学士学位论文英语小学英语游戏教学法激发学生的兴趣.docx
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学士学位论文英语小学英语游戏教学法激发学生的兴趣.docx
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学士学位论文英语小学英语游戏教学法激发学生的兴趣
Contents
摘要……………………………………………….….…..........………ii
Abstract............................................…............................................…iii
ChapterOne:
Introduction…………………………….......................1
ChapterTwo:
LiteratureReview…………………….........................3
2.1DefinitionofGames……………………………...………..…........3
2.2TheCharacteristicsofGames…………………………….........…..3
2.3FunctionsandGoalsofGames……………………….……........…5
ChapterThree:
TheSituationofApplicationofGameTeachingMethodinEnglishTeachinginPrimarySchools.............................….…..........…...….........7
3.1TheEffectivenessofGamesinPrimarySchools’EnglishTeaching…......…....7
3.2TheHistoryandthePresentSituationofGameapproachinPrimarySchools…7
ChapterFour:
TheProblemandSomeMattersofUsingGameApproachinPrimarySchools.........................................................................................9
4.1TheProblemsofUsingGameApproachinPrimarySchool..................9
4.2TheStagesofUsingGamesinLanguageTeaching………………..…...9
4.3WaysofHowtoUseGamesinLanguageTeaching……………………10
4.4ThePrinciplesoftheGameApproach…………….........................…...10
ChapterFive:
Conclusion…………….............................…...............…...14
Bibliography................................................................................................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:
Gameisakindofteachingmethod.ItcanletstudentslearnEnglishhappily.InterestisanimportantthingwhenlearnEnglish.itisalsoimportantthatstudentsareinterestedinlearningEnglishinprimaryschool.Since2001,Englishbecamearequiredlessonofprimaryschool,accordingtopupils’physicalandpsychologicalcharacteristicsaswellastheirfeatures,theteachersneedtomakefulluseoftheinstructionalresourcesforpurposeofarousingpupils’intereststolearnEnglish,andtoencouragethemtojoininactivitiesandcommunicationbravelybyusinglistening,speaking,singingandplaying.Intrainingthoseabilities,teachersoftenusetheGameApproach.
Thethesisconsistsoffiverchapters.chapteroneisanintroductionofstudy,thebackground,thesignificantoftheresearch.Chaptertwoistheliteraturereviewaboutgame,definitionofgames,characteristicsandgoalsofgames.ChapterthreeintroducesthesituationofapplicationofgameapproachinEnglishteachinginprimaryschools,theeffectivenessofgame.Chapterfouristheproblemandcontextofusinggameapproachinprimaryschools,whentousegamesinlanguageteaching,howtousegamesinlanguageteaching.Chapterfiveistheconclusion.
Keywords:
theGameApproach;arousingpupils’interests;primaryschoolEnglishteaching
ChapterOne:
Introduction
English,asasecondlanguageinChina,isamajorsubjectfromprimaryschoolstouniversity.Introducingaforeignlanguagetochildrenislikeopeningupanotherwindowforthemtoseetheothersideoftheworld.Thiswillarousetheirinterestandcuriosityindifferentculturesanddifferentwaysofcommunication.It’sanessentialstageforchildreninprimaryschoolstoacquirepronunciationandmemorizebasicvocabularies.ManyyounglearnersknownothingaboutEnglishwhentheybegintolearnitinschools,Englishlearningtakesthemtoabroaderworldandthiswillmeanspecialtothechildrenbothinwaysandinmind.Theyareinterestedinthe“strange”thing,buttheyalsofeelalittlefearaboutit.Thisambivalentfeelingmaybeeasysettlediftheteacherhasvariousteachingmethods.Therefore,thefirstprioritytoteachingEnglishattheprimaryschoolistocultivatetheirinterestinlearning,motivatingthemtoworkhard,helpthemestablishgoodlearninghabitsanddevelopusefullearningstrategiessothattheyarereadytocontinuetheirlearningwhentheygotosecondaryschools.Itishardtoimaginethatachildwhogetstiredofthesubjectwillworkhardandmakeeffortsinlearningit.Inotherwords,ifachild,afterlearningEnglishattheprimaryschool,hatesit,youwouldnotexpecthimtoworkhardonitandhewouldnothaveanyinterestandmotivationinlearningitwhenhegoestothesecondaryschool.Therefore,motivationandinterestinlearningarefundamentaltoensuresuccessinlearningaforeignlanguageforchildren,Buthow?
Youngchildren’sattentioncanbeeasytaken,buttheattentionspansvary,soitisdifficulttokeepitthroughoutthewholeclass.Thentheteachershouldhavetheabilityandenthusiasmtodesigndifferentactivitiesthatchildrenenjoytoattracttheirattention.Throughlotsofresearchinvestigationsandmyownexperienceinteachingpractice,Iproposeanapproachtolanguageteaching.Thatis,tousegamesinEnglishteachingclassroom.Modernpedagogytakesgamesasoneoftheimportantteachingmeanswhichcanpassonknowledge,developskillsandabilityinlanguagesteaching,gameshavebeenpaidmoreandmoreattentionto.Gamesaremotivatingandfunandcanhelpdeveloppositiveattitudestowardstheforeignlanguageandlanguagelearning,andcreateadesiretocontinuelearning.
WiththerecentdevelopmentofEnglishteaching,therolesofgamesinclasshavebeendiscussedindifferentaspects.AndmoreandmoreteachersusegamesintheirteachingastheycometorealizethatplayinggamesinEnglishteachingisveryimportant.Thepurposeofthispaperistoanalyzegameteachingmethodfromtheperspectiveofteachingtheories,andgivesomeconstructivesuggestionstoEnglishteachersinprimaryschool.
GameplaysanimportantroleinEnglishteaching,Foronething,itmeetstheneedsofthenationalpoliciesandpupils’characteristics;foranother,itcanimprovetheEnglishlearningofpupilsandthequalityofprimariesEnglishteaching.
InEnglish,listening,speaking,readingandwritingarefourfundamentalskillsthatshouldbemaster.However,Englishisalanguageandstudentscouldnotlearnitwellwithoutpractice.InEnglishteaching,thereisaneedforcreatingauthenticenvironmentforstudentstopracticeEnglishinarelaxedandflexibleway,onlythatcaninstructionalgoalsbeachieved.
VerdaRubottom(2001)pointedoutthateffectiveteachingbeginswithunderstandingofchildren—knowinghowtheythinkandfeelandbeingawareofthestagestheypassthrougheasilydisruptedbyexternalstimulusandisconstrainedbyindividualinterest.Moreover,pupilsalwaysmemorythingsbyvirtueofinterest.However,whenrequiredtomemorythingsthatarenotinteresting,pupilsalwaysshowthelowefficiency,Gamesaresointeresting.Therefore,gameteachingshowsmeritsinattractingpupils’attentionandarousingtheirinterestinlearningEnglishaswellasinimprovinglearningefficiency.
ChapterTwo:
LiteratureReview
2.1DefinitionofGames
SpodekBernard&SarachoOliviademonstratedthat:
gamesareadifferentkindofplayactivities(SpodekandSaracho271).Theyarehighlystructuredandincludespecificrulestobefollowed.Similarly,JillHadfield(1984)definedgamesas“anactivitywithrules,agoalandanelementoffun.”
Fromabove,wecanunderstandgamesarestructuredplayactivitiesorganizedaroundspecificrules.
AccordingtoLongmanDictionaryofLanguageTeaching&AppliedLinguistics“game”inlanguageteachingcanbedefinedasanorganizedactivitythatusuallyhasthe
Followingproperties:
a.aparticulartaskorobjective;
b.asetofrules;
c.competitionbetweenplayers;
d.communicationbetweenplayersbyspokenorwrittenlanguage(RichardsandJ.C.91).
Byme(1995)gavethedefinitiontogamesasaformofplaygovernedbyrules.Theyshouldbeenjoyedandfun.Theyarenotjustadiversion,abreakfromroutineactivities,butawayofgettingthelearnertousethelanguageinthecourseofthegame(Deesri22).
2.2TheCharacteristicsofGames
2.2.1Interest
Ingeneral,thepracticeprocedureisrelativelysimple,orlistensto,orsay,orreadandsoon,duringlongtimeiteasytomakestudentsfeeldull,andfatigue.Agame,oftencanteststudent'spowerofobservation,judgment,sensibility,imagination,imitation,sometimesevenstrengthandmakeallofthemtogether.Therefore,inthecourseofthegame,makevarioussensoryactivitiestogether;meetthestudents'agecharacteristics.
2.2.2Materiality
Ingeneral,thegamehavecontent,plot,character,language,action,activity,haverealtoyandgamematerial,canarousetheappearanceofactivities,meetthestudents’thinkingcharacteristicsofrelyontheappearancetoimagination,memory,cognitionactivity.Itrequiresthestudentstotrulyparticipateintheactivity.Taketheroleintheactivities,deductiveplot,stepbysteptoreflectthespecificactivitiesandgames.Inthisactivity,thestudentwillhaveamoreprofoundexperienceofemotion,languageandotheraspects,coincidenceofthecharacteristicsofchildren'smemory.
2.2.3Fiction
Thegame'splot,roles,activities,theuseofsubstitutesissymbolic,inlinewiththestudents’lively,strongcuriosity,imitationcharacteristics.Inthegame,eachstudenthastounderstandthathe“justforfun".Thegameisjustasenseofhypothesis,helpsstudentsreducetobeartheconsequencesofthementalburden,reducethepsychologicalpressure,accepttheteachingcontentinamoreopenmi
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- 关 键 词:
- 学士学位 论文 英语 小学英语 游戏 教学法 激发 学生 兴趣