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论文

Contents

中文摘要·································································································································I

Abstract·································································································································II

Contents··································································································································Ⅲ

ChapterOneIntroduction······································································································Ⅳ

ChapterTwoLiteratureReview·································································································6

2.1GamesinTeaching··············································································································6

2.1.1TheDefinitionofGames·····························································································6

2.1.2GamesinLanguageTeaching·····················································································7

ChapterThreeGame-teachinginEnglishClassinPrimarySchool·······································10

3.1choiceofsuitableTime·······································································································10

3.2choiceofAppropriateGames····························································································10

3.3ThePrinciplesofGame-teaching·······················································································11

3.3.1InterestPrinciple·······································································································11

3.3.2CompetitionPrinciple·······························································································11

3.3.3VarietyPrinciple·······································································································11

3.3.4EncouragementPrinciple··························································································12

3.4TheOrganizationofGames·······························································································12

3.4.1TheOrganizationofoneSingleGame······································································12

3.4.2TheOrganizationofSeveralGamesinaLesson.····················································14

3.5.EffectsofGame-teaching····································································································7

3.5.1Gameteachinghasthefollowingfunctions·································································7

3.5.2AdvantagesofGames··································································································9

ChapterFourConc1usion··········································································································Ⅵ

Reference····································································································································Ⅶ

中文摘要

英语课程的目的是激发学生学习英语的兴趣，但现在的许多中学生对英语学习兴趣不高，而且他们的兴趣有随着时间的推移越来越少的趋势。

为了提高中学生的英语水平，本文介绍了游戏在课堂中的运用，游戏作为重要的激趣方法，在中学英语教学中的作用不可低估。

本文主要阐述了课堂中运用游戏时的原则及对课堂游戏的有效组织原则，分析了社会发展对中学生英语水平的要求和中学生的身心发展的特点，最后得出结论：

实行英语游戏教学不仅极大地提高了学生的学习效率，使英语学习变的轻松高效，而且很容易帮助教师达到教学目的，这种方法将对英语教学有很大的帮助。

关键词

英语教学游戏游戏教学运用

Abstract

EnglishcourseaimstostimulatestudentsinterestinlearningEnglish,butnowmanystudents'interestinlearningEnglishisnothigh,andtheirinterestsarelessandlessoverthetime.InordertoimprovetheEnglishlevelofstudents,thispaperbydescribingthegameteachingapproachintheclassroomwhichasanimportantmethodofEnglishteachinginsecondaryschools，theeffectsofitcannotbeunderestimated.Thispaperintroducedtheprinciplesofeffectiveorganization,andanalyzedtherequirementsofsocialdevelopmenttomiddleschoolstudentsandthephysicalmentalcharacteristicsofmiddleschoolstudents.Finally,thepaperdrawingtheconclusion:

theapplicationofgamesinEnglishteachinghasnotonlygreatlyimprovedtheefficiencyoflearning,ithelpsstudentslearningEnglisheasyandefficient,anditiseasytohelpteacherstoachieveteachingobjectives.ThisapproachisgreatlyhelpfultoEnglishteaching.

KeywordsEnglishcourseGameGameteachingapproachApplication

ChapterOneIntroduction

Lookingforwardtothe21stcentury,whenwecometoeducation,Englishismoreandmoreimportant.Unfortunately,studentslearningEnglishintheclassoftenfeeldifficult,themostimportantreasonisthattheirexposuretothenewlanguagelimitedtoafewhourseachweek.Pressurefromparentsandtestalsomakelanguagelearninglessenjoyableandsuccessful.SoeverystudentlooksforwardtolearningEnglishbreezilyandhappily.Andthegameteachingisoneofthemosteffectivemethods,whichisusedbymoreandmoreteacherstoimprovetheEnglishteachinglevel.

Studentsgreatlywelcomegames,naturallyspeaking.Theycancreateacheerfulandfreelyenvironmenttoarousestudents'interestinlearningEnglish.ThereisnodenyingthatexertinggamesintheEnglishteachingwillmaketheclasslivelyandfunny.Gamesareconsideredoneofthemosteffectivewaystoimproveefficiencyinlanguagelearning.

Withtheintegrationandglobalizationoftheeconomy,withthereformandopening-upprocessinChina,moreandmorepeoplebecomefascinatedaboutlearningaforeignlanguageespeciallyEnglish.Meanwhile,2008OlympicGamesinBeijingisanotherboosteroflearningEnglish.AsEnglishbecomesmoreandmoreacceptedasaninternationallanguage,itisincreasinglyincludedinprimarymiddleschoolcurricula.

TheeducationofChinaisexperiencingaseriesofevolutiontomeettheneedsofthemodernworld.ViewsonprimarymiddleschoolEnglishteachingandtextbookshavechangedalotwiththestagesofevolution.Therearesomefeaturesdifferentfromtheoldones.Thetextbooksnowpaymoreattentiontotheuseoflanguage.Thecontentsofthetextbookaredesignedaccordingtostudents’cognitivefeatures,fromeasytodifficult,fromlowtodeepandfromsimpletocomplex.Thetextbooksenlightenstudents’thinkingandcreativecompetence.

WecanseethatstudentsbecomelessandlessinterestedinEnglishlearningwiththelearninggoingfurther.Someofthemsaythattheyhavetotakethiscoursebecauseitisacompulsoryone,andstillotherssaythattheyareboredwiththemonotonyofteachingorinappropriatechoiceoflearningmethodsandetc.

However,whatarethemainproblemsofthepresentprimarymiddleEnglishteaching?

AtthepresenttimeitisanimportanttaskforprimarymiddleschoolEnglishteacherstoarousestudents’interests.

PlayinggamesinEnglishteachingisoneoftheeffectivewayswhicharesuitableforthedevelopmentofstudents’physiologicalandpsychologicalcharacteristicsandcanfosterstudents’interestandgeneratethirstforknowledge.

ChapterTowLiteraturereview

Withthebroadeningofopeningtotheoutsideworldandthedeep-goingofreforminginprimarymiddleschoolteaching,Englishteachingbecomesthekeypointofprimarymiddleschoolteaching.Buthowcanweimplementthestudents’Englisheducationsuccessfully?

Manyeducationists,bothancientandmodern,Chineseandforeignhavediscussedtheproblem.Theyemphasizedthatlanguagelearningmustcompaniedbytheinterestinggameteaching.ChineseancientscholarChengYioncepointedthatpeopleseemhavenointerestinlearningifthereisnothingfun.AnotherscholarZhuXialsopaysattentiontotheinterestingteaching.Amongwesterneducators,theearliestonewhoadvocatedthethoughtofcombininggamesandteachingistheFulubeier,whoclearlypointedoutthatgamesarethecharacteristicsofstudents’activities.Students’inneractivitiescanbeturnedoutbyplayinggames,soastoobtainhappiness,joy,freedomandsatisfaction.Students’gamesarecompaniedbylanguageexpression,whichishelpfultodevelopchildren’slanguageskills.Amongthemanyteachingapproaches,gameteachingisthemosteffectivemeanstostimulatestudents’learninginterestandimprovethequalityofEnglishteaching.Gameteachingapproachcancreatearelaxedandhappylearningatmosphere,alifelikeandcommunicativelanguageenvironment;italsocanprovideanenchantingandabsorbingpracticeformforstudentssoastoimprovestudents’learningefficiencyandEnglishlevel.Inthissense,implementingEnglishgameteachingapproachisanimportantissueofprimarymiddleschoolEnglisheducation.

GamesinTeaching

ThedefinitionofGames

HadfieldJill（1984）gavethedefinitiontogamesasanactivitywithrules,agoalandanelementoffun.SimilarlySpookedBernard&SearchOlivia（1994:

271）definedthat:

gamesadifferentkindofplayactivity.Theyarehighlystructuredandincludespecificrulestobefollowed.

TheDutchscholarHuIraqpointsoutinhisbookPeople:

playerthatthegameshouldhavefollowingbasiccharacteristics:

1.Thevoluntaryandfreedomcharacteristicofthegame,thatistosaythegameisafreeactivity.

2.Thevirtualandtheutilitariancharacteristicsofthegame,namelythegameisnotdailyorreallife.

3.Theclosenessfeatureofthegame,namelyspeakingduringgameactivity,peoplewilltemporarilydepartthemselveswithothergameplayers.

Gamesaredifferentfromactivities.Theyarehighlystructuredandincludespecificrulestobefollowed.Agameisanactivitywithrules,agoalandanelementoffun.Sotheactivitieswhichbeusedaswarmupsaregamesinwhichplayersorteamswanttobethefirsttoreachthegoal,orinwhichplayersorteamsworktogethertowardsacommongoal.

GamesinLanguageTeaching

AccordingtoLongmanDictionaryofLanguageTeaching&App