论文总字数：40551字

摘 要

小学英语教学重在培养学生的学习兴趣，传统的课堂教学方法单调古板，不能很好的激发学生的学习兴趣。而游戏教学法作为一种新型的教学方法，符合学生的身心发展特点，在激发学生学习兴趣方面起着重要作用，并受到师生广泛的喜爱。本文采用行动研究法，以白鹭湖小学为研究对象通过问卷调查,访谈及课堂观察方式获取本研究所需数据，并对数据所反映的小学英语游戏教学的实际情况进行分析，找出存在问题与不足，并提出相应建议。

关键词：游戏教学；英语游戏教学；学习兴趣

Contents

1. Introduction 1

2. Literature Review 2

2.1 Study of Game Teaching Aboard 2

2.2 Study of Game Teaching at Home 3

3. Research Methodology 5

3.1 Research Questions 5

3.2 Subjects 5

3.3 Instruments 5

3.4 Research Procedures 6

4. Result Analysis and Discussion 7

4.1 Result Analysis and Discussion of Questionnaire 7

4.2 Result Analysis and Discussion of Interview 9

4.3 Result Analysis and Discussion of Classroom Observation 11

4.4 Major Findings 15

5. Conclusion 18

Works Cited 19

Appendix 1 20

Appendix 2 21

Appendix 3 22

1. Introduction

Nowadays, it is an undeniable fact that students are facing heavy academic pressure. At different times and occasions, educational leaders are calling for reducing students’ academic burden, but the results are not very significant. Students in primary school can better expand their thinking and cultivate their interest. English teaching is a systematic activity. Unlike other stages, it is a closely linked chain. Primary school is a key point in language learning. Therefore, primary schools are of vital importance. For children, language learning is very difficult, so it is necessary to find a good teaching method which can easily stimulate students’ interest in learning and reduce the difficulty of teaching. A large part of children’s interest in learning needs to be stimulated by teachers or other materials. How to improve students’ interest in learning and teachers’ teaching methods deserves our consideration. In English teaching, games can combine teaching with learning. More and more teachers use games in English classes. However, some teachers still think that language games sometimes only take pleasure into account. In fact, for young learners, Games bring more than fun. Most of the strategies to improve students’ language learning are visual aids - computers, helping them learn languages, plays, role-playing and so on. Game is good at improving students’ language specialization. Teachers should know how to define games. At the same time, teachers should also take into account the premise of playing games, game time and understand how to effectively play games in the classroom, through materials to change the game.

According to the gradual deepening of teachers to students, they can understand the game teaching method more clearly, which can effectively improve students’ interest in learning and promote the overall development of students’ English learning ability. This study mainly explores the current situation of game teaching method in primary school English. Moreover, the author provides some feasible suggestions for primary school English teachers to use games in English classroom teaching, and proves that games are a feasible method of English teaching and learning.

1. Literature Review

This chapter will introduce the study of game teaching at home and abroad. After that, the author make some comments on them.

2.1 Study of Game Teaching Aboard

From the predecessor study of game development, since ancient Greece, western education, especially children’s education, has begun to explore the relationship between game and teaching. For example, Greek education focuses more on the use of toys. In addition to practice, some thinkers and philosophers have elaborated extensively on the role of games in teaching. Plato, as one of the representatives, pays attention to the role of games in children’s teaching. Plato (1957) believes that games are conscious simulations of the lives and abilities of all young children (animals and humans). He believes that games should not only be entertainment, but also spiritual education. At that time, many games were widely used, such as guessing singles and doubles, playing games and throwing dices. (Plato 142)

From the perspective of methodology, Froebel，a Western scholar, founded the first kindergarten. He chose the German term kindergarten (literally children’s garden). Because the children he intends to study in his school grow up as freely as flowers in the garden. It can be said that by turning the school into a garden, children grow naturally like flowers. Play is children’s nature. Learning in play is more in line with children’s physical and mental characteristic (Froebel 38-39). In order to assist teaching, a series of toys are designed. He calls it “grace”, a game specially designed for children and schools. It can also be called the application for children’s toys and tasks. Subsequently, it developed into assistant teaching materials in kindergartens. According to children’s activities, they are divided into two parts: games and homework. However, according to the viewpoint of “benefiting things” system, he is based on children’s physical and mental development, and it is the basis of Pestalozy’s progressive principle of “shape, number and language” about educational goals and education, from concrete to abstract, from simple to complex. Particular attention is also paid to understanding analytical methods and integrating them together, with clear laws that can be implemented for each game and school task.

From the perspective of the form and development of game teaching, children’s education in modern education is based on the whole education. Therefore, more educators are concerned about the relationship between games and teaching. In order to grasp the way of children’s education, they begin to try in various basic schools. Therefore, the modern game teaching theory has gradually formed and developed. Montessori is a child education expert in the 20th century. She has her own unique views on children’s education and game teaching method. Montessori helped disabled children reach the level of normal children through her unique teaching methods. In addition, the set of teaching methods she created is also generally applicable to normal children. This method includes three categories, one is real life training or mobile teaching, the second is perceptual education, and the last is reading, writing and computer teaching(Montessori 1901).This kind of teaching method has great value in education and has its own method of education. Piaget’s cognitive development holds that children’s cognitive and imaginative abilities occur between the ages of 2 and 7(Piaget 1982). Therefore, children at this stage are very suitable for learning through games. Children can understand simple and clear steps such as percentage, time, weight and so on. This fully proves that it is very helpful for children to integrate games into specific learning.

In summary, the characteristics of foreign studies are as follows:

(1) The game teaching method has been studied from the macro perspective, focusing on the demonstration in practice, but rarely on the rational demonstration.

(2) Most of the research focuses on the general and universal game teaching method, but lacks the penetration and application of game teaching in English teaching at all stages.

2.2 Study of Game Teaching at Home

1. Ancient scholars’ research on game teaching theory

People in ancient China have already understood the importance of education. Some educators discuss children’s play education. Views on early childhood education appear in many books, such as The Book of Rites. Wang Shouren believes that “teaching a child makes him a happy center”. In short, in ancient times, Chinese people accumulated a lot of vocabulary about children’s educational experience, which is worth us to use.

1. Modern Scholars’ Research on Game Teaching Theory

Lu Ziwen of Central China Normal University thinks that “English game teaching method is to use the teaching method of play activities with teaching conflicts. Its purpose is to master foreign language knowledge and ability through games.” (Lu 12-14). He believes that in foreign language teaching methods, games should have three essential characteristics: 1. Playfulness. Participation in multi-sensory and intelligent games is more in line with participants’ interest orientation and psychological characteristics, and has clear rules of the game; 2. Teaching. Game teaching can achieve the purpose of learning knowledge and teaching objectives. 3. Language. It’s not just playing games, it’s more important to learn languages. The structure of game teaching includes four interrelated and indispensable components: game task, game signal, game behavior and game rules (Wu 33-37). The Changsha Education Committee of Hunan Province has summarized the research topic of “Play Style of English Teaching in Primary Schools”, which is divided into five basic parts (Liu 23-28). They are “warming up with songs”, “introducing with games”, “introducing new knowledge”, “practicing in play” and “consolidating content”. The use of game teaching not only enhances the learning effect, but also enriches the educational theory and develops the scientific nature of education.

In summary, the characteristics of domestic studies are as follows:

(1) Scholars have done a lot of research on the game teaching method, and elaborated it in detail, including the method of game teaching, the role of game teaching and the connotation of game teaching method. However, the content of the study is theoretical, and the language of the study is single, comprehensive but abstract.

(2) The research methods are single. Most of the current studies are based on the experience of front-line teachers, but lack of diversity of methods, lack of credibility and theoretical support.

(3) The research on the primary school stage belongs to the study of game teaching method, which lacks of in-depth study on the purpose, significance and function of game teaching method and the characteristics of integration into thinking, that is, how to cultivate students’ interest in learning English through game teaching method.

Based on the above studies at home and abroad, the author believes that it is necessary for us to study the game teaching method in primary school English. How to effectively use the game teaching method in primary school English teaching, cultivate students’ English literacy and improve students’ English level is worth thinking and discussing. Previous studies have less overall analysis of game and teaching problems. Previous research lack of overall analysis of the problems of game teaching, and lack of effective analysis of practical operation strategies, which makes the teaching of game spirit only a good ideal of people and can not be implemented in practice. Therefore, the author hopes to be able to study through his own observation, practice, combined with the characteristics of students, trying to make up for the shortcomings and regrets from these aspects.

3. Research Methodology

This study obtains the research data through questionnaires, interviews and classroom observations to understand the current situation of English game teaching in primary schools, find out the existing problems and put forward suggestions.

3.1 Research Questions

1. How do students view English game teaching?

2. What do teachers do in the implementation of English game teaching?

(1) How do teachers implement game teaching in class?

(2) What are the problems encountered by teachers in the process of implementation?

3.2 Subjects

The author practiced in Class 9，Grade 3 of Egret Lake Primary School in Huai’an City, Jiangsu Province, so it is convenient to choose Class 9 as the experimental class. There are 49 students, including 25 girls and 24 boys. The interviewees were 6 English teachers of different teaching age groups, including 2 teachers over 10 years of teaching age; 2 in 5-10 years, 2 in 2-5 years.

3.3 Instruments

This research mainly uses questionnaire survey, interview and classroom observation. Deep into the English classroom of Grade 3 of Egret Lake Primary School, carefully observe the teachers’ use of English games and students’ reaction in classroom teaching, compile a questionnaire for students, and distribute it to the middle-aged students to be studied. In addition, the author observes the English classroom, designs a quantitative table of observation records in advance, and observes directly and non-participatory in the classroom as an observer in the process of practice. Finally, the observation data are collated and analyzed.

3.4 Research Procedures

3.4.1 Questionnaire design

In order to understand the current situation of English classroom game teaching in lower primary school from the perspective of students, the author conducts a questionnaire survey on the third and fourth grade students in Egret Lake Primary School. It is a questionnaire for pupils in lower primary school. A total of 50 questionnaires were distributed and 50 questionnaires were collected with a recovery rate of 100%.

3.4.2 Interview outline design

In order to understand the development of English classroom game teaching in lower primary school from the perspective of teachers, the author conducted an interview among 6 English teachers in grade 3 and 4 of Egret Lake Primary School. According to the recording and on-the-spot recording, the present situation of English teachers’ understanding and implementation of game teaching in the lower grades of primary schools is sorted out.

3.4.3 A clip of lesson

Step 4 Practice

1. Take out the colored objects prepared before class, and some students say their colors to consolidate the sentence pattern: It is.....

2. Look for the colored objects in the teacher’s hands and say the corresponding colors.

3. A game: “Crossing the river”

Cut five colors of paper into stone shapes, prepare pictures and headdresses of various small animals, and draw four rivers on the blackboard.

(Rules of the game: Each group selected a student to come up, wearing a small animal’s headdress to help small animals across the river. The teacher read the order of the animals stepping on the stones twice and asked the students to arrange the stones in the order they read quickly. Look at the group of representatives who posted the fastest, then give the group a reward.)

(Intention: This game mainly examines the students’ ability to distinguish color words skillfully, combines listening training with intelligence development, and makes monotonous vocabulary exercises playful and interesting.)

1. Make up a dialogue by yourself.

(Intention: This part is practiced in the form of rushing to answer. This link can integrate the knowledge learned, and through the interaction between teachers and students, the two sentence patterns can be synthesized into a dialogue form to pave the way for the next interaction.)

Teaching Reflection: With the main line of “Look at the rainbow-draw the rainbow”, I carefully create a real language environment in the classroom, such as the name of daily necessities, the color of the classroom objects, and a series of activities such as “painting by hand, river crossing games, rushing to answer competitions” to activate the classroom atmosphere and stimulate interest in learning. Let students learn language in the process of feeling, experiencing, participating and cooperating, feel the pleasure and pleasure of communicating in English.

4. Result Analysis and Discussion

4.1 Result Analysis and Discussion of Questionnaire

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