从儿童心理学角度谈游戏教学法在小学英语教学中的应用论文设计

1、 On Application of Game teaching method in Primary School English Teaching from the Perspective of Children Psychology 从儿童心理学角度谈游戏教学法在小学英语教学中的应用 ContentsAbstract 摘 要1. Introduction12. Literature review1 2.1 Definition of game teaching method2 2.2 Functions of game teaching method from perspective of

2、 children psychology2 2.3 The research of game teaching method at home and abroad43. The survey of the application of game teaching method in English teaching in primary school5 3.1 The questionnaire5 3.2 Data analysis64. Problems in the application of game teaching method in English teaching in pri

3、mary school9 4.1 The negative attitude to game teaching method in English teaching9 4.2 The unconspicuous effect of game teaching method10 4.3 The low efficiency of game teaching method11 4.4 The unscientific design of game teaching method125. Suggestions to the application of game teaching method i

4、n English teaching in primary school13 5.1 Developing students positive attitude to game teaching method14 5.2 Improving the effect of methods of game teaching15 5.3 Improving the efficiency of game teaching method15 5.4 Designing scientific game teaching method166. Conclusion17References18Appendix2

5、0Abstract As we all know, interest is the best teacher. At the same time, interest is the key to learn English well. Game teaching method can stimulate students interest in learning English. This paper mainly expounds the problems and solutions of the game teaching method in primary school English c

6、lassroom teaching, and reminds teachers to combine the game teaching method with childrens psychology in the actual classroom teaching. Under the guidance of childrens psychology, teachers should pay attention to the design of game content, the formulation of game rules, the organization and classro

7、om control ability of teachers, and whether the evaluation summary is in place in time.Based on result of the questionnaire, this paper aims to explore four problems with game teaching method in primary English classroom. One is the negative attitude of the students during the game. This is followed

8、 by negative impacts and inefficiencies. The last is unscientific game design. In response, this paper will propose corresponding suggestions.Key words: Game teaching method; Children Psychology; English Teaching in Primary School摘 要众所周知，兴趣是最好的老师。同时兴趣也是学好语言的关键，游戏教学能很好地激发学生学习英语的兴趣。本文主要阐述了游戏教学法在小学英语课堂

9、教学中存在的问题和解决方法，提醒教师在实际课堂教学时充分把游戏教学法与儿童心理学相结合。在儿童心理学的指导下，教师注意游戏内容的设计、游戏规则的制定、教师的组织和课堂驾驭能力以及评价总结。 通过问卷调查法，本文旨在探讨游戏教学法在小学英语课堂教学中存在的四个问题。一是游戏进行过程中学生的消极态度。其次是消极影响和低效率。最后是不科学的游戏设计。对此，本文将会提出相应的建议。关键词：游戏教学法；儿童心理学；小学英语教学；1. Introduction As one of the popular teaching methods in Contemporary English classroom

10、teaching, English teaching method can activate the classroom atmosphere, stimulate students interest in learning English and improve the efficiency of English classroom.Foreign countries began to study game theory from ancient Western Europe. With the increasing emphasis of domestic education on the

11、 English course, the game teaching method has gradually entered the primary and secondary school classroom. Educators at home and abroad are full of praise for the positive role of game teaching method in English classroom.However, there are some problems in the use of game teaching method. Research

12、ers seldom analyze and solve these problems from the perspective of child psychology. Therefore, in order to understand the current situation, the application of game teaching method in primary English classroom was investigated. Through the investigation, some problems are figured out in the Englis

13、h classroom of primary school, such as negative learning attitude, unconspicuous effect, low efficiency, and unscientific game teaching method design. As there are still problems in the English classroom in the aspect of game teaching method, some corresponding suggestions are put forward, for examp

14、le, developing students positive attitude to game teaching method, improving the effect of methods of game teaching, improving the efficiency of game teaching method and designing scientific game teaching method.2. Literature reviewAs a new teaching method, game teaching method provides a new teachi

15、ng mode for primary school English teaching. Game teaching method plays an important role in stimulating students interest in English learning and improving the efficiency of classroom teaching, and the significance of the game teaching method cannot be ignored.2.1 Definition of game teaching method

16、Game teaching method is a kind of teaching method which combines teaching and game skillfully. The application of game teaching method in primary school English teaching not only injects fresh impetus into English classroom teaching, but also improves students interest in learning and classroom effi

17、ciency. At the same time, it is also conducive to the establishment of primary school students self-confidence and the development of emotional attitude.The game teaching method is a learning process in which the teacher organizes the game activities purposefully, so that the students can learn know

18、ledge, use knowledge and feel happy in the lively and interesting game activities (Li, 2020, p.2). The game teaching method starts from the learners motivation, so as to better complete the learning process. Primary school English is learned in the face of an unfamiliar language course that is less

19、applied and less exploratory. Therefore, it is very detrimental for students to learn English if they are not motivated when learning. Language is also a fundamental part of students English learning process, and if it is not taken seriously, it will inevitably affect their subsequent learning resul

20、ts. To learn English well, the first thing is to get students interested in learning it, and when they are interested, they will be able to focus their attention and energy on learning English, and their academic performance will be improved. Game teaching method is the most suitable teaching method

21、 for elementary school students, which is effective in teaching English subjects. (Li, 2020, p.2).From the above research, it can be seen that game teaching method, as a new teaching method, is an effective auxiliary means of English classroom teaching. It can stimulate students interest, improve ef

22、ficiency, and play a positive role in the cultivation of students emotional attitude. In addition to the scholars suggestions, the game teaching method should also emphasize that one should take a variety of games suitable for children from the perspective of childrens psychology, improve the effici

23、ency of games in the classroom, and use games to construct the existing knowledge and new knowledge of students.2.2 Functions of game teaching method from perspective of children psychologyAlthough the game teaching method is only a kind of teaching method used by teachers, its important role in Eng

24、lish teaching cannot be ignored. In Democracy and Education, John Dewey (1916), an American philosopher, proposed learning from experience, that is, learning by doing (p.78). Learning from experience is to connect what you do with what happens. Therefore, the teachers should combine students mental

25、activities with physical activities. Dewey thinks that all learning is a by-product of action, so teachers should help students think and learn knowledge through doing. Dewey starts from the theory of activity, emphasizes childrens use of game forms, and learns from experience.In addition, the game

26、teaching method can improve the classroom efficiency. Its childrens nature to love playing. If the students feel the English teaching boring, its difficult for them to focus for a long time. Through the classroom game, teachers can catch the childrens attention very well. Through the repeated practi

27、ce of the game, it can help the children learn English in a relaxed and happy learning atmosphere, deepen the memory of knowledge points, and enhance the efficiency of classroom learning (Li, 2003, p.45).Whats more, game teaching method can create language situations and improve students communicati

28、ve ability. Games can be used in class to promote students English thinking. When playing games, students oral English, listening and practical operation ability can be well exercised. Teachers can create English language environment in the classroom, instead of using Chinese as a bridge of communic

29、ation. And they can also help the students develop English thinking patterns into a good habit so that the students can really use English as a communication tool in daily learning.Last but not least, carrying out game teaching method in class can cultivate students self-confidence and sense of team

30、work. When playing in groups, students can work together in groups, make clear the division of labor with members, learn from each others strengths, give full play to their advantages, improve their ability of discussion and communication, understand the power of cooperation, and experience the char

31、m of cooperation. Game teaching method can help students realize that through the sharing of group members, their knowledge will be rapidly expanded in a short time. In cooperation, students can find their own and others strengths, establish self-confidence, and form a classroom atmosphere of mutual

32、 help and win-win cooperation in the process of teaching.2.3 The research of game teaching method at home and abroadA large number of foreign scholars and researchers have studied a lot on game teaching method, such as Plato, Froebel and Rousseau. Plato, as a famous thinker and educator in ancient G

33、reece, is also the earliest educator who systematically expounds early education. Plato advocated using the method of play to guide childrens learning and taking play as the content of childrens education. The childrens attention can always be caught by the interesting things, so the game is a good

34、way for them to learn. The game teaching method conforms to childrens psychological and physiological characteristics, can help children learn, and is conducive to childrens all-round development. Plato (1957) believes that in the game children can better understand everyones character (p.89). Froeb

35、el was the first to emphasize the value of games. He believes that the activities can help to create childrens imagination, which is of great help to childrens cognitive ability. In addition, Froebel (1957) stressed that adults should support and care for childrens games, so he said: mother, cultiva

36、te childrens ability to play, father, protect and guide childrens games (p.93). In Human education (1964), Rousseau realized that playing games is of great significance to childrens development. He advocated that games should play an important role. He believes that childrens learning and life are c

37、losely linked with games. Learning is inseparable from life and games. Playing games is a necessary way for the children to understand the world around them (Li, 2020, p.2-3).In China, an increasing number of scholars also have done a lot of researches on this topic. Chen Heqin has created a Chinese

38、 and scientific childrens theory and practice system and made a cross era contribution to Chinas childrens education. He thinks that games can give children joy, experience, knowledge, thought and health, and have important educational value. Therefore, games should become the main way of childrens

39、education. Teachers should make full use of various activities according to childrens age and give them enough opportunities to practice. Chen Heqin (1921) proposed that games have four values: discovering the body, cultivating noble morality, sharpening the brain and serving as the elixir of rest(p

40、.79). Song Jianping (2010) pointed out that game teaching method is a kind of teaching method that uses the game in teaching to create a harmonious, interesting and rich language communication situation for students and make them learn in the happy game activities(p.89).To sum up, all the above rese

41、archers and professors emphasized that game teaching method is in line with the characteristics of childrens physical and mental development. It can stimulate students interest in learning, create a good language learning environment for students, and cultivate students emotional attitude.3. The sur

42、vey of the application of game teaching method in Primary SchoolIn order to know the current situation of the application of game teaching method in English teaching in primary school, Baotou Shaoxianlu Primary School has been taken as an example and the questionnaire method is adopted as the survey

43、 method to know the current situation.3.1 The questionnaire Baotou Shaoxianlu Primary School is a school in Qingshan District of Baotou city, and the teaching environment and learning atmosphere of Baotou Shaoxianlu Primary School are good, and the teachers there adopt more activities than other pri

44、mary schools. Therefore, this paper takes Baotou Shaoxianlu Primary School as an example to investigate the application of game teaching method in primary school English classroom. A total of 120 questionnaires were distributed to the students of Grade six, and 100 valid questionnaires were collecte

45、d to understand the current situation of game teaching method in English classroom. This questionnaire is composed of 12 questions, which is mainly used to investigate students attitudes towards English courses and game activities, the application of game teaching method in the classroom and their s

46、atisfaction with game design.Through the investigation of these aspects, teachers can understand the use of game teaching method in English teaching and classroom, and understand the application of game teaching method in primary school English teaching.3.2 Data analysisThere are totally 100 effecti

47、ve sheets of questionnaire to understand the current situation of the application of game teaching method in English teaching in senior primary school. And the answers to the survey are presented through the following part. After analyzing these data, some problems in the application of game teachin

48、g method in English teaching can be found.Table. The survey of the application of game teaching method in English teaching in primary school Options QuestionsNumber/Percentage (%)ABC1. Do you like English classes?49/49%44/ 44%7/ 7%2.What do you feel when playing games in English class?70/ 70%11/ 11%

49、19/ 19%3. Is there often a game in English class?59/ 59%31/ 31%10/ 10%4. If you dont want to play, what might be the reason?26/ 26%39/ 39%35/ 35%5. Do you listen to the teacher carefully before you play the game?76/ 76%15/ 15%9/ 9%6.Do you obey the rules in class when playing games?65/ 65%21/ 21%14/

50、 14%7. Do you think playing games in class will help your English study?70/70%25/ 25%5/ 5%8. What do you think is the benefit of playing games in class for your study?37/ 37%42/ 42%21/21%9.Do you want to play games often in English class?72/ 72%20/ 20%8/8 %10. Do you like all the games organized by

51、the teacher?56/ 56%39/ 39%5/ 5%11. Is the teacher involved in the game?44/ 44%45/ 45%11/ 11%12. What kind of games do you like?45/ 45%44/ 44%11/ 11% Question 1 and 2 are designed to understand pupils attitude towards English classroom and game teaching method in classroom. The results of Question 1

52、show that 49% of the students like their English classes very much, while 7% of them have no interests in English classes. 44% of the students just like English a little. Although it is very simple, the problem is that the primary school English classroom will seldom adopt the method of game teachin

53、g. Question 2 aims at knowing students attitude to game teaching method in English classes. 70% of the students think the games in English class are very interesting and they usually actively participate, and 19% of the students are nervous when playing games in class. They are afraid of making mist

54、akes, so they dare not take part in the games. Nevertheless, 11% of the students have no interest in classroom games.In the aspect of the current situation of the application of game teaching method in English teaching, Question 3 shows that 59% of the students often take part in games in their Engl

55、ish class, 31% of the students occasionally have games in their English class, and 10% of the students never play games in their English class. That is to say, the game teaching method is often applied in Shaoxianlu Primary School English teaching.Question 5 is designed to know whether game teaching

56、 method can attract students attention before the game. 76% of the students said they would listen to the teacher carefully before the game started, while 9% of the students said that the game could not attract their attention and they would not listen to the teacher carefully. And 15% of the studen

57、ts said they often ignore the rules which are settled by teachers. Question 6 is designed to find out whether the game can attract students attention when they play. 65% of the students will abide by the classroom discipline when playing games, and 21% will occasionally abide by the classroom discip

58、line. However, 14% of the students cant concentrate and control their emotions in the game. Moreover, Question 7 is designed to know the efficiency of game teaching method in English class. 70% of the students think that playing games in English class is very helpful for their English learning, but 25% of the students think that playing games in class is less helpful for their English learning, and 5% of the students claim that game teaching method is not helpful for their learning at all. And then Quest