教育类论文范文

教育类论文范文教育类论文范文 Abstract Englishis an important andspecial toolfor municationnow inChina There hasbeen atrend ofteaching childrenat youngerages throughoutthe wholenation Children s English teaching has bee thebackbone ofelementary education However primary schoolEnglish teachingmethods arestill underexploration A monphenomenon isthat children s interest in Englishis decreasingas timemoves on To cultivatechildren s interesthas bee the mostimportant taskin English teaching This paperis basedon theoriesof gamefrom homeand aboard and game is takenas researchobject This researchprobes the definition of game the types characteristics andadvantages of games together with the importanceof games in classteaching and providessome adviceon how to use games in the classroom This paperguides the teachers inchoosing appropriategames toarouse children s enthusiasm and improvingthe teachingeffectiveness Keywords children English teacher lea rning game摘要英语教育的低龄化成为我国英语教育活动的一种趋 势 小学英语作为启蒙教育的基石 越来越成为社会关注的焦点和 热点 但是 不容乐观的是目前少儿英语教学领域里存在着种种问题 最 为令人担忧的是学生对于英语学习兴趣不足 因此培养学生学习英语 的兴趣是英语教学的首要任务 本文主要是在已有的国内外游戏教学理论的基础上 以游戏教学在 少儿英语课堂中的应用为研究对象 对少儿英语游戏的优点 类型 特点以及在课堂教学中的重要作用进行了初步的探讨 并对如何 在少儿英语课堂教学实践中应用游戏教学提出了建议 指导英语老师如何恰当的将游戏运用到英语课堂中 激发学生学习 英语的兴趣 从而达到提高少儿英语教学质量的目的 关键词儿童 英语 教师 学习 游戏Games in English Teachingfor ChildrenChapter Introduction WithChina s policyof reformand openingto theoutside world English as aninternational language has beemore andmore important So peoplebegin to pay due attention to English learning We allknow that children havethe abilityto learnsecond languagesmore easilythan adults For thisreason our governmentput specialemphasis onchildren s English teaching Many newEnglish curriculumstandards have adopted by the Ministryof Education and Englishhas beea pulsorycourse in all primaryschools Although the number of Englishlearners hasbeen growingrapidly the levelof English teaching hadnot beenimproved How to teach Englishwell isstill apuzzling question In China the typicalteaching modelis the teacher centered class In thiskind of English class the teachers play the main roleand theyexplain everylanguage pointswhile the students justwrite downall thewords theysay After the class numbers ofexercises isprovided to make studentsmit the new words and expressionsto memory They thinkmuch ofstudents ability ofwriting andlistening butnot speakingand reading So it is monto seethat afterten years English learning a greatdeal ofstudent stillcannot municate with foreigners Nowadays people haverealized thenegative influenceof the teacher centered class and askfor educationalreform Therefore the Ministryof Educationhas takenout aseries ofmeasures to solve this problem while thesituation hasnot beenimproved Aording toa newspapersurvey onchildren s attitudetoEnglishcourse 70percent of the childrenthink English class isboring and don t like to haveit That s justthe mainreason thatblocked children s progressof English study So whatshould wedo tochange it After agreat numberof researches educators foundthat oneappropriate strategyto encouragelanguage acquisitionis usinglanguage games This studyfocus on the games in children s Englishteaching Though quitea lotof peopleknow thesignificance of games in children s Englishteaching they stillcan t figureout bestways to organize them In order to raisethe efficiency of games in the Englishclass this articleintroduces thedefinitions of games different types of games the characteristics of games Through the right use of games the authorhopes toachieve the goal of children s interestarousing Chapter Games inLanguage Teaching2 1Definition ofGame Differentpeople havedifferent definitionfor game Spodek Bernardand SarachoOlivia demonstratedthat games aredifferent kinds of activities they arehighly structuredand includespecific rulesto befollowed Similarly Jill Hadfielddefined games as an activitywith rules a goaland anelement offun Brown said a gamecould beany activitythat formulizeda techniqueinto unitsthat can be scoredin someway From above we canunderstand that games arestructured playactivities organizedaround specificrules Aording toLongman Dictionaryof LanguageTeaching andApplied Linguistics game in languageteaching can be definedas anorganized activitythat usuallyhas the following properties a a particulartask orobjective b a setof rules c petition betweenplayers andd munication betweenplayers byspoken orwritten language Byrne gavethedefinitionto games as aform ofplay governedby rules They should be enjoyedand fun They arenot justa diversion a breakfrom routineactivities but a way ofgetting thelearner to use the language in the courseof the game 2 2Types of Games Gamehas foundan increasinglywide applicationin languageteaching It can be used toteachchildren word vocabulary phrase and so on It canalso beused totap thepotential of the children s ability Aording to these reasons games canbe dividedinto differentcategories 2 2 1Classification byTeaching ContentFirstly it canbe dividedinto pronunciation games Pronunciation is the basis of Englishspecking The progressto practicepronunciation is also boring using games can make the learning of pronunciationfull offun and help childrenlearn themcorrectly For example teach students the pronunciationof teachers canmake the students reada shorttongue twister For instance it sabear sittingon achair bing itshair andholding apear Secondly it canbe dividedinto vocabularygames Vocabulary is one of the mostimportant partsin Englishlearning but tomemorize vocabularyis reallyboring Games cancreate ahappy situationand make children in this happy atmosphere tomemorize vocabulary A goodmethod is to dividethe students into fourgroups and askthe students to listthe vocabularythey have learned Then game begins Choose onestudentsineach groupand askone of the fourstudents for example what s theantonym of black The keyis white If he or shegives theright answer his orher groupcan getone mark If theanswer iswrong give nomark Finally the groupwhich getsthe highestmark win the lostthree groupsshould have a performance such as sing songs dancing andso on Thirdly it canbe dividedinto numbergames In the class of number teaching children s responseis veryimportant Just teachstudents howto readand howto writewill make them tired ofnumber In the meanwhile it willalso decrease their interest in English Here is a gamethat canarouse children s interest Have astudent saya number for example two Then the next students should usebody languageto showthe other students thisnumber Fourthly it canbe dividedinto sentencegames Sentence isdifficult to learn Children s Englishteaching isnot justenable thechildren grasp the grammarbut let them speakEnglish formally Through games to develop children s abilityof creation stimulate them to use the vocabulary and phrasethat theyhave learnedto expresstheir thought Write downsome Englishsentence onseveral piecesof paper and askstudent Atakes one of them for example if thepaper says eat abanana this studentshould actlike that Then anotherstudent Bcan guess Are youeating something thestudentwho is acting canjust say Yes or No Trough thesequestions heasked student Btell theotherstudentswhat thephrase is 2 2 2Classification byFunction Games canbeusedto developchildren s languageskills Aording to their differentfunctions gamescanbe dividedinto fouraspects Firstly it is the memorygames Memory is the foundationof learning It s necessarytousegames to improve children s memory So whenteachers teachvocabularyandpronunciation they can organize a game called What s missing Write downa vocabularyon the blackboard but oneletter ofit is missing such as ap le Then the teacher asklike that What smissing students willanswer p is missing Through thiskind ofgame children s memorycanbeimproved a lot Secondly it isthe responsegames When the teacher askssomething children usuallyhave avery quickresponse Aording tothis the scholarsdesigned suchkind of games named responsegames For example a teachermake an instruction under the teacher s instruction the students should doa rightaction For intense the teachermakes anorder like put upyour hands Then the students put up theirhands Thirdly it isthe observationgames In thiskind ofgame teachers usuallyprovide two kindsofmaterials to the students one ispictures and anotheris texts For thepictures students shouldhave anobservation ofit and thenuse theirown wordto descriptit For thetexts it meansin onepiece oftext studentsshouldfind out one wordor onesentence that the teacherhave said 2 2 3Classification byNature InElementary CommunicationGames Jill Hadfieldcollected justtwokind of gamespetitive gamesand co operative games Cesar Klauerapplied fourtypesof gamesascooperative games petitive games munication gamesand code control games which hasbeen greatlyadopted andwill bestressed asfollowing Firstly it isthe cooperative games In this type ofgame the mainpurpose is to developa sense of cooperation Players work together tofinish amon task All themembers of the teamare involvedin thistype ofgame including the shy students The typicalcooperativegame is throughthe giveninstructions the teamworktogetherto pletea drawing Secondly it isthe petitive games As thename shows there isa petitionin thiskind of games In thistype ofgames players orteams pete to be No 1to pletethe task It canbe thepetition betweenteams or the individualagainst otherindividuals Through petitions players havethe opportunityto improve themselves It forcesthem to reach thegoal in the shortesttime butwith thebest result While in thistype ofgames dueattentionmust bepaid to the winnersand losers Guide them to have a rightattitude on the results Thirdly it isthe municationgames In thistype ofgames players exchangeinformation throughdialogues orpass messagesto otherplayers For instance two playerstalk toeach otherand get the informationof hispartners like name age hometown hobby etc Another formisoneof theplayers giveaninstruction another mustfollow it and doexactly whathe isasked such asdrawing acat open thedoor putupyour righthand etc Fourthly it isthe code control games This typeofgamesdemands the students have a goodskill of the language They mustproduce correctstructures spelling pronunciation etc All of these can help theplayers or the wholeteam getshigh marks 2 3Characteristics ofGames In ordertopursuit goodgrades Englishteachinghasbeean activityof memorizingvocabulary which madethe studentslose interest in it In ordertosolvethisproblem games areapplied in Englishteaching Aording toFredercken game creates a bridgebetween learning and doing No matterin per school educationor highschool education games areknown as away to delightstudents whoare tiredof the class While theapplication ofgame isnot aneasy work it requiresthe teachershave acareful planning If theywant tousegamesin anefficient way they mustknow wellof the characteristics ofgames The firstcharacteristic ofgames isnovelty Different fromthe traditionaland seriousclass game isa novelway todirect the students tograspthe knowledge points It canalso teachthe studentssocial skillsin anatural way The secondcharacteristic ofgames isflexibility Aording to the different students the teacherscanorganize different games To thewithdrawn children it s goodtodevelopa cooperativegame Through thiskind ofgame encourage them toparticipate in and forcethemtomunicatewithothers To the poor students it s goodto playsomething easy which canhelp thembuild confidence So theapplication ofgames isvery flexible The thirdcharacteristic ofgames ismotivation Studies show that petitiveenvironments areeasy to stimulate students motivation Inorderto win they willput theirattention onstudy The rewardorthepraise fromthe teachersand theirparents canalso arouse their motivations The fourthcharacteristic ofgames isfun That sthebasic characteristicof the games Games createa free and relaxedenvironment for the students which canremove thethreat ofnew anddifficult material In this playful atmosphere students canalso workeffectively Games containmany factors such asrules petition and entertainmentand learning in particular Cesar Klauersummarizes the characteristicsofgamesasthefollowing Firstly a gamemust haverules Through rules students knowhowto play and the teacherjudge theplayers winor lose Secondly a gamemust havegoals This goalstimulates students toplay It canbe somethinglike makingpoints orpleting the task first Thirdly a game isaclosed activity Games musthave beginningand anend It mustbe clearto the students orthe teachers who isfirst ooreachthegoal Fourthly a game isachild centered activity Different fromthe traditionalteaching model in the game based teaching teachers no longer in the centerof the class they justbeethejudge orscorer of the games 2 4The ImportanceofGamesin EnglishTeaching Before300years ago the greateducator JohnAmos Comeniushad emphasizedthe importanceofgamesin hisfirst workSchool ofInfancy And FriedrichFrobel the greatGerman educator also spokehighly of the valueofgames Game isa typicalform thatlife tookin childhood Games canarousetheinterest ofchildren andlower theirstress In Englishclass games createan Englishsituation in thishappy situation children canlearn Englisheasier 2 4 1Stimulating Children s Interestof EnglishLearning Aswe allknow interestisthebest teacher It playsthemainrole inlanguage learning All thechildren havethe naturaldisposition toplay if gamescanbeused in Englishteaching it willhelp toarouse children s interest Through thefascinating games children willnot onlyenjoy themselves but alsoacquire knowledgeinthisfreeandhappyatmosphere And inthemeanwhile it willmakechildrenhave sensethat Englishlearning isan interestingactivity It isgood forchildren s Englishlearningandcanhelpto raisethe efficiencyofEnglishteaching 2 4 2Lowering Children s Burdenon EnglishLearning In the games children graspthe language point quickly It canhelp childreneasetheiranxious on English study thus make them gotthe confidenceto learn When childrenbine gamesand studytogether they willhave asenseof I wouldlike to learn instead of I shouldlearn For thisreason they begintopaya lotof attention on the Englishstudyand enjoythemselves All of these clearlyshow usthat gamescan lowerchildren s burdenonEnglishstudy 2 4 3Making ChildrenHave aBetter Understandingof theKnowledge In theEnglishclass if the teachers justexplain everylanguagepointto the students but do not encouragethemtothink andhave theirown opinion the studentscan neverhold theessence of the knowledgepoint While inthe game based class teachers createa real life situation and inthis situationchildren canchange theabstract ideas into concreteideas Therefore they willhave abetter understandingof the teaching contextand flexiably usewhatever theyhavelearned 2 4 4Improving theRelationships betweenTeachers andStudents Inthe traditionteaching model teachers play the roleintheclass they holdthe administration All thestudentsshouldfollow theirorders If there is someonewho infringedthe discipline of theclass heorshe wouldbe punishedbythe teacher So inthe eyesof thestudents teachers arevery graveand fearful While inthe game based teaching teachers arenolongerthe centerof theclass they beepositive They playgames with students just like their elderbrothers orsisters All of these makestudents changetheir attitudetowards the teachers The harmonyrelationships willinstead thetension one Cheaper Design andMethodology3 1Design3 1 1Characteristics ofgames design Children s Englishteaching must in aordance with children s characteristicsof psychology Many studiesshowthat the satisfactionof thechildren s psychologydecides the game issueeding ornot The moresatisfaction thegame creates the easierthegamesueeds As aconclusion thecharacteristicsofchildren s psychologyare thebasisof thegamedesign Therefore special attentionshould bepaid asfollowing ongames design Firstly it ispurposiveness Before designinga gamethe teacher must setan object aording tothe differentteaching contextorganizedifferentgames Make fulluse ofgames tohelp thestudents learnEnglish effectively For example in ordertoimprovestudents memory teacher canorganize aspelling game For example haveastudent saya word such as apple Then havethenextstudent saya wordthat beginswiththelast letterof thisword such asapple elephant tea Secondly it isappropriateness Gamescanbe dividedinto difficultones andeasy ones During theorganization of the games the teachershould takechildren s abilityinto consideration taking thesuitable measuresto localconditions If thegame is too difficulttothestudents it willmake themto beunsure of themselves On thecontrary if thegameis too easy it cannot arouse students interest So the teachermustgo handand handwith practice select themost suitablegame fordifferentstudents and class For example in oneclass if the numberofboys isone time of thegirls it willnot suitabletoorganizea petitivegame betweenboys andgirls It isnot followthe principleof fair Thirdly it isspeculation Children arealways full of curiosity The speculationof thegame canstimulate heirinterest oflearning set themagic guessfor example The teacherwrites downa wordon thepaper butdonottell thestudents and thenlet themguess The onewho give theright answer canbe crownas hehas magiceyes This typeofgameis beneficialto encouragetheshystudents orthestudentswho canno acquireknowledge veryquickly totake part in And it is alsogood for thestudentsto build confidence Fourthly itisCompetition All thechildren wouldliketo beNo 1 For thisreason the petitivegameisdesigned When childrenpete to be firstto pletethe task they canfocus theirattentiononthe learning That isa goodwaytoincrease theefficiencyofthe study For example high andlow voiceis gamethat studentspetetotheteacher In thistypeofgame students read after theteacher but in an oppositeway That s means if theteacher readsin ahigh voice thestudents will readin alow voice if theteacher readsin hisseat thestudentswill readwith standing Someone whofailed willbe punished Through thepetition betweenth