利用游戏教学法提高小学生学习英语的兴趣.docx

1、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Applying Games Teaching Approach To Improve Primary School Students Intenest In EnglishInvestigator Jia Bangfang Yunxi Radio TV UniversitySubmitted on 4nd May. 2013In fulfillment of the coursePractical Project Design Acknowle

2、dgementFirst and foremost, I would like to show my deepest gratitude to my tutor, Ms. Zhang , a respectable, responsible and resourceful teacher, who has provided me with valuable guidance in every stage of the writing of this thesis. Without her impressive kindness and patience, I could not have co

3、mpleted my thesis. I shall extend my thanks to all my teachers who have helped me to develop the fundamental and essential academic study.Last but not least, Id like to thank all my friends, especially my lovely students, for their willing participation in the project implementation , my thesis woul

4、d have remained on paper.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 It presents a detailed report of the project implemented to solve the problem that most student

5、s dont have interest in English at all. It is hypothesized that primary school students interestet in English learning will be increased by games teaching approach. This hypothesis is verified by a four-week classroom teaching with specially designed activities. The thesis uses research methods such

6、 as questionnaires and classroom observation to investigate the effectiveness of using games in the teaching process. Key words: English game teaching; interest; effectivenss; primary school ContentsAcknowledgment.1Abstract（in Chinese）.2Abstract（in English）.3Contents.41. Introduction52. Problem.63.

7、Problem Analysis.64. Project Objectives . .65. Project Hypothesis.66.Project Rationale.77. Project Design.128. Project Implementation.139. Data Analysis.1410.Project Evaluation.1611. Conclusion.17References.18 1.Introduction Since the year 2001, English has become a required lesson in the primary sc

8、hool from Grade 3. However,most teachers fail to maintain pupils interests as the teaching goes further.In my teaching Ive found the problem that students dont have interest in English at all. They come to English class,hoping it will be over soon.Some pupils are forced into classroom by their paren

9、ts or teachers,some others take this course compulsory,others are bored by the inappropriate choice of teaching approaches and etc. Primary English Teaching Syllabus points out: “interest is a good teacher for pupils to learn a foreign Language. And its an important task for primary school English t

10、eachers to arouse students interest at present.” How to arouse the interest is the key for language teaching. Playing games in English teaching is one of effective ways which are fit for the development of childrens physiological and psychological characteristics. As we know,the game is childrens na

11、ture. For children, the game is to live, and the life is a game, Playing games can foster childrens abilities, such as their intelligence, perception and so on. Many scholars agree that games in the language classroom have been considered an effective way to encourage children to work hard and culti

12、vate their interest in clearing English. Children enjoy playing games in their native and this is a familiar experience for children to be introduced to study a foreign language.With the development of society and improvement of civilization, English teaching methods in primary schools are changing.

13、 Game teaching has been used from the ancient time. It makes teaching more effective. When teachers use games in English teaching, they must be known that what kind of games can be used. How to play English games? How to design games? The aim of this thesis is to inspect ,through experiment ,whether

14、 games teaching approach can improve primary students interest in English.2.Problem The problem I have in my teaching is that students dont have interest in English at all. They come to English class,hoping it will be over soon.Some pupils are forced into classroom by their parents or teachers,some

15、others take this course compulsory,others are bored by the inappropriate choice of teaching approaches and etc. The aim of this thesis is to inspect ,through experiment ,whether games teaching approach can improve primary students interest in English.3. Problem analysisAfter a period of observation,

16、I found this phenomenon for two reasons:First:English as a sencond language,it is very different for English beginners.The students have weak fundation in English .Secondd:Students lack the confidence. So I think the main reason leading to this phenomenon is that teachers teaching methods which are

17、t fit for students.So teacher teaching methods should change.4,Project objectives This project is aimed to train students interested in learning .The knowledge will be applied to real ,so that progress may feel,gradually increasing self-confidence in learning English and learning motivation ,learnin

18、g English in a good relaxed atmosphere and cultivate interest in the English languages,and more in to English learning.5.Project hypothesisThink about the age factors of the students,It is hypothesized that students interest in learning English will be improved by applying games teaching methods.6.P

19、roject rationale6.1 The theory and the practice of contemporary game teaching Contemporary game teaching not only became the main activity of Childerss education but also embodied different grades in primary schools. It became one of effective mechanisms of linking up kindergartens and primary schoo

20、ls. Education is the cradle of a talented person. Many countries paid much attention to education, especially elementary education. How to improve teaching quality in the primary school and how to solve the problem of childrens interest have become very urgent and important? Introducing learning gam

21、es in the primary school has aroused general concern in many countries. In the 1940s, Japan started studying the relationship between kindergartens and primary schools. Some teachers used some useful games in primary schools. American educators also devoted much attention to this research. They used

22、 so many games in primary schools. In the 1950s, in the Soviet Union the teachers in lower grades adapted games to reduce the degree of study and create good conditions for learning. From ancient times, Chinese people thought highly of childrens education. In Song Dynasty, private schools paid much

23、attention to the childrens interests. Zhu Xi also stressed the importance of happy teaching. Since 1949 Chinese education has changed greatly. Many childrens educators have achieved great success in game teaching . They have summed up a lot of games or activities such as teaching through childrens s

24、ongs, teaching in situations, simulating teaching, P E. games and so on. Generally speaking, teachers should design and use rich and varied games according to teaching aims, teaching contents and teaching aids, which provided the abundant sensitive faculty materials for us to tally up the game teach

25、ing mode. In the contemporary, Mr. Chen Heqin was one of the greatest educators who made the outstanding contribution to Chinese childrens education and set up the first research center of childrens education-Kindergarten in Gulou. Many games there were full of creating. He expounded that games were

26、 activities that were beneficial to childrens psychological and physiological development. Only games could make children lively and teachers should make good use of all kinds of game materials and give them enough chances to practice according to their age. From modern age to the contemporary, game

27、 teaching theory has been improved step by step. Many educators, philosophers or thinkers encouraged children to play games. They presented games should be integrated with learning, Now more and more people abroad and at home come to realize the importance and the urgency of game teaching in the pri

28、mary school. As we all know, game teaching is a very useful way to improve primary school English teaching effectiveness.6.2The definition of games What are games in an EFL/ESL environment? The answer given by the Longman Dictionary of Language Teaching and Applied Linguistics (Richards, Plat, 1995)

29、 is: A game (in language teaching) is an organized activity that usually has the following properties: “a. a particular task or objectives; b. a set of rules; c. competition between players d. communication between players by spoken or written language.” Language games are not activities mainly aime

30、d to break the ice between students or to kill time. Byrne (1995) gave the definition to games as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of th

31、e game. Similarly, Jill Hadfield (1990) defined games as “an activity with rules, a goal and an element of fun.” Therefore, games involve many factors: rules, competition, relaxation, and learning, in particular. The main focus of using game in class is to help students learn and have fun. However, to use games in classrooms, it is equally important that before playing the rules of the games are clearly explained and w