浅析小学英语课堂游戏活动设计论文

1、学号：2008311038哈尔滨师范大学学士学位论文题目浅析小学英语课堂游戏活动设计学生指导教师讲师年级2008级23班专业英语教育系别英语教育系学院西语学院哈尔滨师范大学学士学位论文开题报告论文题目浅析小学英语课堂游戏活动设计学生姓名指导教师 讲师年 级2008级23班专 业英语教育2012年3月课题来源：导师指导下自拟题目题 目:浅析小学英语课堂游戏活动设计 研究方向：教学法课题研究的目的和意义：目的：1,如何使课堂游戏更好服务于课堂教学，提高教学效果。2,如何利用游 戏激发学生学习英语的兴趣。3,利用游戏培养学生的想象力和自主学习能力。4, 利用游戏帮助学生形成止确的学习方法和良好的学习

2、习惯。意义：1,游戏教学是开发学生智力，培养学生思维能力、表演力和创造力的有效 途径。2,游戏教学是教学目的、内容的贯彻和落实的有效形式。3,游戏教学是 集中学生注意力、发展学习兴趣的有效手段。4,游戏教学是增强后进生自信的有 效措施。5,帮助教师传变观念，提高认识，探寻更好的途径，使游戏真正成为学 牛学习英语的基木活动，同时，提高教师教育的技能，促进教师的专业化水平的 提高。6,理论联系实际，丰富理论研究，为理论研究提供更多的支持。国内外同类课题研究现状及发展趋势:国外：徳国教育家福培尔认为：“游戏是儿童活动的特点，通过游戏，儿童的内心 活动和内心牛活变为独立、自主的外部表现，从而获得愉快、

3、自由和满足，并保 持内在与外在的平衡。儿童游戏往往伴随着语言的表达，有利于儿童语言的发展国内：我国小学英语课程教学基本要求（试行）中明确规定：根据小学生的生 理和心理特点以及发展要求，小学阶段英语课程的目标首先是激发学生的兴趣， 培养学牛学习英语的积极态度，使他们建立起初步的学习英语的自信心。显然这 种强调智力与非智力因素协调发展的思想，较之以往片面重视开发智力的做法， 更符合儿童的身心发展规律，有利于小学生的英语学习。英语新课程标准中指 出“基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生 树立自信心，养成良好的学习习惯和想成有效地学习策略，发展自主学习的能力 和合作精神。

4、使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定 的综合语言运用能力。培养学生的观察、记忆、思维、想象能力和创新精神；帮 助学生了解世界和屮西方文化的差异，拓展视野，培养爱国主义精神，形成健康 的人生观，为他们的终身学习和发展打下良好的基础。”课题研究的主要内容和方法，研究过程中的主要问题和解决办法：主要内容：研究英语课堂游戏设计的策略。根据小学生的心理特点，结合教材内 容，设计小学生喜闻乐见的课堂教学游戏。研究英语课堂游戏设计的基本形式。 探究英语课堂游戏活动的价值。主要问题：如何正确地认识游戏在英语课堂教学的意义，怎样科学、正确地利用 游戏这一载体，为提高英语学习效率做出贡献。解

5、决方法：通过对英语课堂教学各个环节中适用哪些游戏做岀探索实践，对这些 游戏的可操性及对提高课堂效率的效果做出评估，联系学生学龄特点及进一步学 习的需要，总结出课堂教学的适用原则及注意事项；“游戏”是一种载体，一种 形式，它必须是能应用于英语课堂教学并对英语课堂教学起积极作用的师生双边 活动。游戏要活泼、有趣。对于教师要易于操控。游戏本身要高效实用，要与英 语知识学习联系紧密。课题研究起止时间和进度安排:1. 2011年11刀11日至11刀30日：选导师及撰写论文方向。2. 2011年12月1日至12月31 b：与导师商榷论文题目。3. 2012年1月1 口至2012年3月15 口：撰写并提交开

6、题报告。4. 2012年3月16日至2012年4月25日：撰写并提交毕业论文。5. 2012年4月26日至2012年5月11日：准备并参加毕业论文答辩。6. 2012年5月12日至2012年5月16 h：导师上交所有论文材料。课题研究所需主要设备、仪器及药品：无外岀调研主要单位，访问学者姓名:指导教师审查意见:（签字）该论文选题结合实际，具有较强的实践意义。论点明确，文献，论据充分 可靠，符合学士学位论文要求，同意开题。指导教师2012年3月16日教研室（研究室）评审意见:理论教研室主任（签字）2012 年 3 月 16 h系（部）主任审查意见:英语系（部）主任（签字）2012年3月16日gr

7、aduation paperfor bachelor degreeharbin normal universititle: game teaching reaching and practice inprimary schoolstudent: liu yongtutor: guo yu-jing (lecturer)grade: grade 2008major: english educationdepartment: english education departmentcollege: faculty of western languagesand literaturesgame te

8、aching reachering and practice in primary schoolliu yongabstract： game teaching is the method which using the glamorous activity mode of games to guide the students to learn knowledge and the development ability, stimulate the study interests of the students. therefore, the primary school english te

9、aching should pay attention to motivate students to learn english and stimulate their strong desire to learn. and the variety mini-type of games are the "catalysts” to further improve their learning interests.key words: primary school; teaching in game; the spirit of game; teaching method1. sho

10、rting and easying>1>1 understand the rules of the games clearly>understanding and following the rules is the key of teaching games successfully. games don, need so many skills, it is easy for the students to accept, so that the students can obtain the good teaching results smoothly through

11、the games. teachers can use bilingual to indicate the rules of the game, and they should do the demonstration when it is necessary. in addition, teachers can also make information cards or blackboard writing message to make all of the students understand, such as 'schools in pairs9 'drawing，

12、. etc.1.2 arrange the games organization.game structures include the whole class, group, etc. the class activities request the whole class as a unit. its important to enliven the atmosphere of playing games in the classroom. when facing lots of students, choosing the group structure is very useful t

13、o the game methods. finally, the teacher must ensure that every student is clear whatever he or she should do.1.3 teachers should help the students when playing games.according to the conditions of the students, teachers should provide the necessary help or to explain the game and rules timely.2. pr

14、inciple.2.1 pleasure and the teaching purposes are combined with the principle.game teaching aims to change the boring teaching modes, eliminate children physical and mental fatigue in the teaching activity, which will bring cheerful mood.the games let the children know the environment, and imitate

15、the around people action and characteristics of unrestrained activities, and have a greater opportunity to achieve the quality of their life or have more opportunities to become the subject of activities of the object, thus it can make more exercises for the students' independent abilities. for

16、example, the teacher designs such a gamelucky somewhere in the game when studying how to say the color english words. make a turning table, which has above ten colors, the teacher asked “what color is it?” can you guess?” then the students answer the question quickly. some would guess purple, some w

17、ould guess red. this kind of game has clear objectives and it is easy to do. almost every student can participate in the game.2.2 inspire the students9 multi-dimensional intelligence principle.the game can develop the imagination of the students, it also can learn to think independently when they ar

18、e playing games, although it is a collective art, but it also adds a personal effects. every function is very important. when the students are involved in a game discussion activity, the teacher should encourage every student to achieve victory. such as, the teacher draws some abstract graphics on t

19、he blackboard and lets the students to guess. try to use the words what they have learned. teacher: “what，s this in english?” students make the rounded guess into a ball, an apple, an orange, a clock, some students make square guess into a book, a map, a window, which can give full fun for the stude

20、nts imagination.2.3 game design should reasonable, various in form, vivid and flexible.students may be willing to accept and participate to the study through the games. therefore, the guiding language should be concise and vivid and it should be easy to memorize and observe. facing the complex games

21、 that the teachers should explain and make the students understand.games often have the following several activity objectives: than speed, than reaction, than exact memorization, than observation, than thinking, and various forms of listening, speaking, reading and writing. the form of games diversi

22、fication is very important. therefore, the teachers should collect games constantly and design or renovate the games frequently.game teaching should have flexibility, it means that the teacher should pay attention to adjusting the game activities timely and reasonably, and should pay attention to gr

23、asping the classroom atmosphere and the rhythm of the class, which deal with the relationship of the teaching content and the game, adjust the relationship between the teaching modes in all aspects.2.4 free choice and participation are fully combined with the principle.it refers to the teaching shou

24、ld not only make children have the freedom to choose the emotion and to guide organizations in the organization games, and become the major of the subject of the game activities. it is not because the game is free choice of emotion as the base, which can allow children to specify oneself to decide o

25、r not in the game teaching, or just to accommodate some children in teaching games, it can not set up any efforts to overcome the difficulties or obstacles for the children. in the teaching course, giving children certain freedom is to make children improve selectivity and consciousness, which promp

26、ts them to participate fully in enthusiasm.therefore, adhere to the freedom of choice and participate fully in the principle of combining, the key is to give children in activities with certain freedom, and to urge these shy children to participate fully in that devotion activities, the measures sho

27、uld not be compulsive means, but the attraction of the game itself and the proper rules or requirements. teachers should create conditions to assign the children to do these educational games into children voluntary movements .the creative conditions refer to the interesting game teaching, its aim i

28、s to let them choose this activity voluntarily and independently, thus becoming the subject of game teaching activities.2.5 the principle of participating actively, cooperating in unities, the fair competing in fair.teachers should pay attention to help the students to allocate groups when they are

29、using this game teaching method, they should also arouse student's enthusiasm, stimulate student study enthusiasm, and ensure every student can participate and accomplish the games successfully. students should work with each other and help each other. on the other hand, for the students, they r

30、eally care about the result of the competition, which will arouse the students9 enthusiasm so as to achieve a better teaching effect.2.6 the teachers should evaluate the games with variety and creative ways.the form of the games is one of the parts of the classroom teaching activities. teachers shou

31、ld evaluate students performance at the end of the game. at present, teachers often ignore evaluating the students in english class of primary schools. in addition, evaluation should be various and creative so that to get better effects. games5 assessment multiplicity refers not only the evaluation

32、of the students' language and their language skills in the game activities, but also the situation of the students' activities of emotion attitude in the evaluation, in the mean time, the cooperation spirit, the creative ability of using language and the intelligence activity status (means s

33、tudents in game activities of observation, memory, thinking and imagination) are also important. so the evaluation should reflect the innovation. example: some students possess good listening skills, some students may be provided with excellent spoken english, others may have the conspicuous abiliti

34、es of reading or writing. therefore, the standard of the evaluation should not be sole, which should according to the studentsoriginal study level. the developmental evaluation could promote all kinds of students in their original basis. teachers should be skilled in discovering the outstanding perf

35、ormance of the students which embodied in the game activities. for some game answers, as long as the students accomplish it earnestly, the teacher should offer encouraged appraises.3. examples3.1 greeting and revisionteacher greets the whole class and asks the students to say something about their a

36、ddress and directions.description: the greeting of the teachers and the students before the class could produce some new contents, which is a chance to use english. and its main purpose is to create a relaxed and harmonious classroom teaching atmosphere. this greeting way also makes some preparation

37、 for the following content of the study at the same time. traditional greeting in classroom teaching seems tending more to the formalism, less to the sincere greetings, only when the teachers at the discretion of the tone, they can achieve the purpose of communication and the students can be inspire

38、d.review the numbers from one to twenty by competition between the boys and girls, then the teacher asks four pupils as the deputy for four groups went to the blackboard and points the correct numbers when the teacher reads some numbers. description: reviewing ways are different from the traditional

39、 classroom teaching ways. the traditional teaching generally keeps reciting or reading lessons by turn, this kind of mechanical way is so boring that is not good enough to stimulate the pupils' interests. in game teaching, the teachers divide two groups to mix the game activities into the review

40、 activities ably and let the boys and girls against each other in their own group to play the game happily with the last lessons they have learned. this review process also is the real language materials of input process again.3.2 presentationt： we have study something about numbers in english. let&

41、#39;s learn something about "direction. pm sure you have known your right hand and left hand, you have known where you lived. do you remember the words "on, in, between, in front of, behind, next to, beside，'？ (ask some students to answer it) do you know how to back your home? do you k

42、now telling your classmates how to go to your house? no? ok, here are three maps in the blackboard, there are three directions in three maps, lets learn how to say the meaning.description: this step will create some new problem-contexts and stimulate the students9 learning motivation, the teacher pr

43、esent the new tasks by arousing the knowledge they have learned and inculcating the students to learn new knowledge, which is easy to create knowledge migration. this teaching task is very effective in classroom teaching, which cannot be compared with the traditional classroom teaching. this link is

44、 also the full embodiment of the teacher's "facilitator and "organizers role (class organization language materials).3.3 learning key words and expressions>t: ok, now lets look at the blackboard, please, (there are six new words and one expression on the blackboard: lost u 迷失”，live

45、"住 ”，west “ 西方”，straight "笔 直的”，much “许多”，supermarket "超市” next to "紧挨着”)there are six new words and one expression on the blackboard. at the first i will read them one by one, you may look at my mouth and listen to me, you can follow me, we will read them five times togethe匚 aft

46、er then, we will compete with four groups. at the end, we will find the winne匸now we will do an easy exercise: put the new words together as a sentence, you can do it with your interesting, like this: a little dog live in west, it lost much and go straight to a supermarket. (if time permitting, some

47、 students are invited to write their sentence on the blackboard.)description: while teaching words and phrases, game teaching makes full use of the students9 study ability and psychological characteristics, blending in game teaching activities called "look at my mouth" for the sake of full

48、 amount of input on the new words and phrases in the first place, the students could hear, listen quietly or follow the teachers to recite, which is important for the correction of the pronunciation of the words and the phrases. then the teachers adopt the pattern of group cooperation and competitio

49、n of game playing to make the students be in a pleasant and intense class atmosphere and to repeat the words and phrase, which is benefit for the purpose of convenient memorize. this teaching step embodies the process of learning foreign language in krasheifs monitoring pattern: taking care of the i

50、nput of the students5 language materials and enhancing the studentsinterests to the study of the language materials by adopting some certain ways, by internalizing and absorbing the input materials in order to achieve the output smoothly. in this moment, teachers should also notice the proper guidan

51、ce for the students in learning words and phrases.34 learning the textt: ok, now let relax ourselves by chanting some, do you remember the chant at page 5? every group will chant a paragraph 2, and so it is. you will chant them fluently and loudly, we will find which group is the best.now let?s look

52、 the blackboard, you can see there are six new sentences over there. we will find there are not any new words or expressions in these sentences. now i will read them about five times just like the new words and expressions studying, you can follow me silently, i don't hope who follow me loudly.

53、at the first i will read the 1st sentence: i live in no.2, west lake road. (t reads every new sentences about five times, and t will go around the classroom to check ss whether they are listening, t praise some ss and groups in class for their progress in listening) after listening you can follow me

54、, at this time t will check which group reading loudly and fluently, we will add some points in the board. after that will do a game, “polly says二"polly says,? means t read each sentences you can follow t, but t read each sentences that don9t say "polly says” you cartt follow t, we will fi

55、nd which groups are the winner at the game.description: english text teaching is the key of the primary school in the whole teaching link, the senior english texts are usually arranged some scene oral practice materials, so we must ensure the students use the language materials skillfully, they must

56、 requirement for these input language materials effectively in the first place, which requires the teachers to create some certain situations, and guides the students to learn classroom teaching in the proper way, then achieve output target-acquisition by practicing. in the traditional teaching, the

57、 teacher often use broadcast and the text recording, teach students how to read, and then read the text, then lets the student copy several text materials, and the teaching link have finished. these teaching steps belong to a single infusion impart, which makes the students accept the target languag

58、e materials passively, it also seems a big trouble for the students to learn all the language materials. in the game teaching class, teachers would make full use of the teaching steps like learning the new words or teaching the pupils to learn psychological characteristics in the first place, and mi

59、x the game into the teaching, the teacher first input the new text materials to let the students have a new contact to the language materials familiarly, then the teachers will adopt the group style of playing to let the students to read in the game of a relaxed atmosphere, this is benefit for the students to use the language materials in the certain playing base. then the teachers will input suffici