixB:

Themethodsofproblemanalysis

AppendixC:

Questionnaire

AppendixD；Thepost-trialquestionnaire

MotivatingStudents’Interestin

EnglishThroughGames

1.Introduction

Languagelearningishardwork...Effortisrequiredateverymomentandmustbemaintainedoveralongperiodoftime.Gamesmayhelpandencouragestudentstosupporttheirinterestandwork.（Wright,1984.1）Asiscommonlyaccepted,Motivationisthekeytosuccess,andinterestisthebestteacher.

IhavebeenanEnglishteacherinajuniormiddleschoolformanyyears.InmyteachingI’vefoundaproblem.MoststudentslikedEnglishverymuchwhentheyenteredschool.Theyareallactiveintheclassatthebeginning.Butwiththedaysgoingon,Ifoundthattheclassroomatmospherewasgettinglessandlessactive.Aquitepartofstudentsidledinclass.Theyweretakingalessactiveroleinclassroomactivities.Afewstudentsevensleptinmyclass.Later,TheyareafraidofEnglish.MostofthemarenotinterestedinstudyingEnglish.Theylooseheart.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearch.Idecidedtouseplayinggamesinmylessonstoarousemystudents’interestinEnglish.

2.Problem

TheproblemthatIhaveinmyteachingisthatmostofmystudentswereshowinglessandlessinterested,anddevotinglessandlesseffort.What’smore,theylostheartandgaveuplearningEnglishlater.

3.ProblemAnalysis

3.1Theproblemidentifiedwasreallyaseriousproblem.Itisnecessarytoinvestigatewhy.Sointerviewswereheldandfoundthat:

a.Thosepoorstudentsreportthat,duetotheboringgrammarinEnglishlearning.TheyalwaysfeeltiredinEnglishclass.Theydon’tenjoythemselves.

b.Somestudentssaytheyjustreadandrecitethevocabularyandgrammar.It’sadullthing.

c.Theyjustdowhattheteacherstell,It’satasktodoit,notforthewildlings.

d.Studentsfindthephrasecannotbeusedinreallife.Thecontentsareabstract

e.Theteacherscannotdrawattentionofthestudents.Theteacher’smethodslackvariety.

3.2.PossibleSolutions

Takingtheabovefactorsintoconsideration,thefollowingsolutionswereproposed:

Organizinginterestinggamestostimulatemystudents.

Creatingthecomfortablesafeclassroomatmosphereaswellasgoodteacher-studentrelationship.

Organizinggamestodrawstudentstotakepartinitanddoit.

Concentrateonthestudentsyoushouldknowwhatthestudentswant.Trytouseroleplaywhichcaninvolvethenewwordsphrasesandsentencestructure.

4.ProjectObjective

Thisprojectisaimedtoimprovethestudents’interestsinEnglishlearningthroughplayinggames.

5.ProjectHypotheses

Consideringthesefactorsplayinggamesmayhelpandencouragestudentstosupporttheirinterestandwork.andhelpstudentslearnEnglishhappilyandinsensibly.Itishypothesesthatstudents’interestcanbefosterbyusingvariedgameseffectivelyandbetterorganization.

6.ProjectRationale

Foreignlanguageteachinggameisdramaticconflictfunactivities,theaimistobyplayingtomasterknowledgeofforeignlanguagesandabilities.

（1）AncientGreece,humanistconcernonthegames.Schiller:

Onlywhenpeoplearefullyonthemeaningofthetime,hewasgame;Onlywhenpeopleatthegamethatheisthecompleteperson.Learningismosteffectivewhenit'sfun,accordingtotop-sellingauthorsGordonDrydenandDr.JeannetteVosinTheLearningRevolution.Throughouttheir544-pagesummaryoftheworld'sbestlearningmethods,andindemonstrationsaroundtheworld,theyprovidedozensoftipsonhowtosparkupanypresentation–forteachers,trainersorpublicspeakers.Amongtheirfavorites:

（2）Educationitselfhasthesamemeaningwithgame.Educationalgamescanimprovethequalityofteachingandefficiency,andpromotetherealizationoftheteaching,learningcanweakenthecognitiveload,Mentalload,loadcapacityandsoon,andmakethestudentsformapositivelearningexperience.（3）Fun:

participation,showingmoresensual,moreintelligent,withparticipantsinterestedintheorientationandpsychologicalcharacteristics,andclearrulesofthegame.（4）throughgamescanmakestudentsmasterthegoalofeducation,wonskillsandabilitysuchasteachingobjectiveselements.（5）Language:

thelanguagelearninggames,forlanguagelearninggames（playinggamesby/forlanguagelearning）（6）ApplicationofplayinggamesinEnglishteachingwillcreatelanguagecircumstancesforstudentsandmobilizetheirenthusiasminparticipatingtheclass.（7）Learningalanguagerequiresagreatdealofeffort.Gameshelpstudentstomakeandsustaintheeffortoflearning.（8）Gamesprovidelanguagepracticeinthevariousskills-speaking,writing,listeningandreading.（9）Gamesarefunandchildrenliketoplaythem.Throughgameschildrenexperiment,discover,andinteractwiththeirenvironment.

7.ProjectDesign

7.1Subjects

Forthisresearch,Ichosethetwoclassesofmystudentsassubjects,oneastheExperimentalGroup,theotherastheControlGroup.Theexperimentalandcontrolgroupswererandomlyselectedbyoftenplayinggames.TheLearningstateofthetwoclassarealmostthesame.MoststudentslostheartandgaveuplearningEnglish.

（1）Throughouttheproject,theExperimentalGroupwillreceivespecialdesignedgames,whilethecontrolgroupgoesonwithitsroutineinstruction.

（2）thegamesaredesignedaccordingtothetext.

7.2Procedure

ThisprojectlastedonemonthfromMarchtoApril.

7.3TechniquesforDataCollection

Inthisresearchtwotechniqueswereadopted,

（1）Twotestswillbeincluded（oneasthepretest,theotherastheposttestforcomparison）totesttheco-efficiencybetweenmotivationandschoolrecording.

（2）Comparingthestudents’activitiesbetweenthetwoclasses.（3）Datafromthequestionnaire

8.ProjectImplementation

GamescanimprovestudentstheabilitytolistenandspeakEnglish.Italsoencouragesstudentstointeractandcommunicate.Manypotentialofthestudents’havebeenfoundinthegames.Theuseofgamesbothincreasesthecooperationandcompetitionintheclassroom.Thus,potentialclassroomideascomeintobeing,andasuccessful,joyfulandenthusiasticlearningisprovided.

8.1.UsingGamestoteachVocabulary,makingabstractwordsturnintoconcrete.

Gameshavebeenshowntohaveadvantagesandeffectivenessinlearningvocabularyinvariousways.First,gamesbringinrelaxationandfunforstudents,thushelpthemlearnandretainnewwordsmoreeasily.Second,gamesusuallyinvolvefriendlycompetitionandtheykeepstudentsinterested.ThesecreatethemotivationforstudentsofEnglishtogetinvolvedandparticipateactivelyinthelearningactivities.Third,vocabularygamesbringrealworldcontextintotheclassroom,andenhancestudents'useofEnglishinaflexible,communicativeway.'

Example1.WhenteachingAnimals,IusedActandGuessgame.

Iaskedsomestudentstodotheactionorimitatethesoundoftheanimals.Theotherstudentsguess:

whatisit?

Bird:

letastudenttodotheactionofflying,theothersguess:

what’sit?

Dog:

Letastudentimitatedthesoundofadog.Theothersguess:

What’sit?

It’saveryinterestinggamesothatstudentscanrememberthewordsfreelybydoing,andlearninplaying.

Example2.Usinggamestohelpdistinguishconcepts.Whenprepositions“in”,“on”,“under”and“by”weretaught,gameswereapplied.

Ipreparedmanypingpengballsandafewboxesbeforeclass.whenclassbegan,Idividedmystudentsintoseveralgroupsandthengaveeachgroupaballandaboxtopractiseputtingtheballin,on,under,bythebox.practiseaskingandansweringinthegroups:

whereistheball?

it’s…

SometimeswhenIrevisedwords,Iusedwordsrelayracegame.thegamelikethefollowing:

good—do—open—next—teacher—ready—you…..

ofcoursetheywillbegivensortofrewardifoneisthewinner.

8.2usinggamestopractiselisteningandspeakingaswellassentences

Listeningandspeakingisaweakersector