英语小学英语游戏教学法激发学生的兴趣本科论文.doc

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1、 Contents摘要. .iAbstract. . iChapter One: Introduction.1Chapter Two: Literature Review.32.1 Definition of Games.32.2 The Characteristics of Games.32.3 Functions and Goals of Games.5Chapter Three: The Situation of Application of Game Teaching Method in English Teaching in Primary Schools. . .73.1 The

2、Effectiveness of Games in Primary Schools English Teaching. . .73.2 The History and the Present Situation of Game approach in Primary Schools7Chapter Four: The Problem and Some Matters of Using Game Approach in Primary Schools. . . .94.1The Problems of Using Game Approach in Primary School. . . .94.

3、2 The Stages of Using Games in Language Teaching.94.3 Ways of How to Use Games in Language Teaching104.4 The Principles of the Game Approach .10Chapter Five: Conclusion. .14Bibliography. . .15摘要：游戏是一种教学方法。它可以让学生快乐学英语。对于英语学习来说，兴趣是一件重要的事情，学生在小学英语学习的兴趣也很重要。自2001以来，英语成为小学必修课，根据学生的生理、心理特点以及学生们的特点，老师们需要充分

4、利用教学资源，通过听、说、唱、玩方面激发学生学习英语的兴趣和鼓励他们参加活动和勇敢的沟通。为了培养这些能力，教师经常用游戏教学法。本文共分为五章。第一章为研究的介绍，背景，意义。第二章是文献综述，游戏的定义，游戏的特点，游戏功能和目标。第三章介绍了游戏教学在小学英语教学中应用的现状，在小学英语教学中游戏法的作用。第四章介绍了在小学应用游戏法的一些问题和语境，游戏教学法在小学英语教学中运用时存在的现状及问题，小学语言教学中运用游戏的三个步骤，如何在小学英语教学中运用游戏，应用游戏法的原则。第五章是结论。关键词：游戏教学法；激发学生的兴趣；小学英语教学.Abstract: Game is a ki

5、nd of teaching method. It can let students learn English happily. Interest is an important thing when learn English .it is also important that students are interested in learning English in primary school. Since 2001,English became a required lesson of primary school , according to pupils physical a

6、nd psychological characteristics as well as their features，the teachers need to make full use of the instructional resources for purpose of arousing pupils interests to learn English, and to encourage them to join in activities and communication bravely by using listening, speaking, singing and play

7、ing. In training those abilities, teachers often use the Game Approach.The thesis consists of fiver chapters. chapter one is an introduction of study, the background, the significant of the research. Chapter two is the literature review about game, definition of games, characteristics and goals of g

8、ames. Chapter three introduces the situation of application of game approach in English teaching in primary schools, the effectiveness of game. Chapter four is the problem and context of using game approach in primary schools, when to use games in language teaching, how to use games in language teac

9、hing. Chapter five is the conclusion.Key words: the Game Approach ；arousing pupils interests ；primary school English teaching15Chapter One: IntroductionEnglish, as a second language in China, is a major subject from primary schools to university. Introducing a foreign language to children is like op

10、ening up another window for them to see the other side of the world. This will arouse their interest and curiosity in different cultures and different ways of communication. Its an essential stage for children in primary schools to acquire pronunciation and memorize basic vocabularies. Many young le

11、arners know nothing about English when they begin to learn it in schools, English learning takes them to a broader world and this will mean special to the children both in ways and in mind. They are interested in the “strange” thing, but they also feel a little fear about it. This ambivalent feeling

12、 may be easy settled if the teacher has various teaching methods. Therefore, the first priority to teaching English at the primary school is to cultivate their interest in learning, motivating them to work hard, help them establish good learning habits and develop useful learning strategies so that

13、they are ready to continue their learning when they go to secondary schools. It is hard to imagine that a child who gets tired of the subject will work hard and make efforts in learning it. In other words, if a child, after learning English at the primary school, hates it, you would not expect him t

14、o work hard on it and he would not have any interest and motivation in learning it when he goes to the secondary school. Therefore, motivation and interest in learning are fundamental to ensure success in learning a foreign language for children , But how?Young childrens attention can be easy taken,

15、 but the attention spans vary, so it is difficult to keep it throughout the whole class. Then the teacher should have the ability and enthusiasm to design different activities that children enjoy to attract their attention. Through lots of research investigations and my own experience in teaching pr

16、actice, I propose an approach to language teaching. That is, to use games in English teaching classroom. Modern pedagogy takes games as one of the important teaching means which can pass on knowledge, develop skills and ability in languages teaching, games have been paid more and more attention to.

17、Games are motivating and fun and can help develop positive attitudes towards the foreign language and language learning, and create a desire to continue learning.With the recent development of English teaching, the roles of games in class have been discussed in different aspects. And more and more t

18、eachers use games in their teaching as they come to realize that playing games in English teaching is very important. The purpose of this paper is to analyze game teaching method from the perspective of teaching theories, and give some constructive suggestions to English teachers in primary school.

19、Game plays an important role in English teaching, For one thing ,it meets the needs of the national policies and pupils characteristics; for another ,it can improve the English learning of pupils and the quality of primaries English teaching.In English, listening, speaking, reading and writing are f

20、our fundamental skills that should be master. However, English is a language and students could not learn it well without practice .In English teaching, there is a need for creating authentic environment for students to practice English in a relaxed and flexible way, only that can instructional goal

21、s be achieved.Verda Rubottom(2001)pointed out that effective teaching begins with understanding of childrenknowing how they think and feel and being aware of the stages they pass through easily disrupted by external stimulus and is constrained by individual interest. Moreover, pupils always memory t

22、hings by virtue of interest. However, when required to memory things that are not interesting, pupils always show the low efficiency, Games are so interesting. Therefore, game teaching shows merits in attracting pupils attention and arousing their interest in learning English as well as in improving

23、 learning efficiency.Chapter Two: Literature Review2.1 Definition of GamesSpodek Bernard & Saracho Olivia demonstrated that: games are a different kind of play activities (Spodek and Saracho 271). They are highly structured and include specific rules to be followed. Similarly, Jill Hadfield (1984) d

24、efined games as “an activity with rules, a goal and an element of fun.” From above, we can understand games are structured play activities organized around specific rules. According to Longman Dictionary of Language Teaching & Applied Linguistics “game” in language teaching can be defined as an orga

25、nized activity that usually has the Following properties: a. a particular task or objective; b. a set of rules; c. competition between players; d. communication between players by spoken or written language (Richards and J. C . 91). Byme (1995) gave the definition to games as a form of play governed

26、 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 the game (Deesri 22). 2.2The Characteristics of Games2.2.1InterestIn general, the practice procedure is relatively simple,

27、or listens to, or say, or read and so on, during long time it easy to make students feel dull, and fatigue. A game, often can test students power of observation, judgment, sensibility, imagination, imitation, sometimes even strength and make all of them together. Therefore, in the course of the game

28、, make various sensory activities together; meet the students age characteristics.2.2.2 MaterialityIn general, the game have content, plot, character, language, action, activity, have real toy and game material, can arouse the appearance of activities, meet the students thinking characteristics of r

29、ely on the appearance to imagination, memory, cognition activity. It requires the students to truly participate in the activity. Take the role in the activities, deductive plot, step by step to reflect the specific activities and games. In this activity, the student will have a more profound experie

30、nce of emotion, language and other aspects, coincidence of the characteristics of childrens memory.2.2.3 FictionThe games plot, roles, activities, the use of substitutes is symbolic, in line with the students lively, strong curiosity, imitation characteristics. In the game, each student has to under

31、stand that he “just for fun . The game is just a sense of hypothesis, helps students reduce to bear the consequences of the mental burden, reduce the psychological pressure, accept the teaching content in a more open mind.2.2.4 Free voluntaryStudents can voluntary choose the game content, arrange th

32、e game process, expression of thoughts and feelings and attitudes according to their physical strength, intelligence and ability, It is autonomous, and actually free. Because the game is based on voluntary participation, this voluntary embodies the respect of teachers to students, in order to meet t

33、he needs of students, enhance their self-confidence emotional experience, at the same time, it also create the chance of success for students. Games set up the performance of their own, the pursuit of success; experience the success stage for the students, making them to mobilize all the potential t

34、rend of success as much as possible. In this way, not only exercise their ability, and further strengthen their sense of achievement.2.2.5 SocialityThe game is the reflection of social life; the real life is the basic source of childrens game content. The game as a kind of cultural phenomenon, along

35、 with the culture and seep the culture. Therefore, in the game activities, veritable language, vivid language environment, is one aspect that can not be ignored. Only pay attention to the scientific, linguistic accuracy, some knowledge of different social custom, style, can carry on the effective co

36、mmunication, we can make students form the good habits of language.2.3 Functions and Goals of GamesThe basic functions of game teaching can be described like these: exciting students learning interest effectively; promoting the development of student intelligence; and training students innovation ab

37、ility (Ding Hading 89). In English learning and teaching the following functions of game teaching are more obvious than the others: 2.3.1. Help students to find interest in learning a foreign language. As we know, interest is an important and crucial factor to influence motivation in foreign languag

38、e acquisition. Game teaching in English in primary school does not only make the students joyful, but also make them full of wit and humor. It can excite the students curiosity for the knowledge so that they will show interest in learning in class; in return interest leads to academic success; the s

39、uccess arouses greater interest again. The greater interest is, the greater success will be made. Finally, interest and success become the great driving force for the students to learn English. Interest is the best, teacher of children, once children lose their interest in motivation in learning Eng

40、lish or they could not lay a good foundation in basic knowledge, they cannot learn English well in the future. Interest is divided into two phases of direct and indirect interests, which is a crucial means to arouse intrinsic motivation. Direct interest results from direct learning process itself an

41、d the contents being learned. It attracts students attention, but it lasts for a short time. Consequently it is necessary and important to cultivate students indirect learning purpose and task (Zhang Zhengdong 99). The students need to be involved in something active, so almost everything for them w

42、ill depend on the creative attitude and behavior of the teacher who must be technically adept at ways of getting the students motivated. The intrinsic motivation to learn something is enhanced by the use of interesting materials, as well as by varieties in mode of presentation. Games add variation t

43、o a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. Games automatically stimulate st

44、udents interest; therefore, a properly introduced game can be one of the highest motivating techniques. 2.3.2. Help students to find pleasure from learning English. Various kinds of language teaching games can be employed to make a lively and enlightening classroom. Games can make learning interesti

45、ng and exciting, can arouse the learning enthusiasm of the students, and can promote students participation. During the game teaching, all the students can be offered opportunities for academic success. Games can make English classes more interesting and easier so that English learning will become a

46、 pleasure and English classroom will become a pleasant place. Confucius holds happy learning not only makes one delight in learning but also never makes one sick of learning. 2.3.3. Help teachers to meet childrens needs. During students growing they have some needs, and the games can create a suitab

47、le situation to meet childrens needs: security, love, respect and self-fulfillment so that students can find pleasure and self-confidence in such circumstances, it can not only help to grasp the language points, and to light up the classroom, but also improve learners interest in the long run. 2.3.4. Help teachers to create a stress-free learning environment fo