游戏教学法在小学英语教学中的研究与应用

学科的特点和教学方法的单调，现阶段小学英语的教学效果并不好，英语课堂逐渐呈现出沉 闷的现象。游戏教学法是将游戏融入英语教学，通过游戏的趣味性和灵活性来激活课堂气氛, 提高学生的学习兴趣，从而提高教学质量。本文以国内外现有的游戏教学理论为基础，研究 游戏教学法在小学英语课堂教学中的应用，旨在探索如何通过游戏教学法提高英语教学质

量。本文结合课堂实例，就如何在小学英语课堂教学中运用游戏提出了一些建议。关键词：小学，游戏教学法文章编号：ISBN978-7-5369-4434-3 （2019） 06-085-06experience and learning interest,

1. IntroductionThe education department has

focus on stimulating students'

learning enthusiasm, and cultivate and

issued the English curriculum

standards for full-time compulsory

improve their self-learning ability. \"Interest is the key to learning a

education stage, which points out:

\"interest is the teacher who learns the

language well, and stimulating students' interest in learning English

has become an important task in English

language well.\" It is an impor tant t ask

for primary school English teachers to stimulate students' interest in

t eaching.\" [1]For primary school students, games

learning English. \"The standard

emphasizes:\" English teaching should

are life and life is the game. In the game, children can watch, listen, draw,

combine students' learning interest, sing, play and so on many kinds of

cognition and life experience, positive participation, so that students experience the fun of

learning with successful satisfaction.

advocate learning methods of

experience, practice, cooperation and

communication and task-based teaching

approaches, and cultivate students'

Using game teaching method in English

teaching class in primary school and

integrating game activities into the

comprehensive language ability; The purpose of the new curriculum standard requires the use of new teaching

concepts and teaching methods to teach

whole English teaching can not only

greatly improve children's interest in

learning English, but also fully consider

under the new situation, attach

importance to students' personal

the psychologicalcharacteristics of children's learning,

作者简介：江阳（1994—）,女，河南信阳人，西安外国语大学英语教育学院在读硕士，学科教学（英 语）专业，研究方向：教师专业发展。85第6卷第2期Vol. 6, No. 2陕西社会科学论丛Shaanxi Social Science Review2019 年 6 月Jun , 2019making the original boring English learning more interesting and teaching more effective.2. Definition2.1 GameDifferent educators define games

differently. Spodek Bernard and

Saracho Olivia believe that games are

different kinds of activities. They

have different structures and come with clear rules. Similarly, Jill Hadfield defined a game as \"an activity

with rules, a goal and a pleasure\". Brown H Douglas refers to \"an activity

in which a game can incorporate

technology and keep score\". 3. Longman dictionary of language teaching and

applied linguistics, the \"game\" is

defined as a kind of group activities

usually includes the following several

aspec ts: (1) a special t ask or goal,

(2) a set of rules, (3) a series of rules team-mate, (4) verbal or written

communication between teammates. Byrne define the game as the form of a can

rely on rules for activities. [2] They

should enjoy it. Not only spend spare

time or spare time activities, should apply for the game to join the language

course. Flexner and Hauck argued that

\"a game is a competitive game that

involves a skill opportunity or two or

more people passing a set of rules,

usually for their own amusement or the enjoyment of the audience.\". Huizinga

defines a game as \"an activity of

voluntary participation or

participation in leisure time. The

rule of the game is that the player is

willing to accept but there are

constraints. The process of game is

filled with excitement, joy and feeling of tension， which is not as

86relaxed as students' daily life.2.2 The game teachingThe education dictionary points out

that game teaching is \"a teaching

method that combines teaching content,

image and interesting games according

to the teaching syllabus\".According to the above concepts,

it can be considered that game teaching is a teaching method based on the

teaching objectives stipulated in the

curriculum standards, combining with interesting games and operating games

according to certain game rules, so as

to successfully complete the teaching

tasks. This thesis mainly discusses

the game teaching in the primary school

English classroom teaching.3. Literature Review3.1 Domestic research on game teachingIn recent years, domestic experts and scholars in the education field have conducted many discussions and

researches on game teaching. After all, domestic research on education games

is much later than that abroad.

Fortunately, the trend of this

research has accelerated in recent

years. The research on game teaching mainly focuses on the following

aspects: 1. Education value reflected in electronic games. 2. Combination of game teaching and teaching curriculum

reform. 3. Marketization and

standardization of game teaching

development and application. 4.

Difficulties in integrating game

teaching with disciplines.[3]3.2 Foreign research on game teachingGerman educator froebel believed:

\"games are the characteristics of

children's activiti es. Through games, children's inner activities and inner

第6卷第2期Vol. 6, No. 2陕西社会科学论丛Shaanxi Social Science Review2019 年 6 月Jun , 2019life become independent and independent external manifestations,

so as to obtain pleasure, freedom and satisfaction, and maintain the balance between inner and outer.American education Dewey issued from the theory of \"activity\

\"emphasizing that children learn from experience by using game forms\". He

thought: \"games, competitions and other activities, the most suitable

for children's psychological charac teris ti cs. Children's play is

often accompanied by the expression of

language, which is conducive to the

development of children's language. \"

Foreign countries began to study the

application of game teaching in

various disciplines in the 1980s. With

the increasing popularity of computer

application and the continuous

development of multi-media network

technology, the application of game

teaching is more and more extensive and

the types are gradually increasing.4. Types of English game teaching in

primary schoolsEnglish game teaching usually

takes the form of the following

challenges: comparing speed, reaction, memorization, observation, imagination

and thinking, etc. Types may also include listening, speaking, reading,

writing, and any combination thereof.[6] For example, competitive

listening game teaching, diagnostic word game teaching, inquiry

pronunciation game teaching and

practice grammar game teaching.

Because again playful game also can

have when be bored with, want to make

the student maintains the enthusiasm

that coordinates in teaching, game

teaching should form much kind and

innovate ceaselessly. Specific types

are as follows:4.1 Guessing gameGuessing words is one of the game

teaching activities that students like very much. It can not only increase

students' English knowledge and train

their listening and speaking ability,

but also develop students'

intelligence and cultivate their

thinking ability. Some English riddles

for reference are:① Alphabet riddle.It is mainly designed according to the

pronunciation of letters, the specific meaning of letters and the position of letters in words. For example: What

letter is a kind of drink?② The word riddle.It is mainly designed according to the

characteristics of the word's sound, form, meaning and other three aspects.

Therefore, students' vocabulary must be considered when selecting the word

chain language.③ Calculation riddleIt is an effective way to cultivate

students' thinking ability. For

example: Tony is three times as old as Serena, but he is two years younger

t han Black, what Serena's age if Black

will be twenty years old?4.2 Vocabulary games① the Word competition. There's an

English letter prepared by the teacher,

students say according to the letter.

For the words with the first letter,

the teacher can set the category of the words. The more correct words the

students can say, the more they will

get the victory.② Making new words. Write the 26 letters three times. Then put them in

87第 6 卷第 2 期Vol. 6, No. 2陕西社会科学论丛Shaanxi Social Science Review2019 年 6 月Jun , 2019the bin. Ask the students to draw out 15 CARDS. Ask the students to use the 15 letters to make a new combination of words. The more letters you use for

your words, the better. Finally, the

group with the most words and the

fastest wins.Example: ABCDEFHIMOPSTVWJust 15 CARDS make up the followingwords: we,stop,me,face,mop,have,fact, fat,map,tea,pea,fast,most,hi, steam,eat,team,pop,pat,meat,past.4.3 Role playing gameIn primary school English class, role-play game is also called situational teaching. It is a teaching

method that makes full use of images

and creates specific and vivid scenes

in the teaching process to stimulate students' interest in learning and

thus guide them to understand and apply the language as a whole. The teacher

makes the students understand the

meaning of the sentence and the

occasions of using it through

expressions, gestures, objects and

situations, so that the students can

directly connect the language with the

situation it expresses, and can blurt

out the sentences in English for

performance. Every student has a role to play. In a special environment, role

playing makes it easier to understand

words and sentences.5. The st eps of gameteachinginprimary school EnglishThe game activitiesof Englishteaching in primaryschoolsarecharacterized by broadcontentandstrong variability. They focus more on

the process rather than the results and encourage students to develop their88unique interests. The game activities

should focus on the theme and

background, and include the age

characteristics suitable forstudents.[4] On the basis of the

students' existing life experience,

interesting game content should be set

up, and the game teaching and learning

should be organized around the

cultivation of students' language

ability development. When designing

English teaching games in primary schools, we can implement them step by step.5.1 Set the purpose of the activityThe range of language knowledge

and topics for game activities is

relatively broad. When we start learning and discussion on a certain

language topic or use the language knowledge to complete an activity task,

we can choose to design corresponding

activity games. Usually games are organized around specific language

knowledge, such as words and sentences. By designing various forms of games and

activities, we transform the simple and boring repetitive exercises into

various interesting learning games,

making it easier for students to master

and consolidate such knowledge.5.2 Stimulate interestIn the design of instructional games, we should present the topics and tasks of instructional games in an interesting way or in a way that

students are willing to accept, so as to pave the way for the subseque nt

instructional games and discussions.

Teachers should choose the way in which students are interested and willing to

participate, to attract students'

attention at the very beginning, and better participate in the game

第6卷第2期Vol. 6, No. 2陕西社会科学论丛Shaanxi Social Science Review2019 年 6 月Jun , 2019activities.5.3 Play gamesAfter the students know the rules of

the game, they can start the game. The

whole process of the game involves both

teachers and students. Teachers act as

facilitators, organizers, and referees in competitive games. Students as the game in the process of the dominant,

implementer.5.4 Create situationsAfter the theme and purpose of the

activity are established, we start to

design the corresponding activity situation according to the theme of

this kind of language, and assign the

activity tasks. Usually, we will

design the scene according to the

activities related to students' life,

so that students are willing to

participate and can give play to their

subjective initiative. For example:

When is your birthday? When I took the topic of this unit, I chose my own

birthday as the introduction. Our introduction is that I am going to celebrate my birthday, and I invite my

classmates to my home for a birthday party. Then Would you like to join us?

Guess what my birthday is? And then we'll move on to the topic, the topic

of the day.5.5 DiscussionIn class, students are usually

divided into reasonable groups to

complete tasks in cooperation with each other. In the process of

cooperation, students help each other, discuss, think actively and solve

problems. In the whole process,

teachers mainly serve as observers and

problem helpers. For example, in the unit about birthday theme, I divided

the whole class into eight groups of

five, and asked the group to work

together to design a birthday party and

write down their specific birthday time.5.6 PresentationThis session is the final result

display of the whole low-structure

activity. By creating the situation and carrying out the discussion, the student union presents the results of

completing the task in front of teachers and other groups of students.

For example, after the students had a

heated discussion about the birthday

class, I asked each group to send a

representative to show the birthday

party designed by their group on the

stage and show it to everyone in the form of dialogue. Some groups can also design some birthday tables to show you.5.7 Rewards and evaluationThe activities in the senior years

are organized and carried out by the teacher as a whole, and students

complete the games step by step

according to the teacher's requirements and instructions. In the

whole process, teachers should reward

and evaluate students in time. For

example, in competitive games,

teachers can design scoring methods to

encourage students' enthusiasm. This

session is a summary and evaluation of

the task accomplished. After the

students present the task results in

groups, students from other groups can

evaluate them. The teacher should also

play a crucial role at this time, to make the final evaluation and summary

of the results of the activities,

encourage and praise the good work, and

correct the shortcomings.6. Conclusion第6卷第2期Vol. 6, No. 2陕西社会科学论丛Shaanxi Social Science Review2019年6月Jun , 2019Nowadays, it is an undeniable fac t novelty\".Reference[1] Cesar Klauer Teaching with the Brain in Mind[M]. New York: Longnan. 2001.that students are faced with heavy

academic pressure. At different times

and occasions, education leaders have

called for reducing students' academic burden, but the results are not very

significant. [5] Educators should

[2] Elills, R. The Study of Second Language

Acquistion[M]. Oxfod: Oxford University Press. 1993.promote the physical and intellectual

development of pupils at the same time.

[3] Wallace M j. Action Research for Language Teachers[M].人民教育岀版社，2000.In real life, heavy study pressure can easily make students lose interest in

[4] 但武刚.活动教育的理论与方法M,武汉:华中 师范大学岀版社,2005.study. The great Chinese educator Confucius once said, \"novelty is more

[5] 杨宏艳.游戏教学研究进展.现代教育技术 [J],2009（5）:53-57.important than knowledge itself, and

interest is even more important than

(上接第84页)北京.教育部国际合作与交流司， 2015.[13] 郝志刚.缅甸华人华侨华文教育[J].东南亚研 究，1997 (4).[10] 教育部国际合作与交流司.2016来华留学生简 明统计[J].北京.教育部国际合作与交流司，2016.[14] 崔庆铃.来华留学教育现存问题及原因分析

[J].高等教育研究，2008 (3).[15] 崔庆铃.来华留学教育的历史发展及原因分 析[J].高等教育研究，2006 (6)[11] 王尧，美谢娜.高等教育国际化背景下的来华 留学生教育[J].中国成人教育，2017 (24).[12] 陈荣明•“一带一路”沿线国家来华留学生管 理策略研究[J].中国高等教育.2017(Z3).90