游戏教学法在初中英语词汇课堂中的应用现状调查研究

新乡工程学院本科毕业论文.Theteacherhasstudentsworkinpairstopracticeconversationsabouttheirfavoriteanimalsandwhy:What’syourfavouriteanimal?--It’sthemonkey.Whydoyoulikemonkeys?--Becausethey’recleverandfunny.Givethemtimetopracticetheconversationusingtheexampleprovided.Encouragethemtousetheirownwordsandcreativity.Asksomepairstoactouttheirconversationsinclass.Step5PronunciationPractice(10mins)Designagame:Theteacherchoosesawordtouseasa“bomb”.Randomlypointtothewordandstudentsreadtheword.Assoonastheword“bomb”isread,thestudenthasto“getdown”toprotecthis/herheadorhe/sheis“out”!Thelastoneleftisthewinner.Thesecondroundisupgradedtotwo“bomb”words,andthechallengeismadeevenmoredifficultbyincreasingthespeedordisruptingtheorderinwhichthewordsareread.Step6Summary(1min)Recaptheday’slesson,emphasizingtheimportanceofanimalconservationandexpressing.Step7Homework(1min)Writeashortparagraphaboutyourfavoriteanimals,includingwhyyoulikeitandoneinterestingfactaboutit.Practicethepronunciationofthetargetsoundsandwordsathome.Unit1AnimalFriendsSectionAWhydoyoulikeanimals?Unit1AnimalFriendsSectionAWhydoyoulikeanimals?Words:foxliongiraffemonkeyeaglewolfpenguincaretakecareofStructures:A:What’syourfavouriteanimal?B:It’sthemonkey.A:Whydoyoulikemonkeys?B:Becausethey’recleverandfunny.Pronunciation:a/ei/a/æ/ai/ei/ay/ei/al/ɔ:/aw/ɔ:/Inthisteachingplan,onhowtoaddgamesinajuniorhighschoolEnglishvocabularyclass,firstofall,theteacherchoosestodesignaquickmemorygameinthefourthpartoftheteachingdesignStep2,theteachergivesstudentstwominutestorememberthewordsontheblackboard,twominutesaftertheerasure,sothatthestudentswritefrommemory,whowrotethefastestandthemostrighttogetareward,throughthissmallgametomakestudentsinarelaxedatmospherewiththehighestefficiencytomemorizethewordstobuildthefoundationforthenextlearningcontent.Secondly,theteacherchoosestodesigna“bomb”gameinthefourthpartoftheteachingdesignStep5,theteacherchoosesawordasa“bomb”andrandomlypointstoallthewords.Oncethestudentsreadthis“bombword”,theteachergivesasignalandthestudentshavetogetonthetabletoprotecttheirheadsortheyareeliminated!Thelastpersonleftisthewinner.Thesecondroundisupgradedtotwobombwords,increasingthedifficultybyspeedingupordisruptingtheorderofthewordsley.Thisfunandrelaxinggameallowsstudentstoconnectwithpronunciationaswellasdeepentheirmemorizationofthewords.4.2TheAnalysisofTheTeachingDesignImplementationInthisgameteachingmethodpracticeclass,theteachercloselyfocusesontheteachingfocus,usingEnglishclassroomgamesasacarriertopresentthecoreteachingcontentofguidingstudentstomasterthenamesofanimalsandthecorrespondingadjectives.Firstly,intheprocessofclassroomimplementation,theteachercreatesanimmersivegameatmosphereandnaturallyintegratestheteachingknowledgeintothegame,sothatthestudentsareexposedtoandlearnthetargetvocabularyintheprocessofparticipatinginthegame,whichlaysthefoundationfortheachievementoftheteachingobjectives.Secondly,Fromtheanalysisofclassroomeffects,thisgameteachingpracticehasachievedremarkableresults.Ontheonehand,theparticipationofteachersandstudentswasveryhigh,andteachersandstudentsinteractswitheachotherathighfrequencyinthegameactivities,whichfullydemonstratestheadvantagesofthegameteachingmethodinactivatingtheclassroomatmosphereandpromotingthecommunicationbetweenteachersandstudents.Ontheotherhand,studentsareenthusiasticaboutlearningintheinterestinggamesituationandtooktheinitiativetocreatemanywonderfulsentences,whichnotonlyrealizestheflexibleuseofanimalnamesandadjectives,butalsofurtherexpandstheirknowledgeofrelatedthings.Thirdly,fromacomprehensivepointofview,theimplementationofthegameteachingmethodinthislessonsuccessfullypromotesstudents’knowledgelearningandabilityexpansion,effectivelyachievestheestablishedteachingobjectives.ItconfirmstheeffectivenessofthegameteachingmethodinjuniorhighschoolEnglishvocabularyclassroom,andprovidesapracticalexampleforsubsequentin-depthinvestigationoftheapplicationofthisteachingmethod.

ChapterFiveResultsandDiscussion5.1AnalysisandDiscussionoftheCurrentSituationofGameTeachingMethodinEnglishVocabularyClassBeforetheintroductionofthegameteachingthejuniorhighschoolEnglishvocabularyreliesontraditionalinterpretationandrepetition.Studentscanrememberwordstosomeextent,buttherearelimits.Firstly,itisdifficulttousethesewordsinrealcommunicationbecauseofthelackofcontextandapplicabilityoftraditionalteachingmethods.Butgamesprovidepracticalscenariosforvocabulary,suchassituationalsimulationdialoggames,inwhichstudentsdeepentheirunderstandingofvocabularyintheprocessofusingvocabulary,whichnotonlystrengthenstheeffectofmemorization,butalsoimprovestheabilityofvocabularyapplication.Secondly,boringmemorypracticemakesstudentsbored,whichaffectstheeffectivenessoflearning.Throughpractice,thestudysuggeststhattheimplementationofthegameteachingmethodhasledtosignificantchangesinEnglishvocabularyclassesatlowersecondarylevel.Students’interestinlearninghasincreasedsignificantlyandtheatmosphereintheclassroomhasbeenmorelively.Theplayfulapproachenhanceslearningeffectivenessbyprovidingalowstressandhighlyinteractivelearningenvironmentwherestudentscanlearnandapplyvocabularyinarelaxedandenjoyableatmosphere.Thirdly,traditionaleducationisteacher-centeredandstudentsreceiveknowledgepassivelyandlackactiveparticipationandinteraction.Especiallyinjuniorhighschoolstudents,duetothedevelopmentofthemindandbody,theconcentrationtendstobedistracted,andtheuniformandboringteachingmethodcannotattractattention.ButgameteachingplaysmultiplepositiverolesinjuniorhighschoolEnglishvocabularylearning.Forexample,itcanactivatelearninginterest.Throughthedesignofinterestingactivities,thedullnessoftraditionalvocabularylearningisbroken,sothatstudentscanshiftfrompassiveacceptancetoactiveexploration.Forexample,inthequickmemorygameandthebombgame,studentsactivelyparticipateintheinteraction,notonlyconsolidatetheoldknowledge,butalsonaturallyacquirenewvocabularyinthegamesituation,andtheenthusiasmforlearningisfullyignited.Furthermore,itcultivatesteamworkandcommunicationskills.Thegameteachingmethodbuildsinteractiveandcooperativescenes,suchasgroupdiscussionandrole-playing,inwhichstudentsnotonlyaccumulatevocabulary,butalsopracticeteamworkandcommunicationskillswhentheycollaboratetocompletetasks.Fromthecomparisonofteachingpractice,beforetheimplementationofgame-basedteaching,students’interestinvocabularylearningislacking,andclassroomparticipationislow;aftertheimplementation,students’interestinlearningissignificantlyincreased,andclassroomparticipationisgreatlyenhanced,whichfullyconfirmsthevalueoftheapplicationofgame-basedteaching.5.2ProblemsInGameTeachingInThisClassDespitetheachievementsoftheimplementationofgameteachingmethodintheclass,thereareproblemswiththeteachingofgames,includingthefactthatthedesignofgamesmaybeunreasonabletimeallocationanddifficultylevelofgamedesign.Insufficientpracticalexperienceofteachersandincompleteevaluationandfeedbackmechanisms.Individualdifferencesbetweenstudents.Otherexternalfactors.Theseproblemsneedtobetakenintoaccountandimprovedduringapplication.Inthisclass,theteacher’sallocationofthetimeanddifficultyofthegameisuneven.2minutesaregiventomemorizethenewwordsin“Quickmemory”inStep2,whichistooshortforfirst-yearstudentsanddifficulttobemasteredefficiently.10minutesaresetforStep5,buttheexplanationoftherulesandtheadaptationstageintheearlystagearenotdetailed,whichleadtoineffectiveuseoftime.Inefficientuseoftime.Theoveralltimeplanningofthegamelacksprecision,andsomepartsofthegamearerushed,whichaffectsthelearningeffect.AndStep2“Quickmemory”directlyrequiresstudentstomemorizeandwritenewwordssilently,withoutagradientfromsimplerecognitionandspellingpracticetomemorization,whichistoodifficult.Step5Pronunciationgameislaterupgradedtotwo“bomb”wordsandspeedup,withoutsufficientconsideration.ThelateupgradingoftheStep5PronunciationGametotwo“bomb”wordsandspeedingupofthegamedonottakeintofullconsiderationthereceptiveabilityandreactionspeedofthefirst-yearstudents,whichmakessomestudentsloseconfidenceinparticipatingduetothesuddenincreaseinthedifficulty.Thisclassshowsthattheteacher’steachingexperienceisnotsufficientandtheevaluationandfeedbackmechanismisnotperfect,andthedesignofmanyactivitiesintheteachingplanlacksdetailedconsideration,suchaswhenteachingwordsinStep2,thereisnomentionofhowtoguidestudentstoobservethespellingpatternsofwordsandcorrectspellingmistakes,theStep5gamedoesnotexplainhowtoensurethatallstudentsunderstandtherules,whichreflectsthattheteacherisnotsufficientlyanticipatingclassroomemergenciesandthedifficultiesofstudents’learningandthattheteacherisnotexperiencedinteaching.Itreflectstheteacher’slackofanticipationofclassroomemergenciesandstudents’learningdifficultiesandlackofteachingexperience.Thereisalsoalackofevaluationfeedbackinotherpartsofthelesson,exceptforStep3,whichmentionscorrectingpronunciation.Forexample,therearenoclearevaluationcriteria(e.g.,correctspellingrateofwords,grammaticalaccuracyofdialogues,etc.)forStep2wordspellingandStep4SpeakingPractice.Whenstudentsmakespellingmistakesin“Quickmemory”,thereisnoexplanationofhowtheteachercanprovidetargetedguidance,afterStep4SpeakingPractice,thereisalackoffeedbackontheaccuracyandfluencyoflanguageuse,whichisnoteffectiveinpromotingstudents’improvement.Inthisclass,theteacherdoesnottakeintoaccounttheindividualdifferencesamongstudents.WhenmemorizingwordsinStep2,theteacherdoesnottakeintoaccountthememorizationdifficultiesoftheweakstudentsandlacksauxiliarymethodssuchassplittingupwordsandassociativememorization,inStep4Speakingpractice,theteacherdoesnotprovidemoresentencescaffoldingorhierarchicaltasksforstudentswithweakoralexpressionskills(e.g.,studentsatthebasiclevelimitatetheexamplesentencesfirst,andstudentsattheadvancedlevelcreatetheirown).Whengroupingactivities,theteacherdoesnotexplainhowtomatchstudentsofdifferentlevelstoensuretheeffectiveparticipationofeachstudent,whichcouldeasilyleadtothedominationofstudentswithstrongabilitiesandthemarginalizationofstudentswithweakbasics.Therearestillmanyexternalfactorsthatcontributetotheproblemsofthisclass.Forexample,thetimeplanningistoogeneral,andtheoveralltimearrangementisstillvagueexceptforthemarkedlengthofsomeparts,suchasStep6andStep7,whichareonly1minuteeach,whichistoohastyanddifficulttocompletetheeffectivesummarizationandhomeworkassignmentinstructions.Secondly,thecultivationofcriticalthinkingisinsufficient:TeachingObjective3emphasizesthecultivationofcriticalthinking,buttheactivitiesaremostlyfocusedonmemorization(e.g.,spellingofwordsandimitationofdialogues),andthereisalackofactivitiesforin-depthanalysisandevaluationofanimalinformation(e.g.,discussingtheeffectsofdestructionofanimalhabitatsandhowtobalancetheprotectionofanimalsandhumandevelopment),whichmakesitimpossibletoanalyzeandevaluatetheanimalinformation.humandevelopment,itisnotpossibletoreachthisgoaleffectively.Thereisalsoalackofplanningforteachingresourcesandemergencies:althoughtheuseofmultimediatodisplaypicturesandvideosismentioned,thecriteriaforselectingresources(e.g.,clarity,educationalnature)andalternativesintheeventofequipmentfailurearenotstated,andthepreparationofteachingresourcesandemergencyresponseplansarenotcomplete.Thereforeteachersshouldchoosetheappropriategameresourcesfordifferentgradesandlearningenvironments.Teacherscanselectandchangethegameinthebookaccordingtotheactualsituationofthepupil,anddesignacorrespondingeducationalactivity,whichincreasestheefficiencyoflanguageteaching.5.3TheReasonsofProblemsInGameTeachingWhilethegameteachingmethodhastheadvantagesofstimulatinginterestandincreasingparticipation,therearealsosomeproblemswithpracticalapplication,themainreasonsofwhichcanbeattributedtothefollowingaspects:Firstofall,duringtheteachingprocess,theteacherhasunevencontroloverthetimeanddifficultyofthedesignedgames,therearetoomanygamesfocusonentertainmentandignoringknowledge.Inordertopursueanactiveclassroomatmosphere,someteachersdesigngamesthatareoflittleimportancetotheteachingmaterial,whichmakesthegamefunforstudents,butthelearningeffectisnotgood.Thedifficultyofthegameisnotreasonablyfixed.Thegameistoosimpleandnotchallenging,andthepupilsgetboredeasily;thegameistoocomplicated,studentshavedifficultyunderstandingtherules,andtheyareeasilyfrustrated.Impropercontrolofplaytime.Ifthegametimeistoolong,itiseasytoreachthecrowdandimplementtheprogressofteaching;Gametimeistooshortforthestudentstoparticipatefullyandachievethedesiredresults.Soteachersshouldbeabletopreparethelessonsatthesametimeas“preparingthepupils”,theplayactivitiesindifferentformsdependingonthepupils,tryingtoincludeallthepupils.Inaddition,thisstudysuggeststhatteachers’inexperienceinteachingandinadequatefeedbackmechanismsforteachingevaluationalsocontributetotheseproblems.Someteacherslackoftheoreticalknowledgeandpracticalexperienceingameteaching,someteachersdonothaveadeepunderstandingoftheconcepts,principlesandmethodsofpedagogyofthegame,anditisdifficulttodesignthescientificandeffectiveactivitiesofgames.Lackoforganizationalandmanagementskillsintheclassroom.Gameteachingrequiresteacherstohavestrongorganizationalandclassmanagementskills,orproblemssuchaschaoticclassorderandunevenstudentparticipationarelikelytooccur.Theevaluationmechanismisnotperfect.Thegameteachingevaluationmethodissingle,anditisdifficulttofullyreflectthelearningsituationandprogressofthestudentsbecauseitfocusestoomuchontheresultsandignorestheprocess.Individualvariabilityamongstudentnursescanalsoleadtoproblems.Thedifferencesinage,personality,studentlearningstyle,etc.Studentsofdifferentageshavedifferentoptionsandreceptaclestoplay,andstudentsarelikelytobemoreactiveinplay,andintrovertedstudentsmaybemoreinclinedtobebystanders.Pupils’Englishproficiencyvaries.StudentswithahigherlevelofEnglishmayfindthegametoosimple,andstudentswithalowerlevelofEnglishmayfinditdifficulttounderstandtherulesandinstructionsofthegame,leadingtoalowlevelofparticipation.Therearealsosomeotherexternalfactors,suchliketeachingspacelimits.Somegameshavealongerperiodoftimeormorespacetodevelop,andteachingtimeandspaceintheclassroomislimited,makingitdifficulttomeettheneedsofthegame.Lackofteachingresources.Somegamesrequirethehelpofspecificprops,equipmentormultimediaequipment,andsomeschoolshavelimitedteachingresourcesandareunabletoprovideenoughgamecontent.Toovercometheproblemsofplaypedagogy,teachersmustclarifythegoalofgameteaching,andorganicallycombinegameswithteachingmaterial.ThegameisdesignedaccordingtotheagecharacteristicsofthepupilsandtheirEnglishlevel,focusingonthecausesofthepedagogicalproblemsofthegame.Strengthenorganizationandclassroommanagementtoensurethatgameactivitiesarecarriedoutinanorderlymanner.Establishascientificandreasonableevaluationmechanismtotakeaccountofthelearningprocessandstudentprogress.Continuouslylearnandexplorethetheoriesandmethodsofgameteaching,andimprovetheirabilitytoteachgames.Overall,thegameteachingmethodisaneffectivemethodofteaching,butteachersmustuseitreasonablyaccordingtotheactualsituationtogiveitsadvantagesfullplayandtoimprovetheefficiencyofteachingintheclassroom.ChapterSixConclusion6.1ResearchFindingsThisstudyonteachingpracticeshowsthattheintroductionofgameteachingmethodhasbroughtsignificantchangestoEnglishvocabularyteachinginjuniorhighschools,suchasasignificantincreaseinstudents’interestinlearning,therealizationofthelearningmodechangefrompassiveacceptancetoactiveinquiry,andtheclassroomparticipationdegreehasalsoshownapositiveupwardtrend.However,intheprocessofimplementation,anumberofproblemsarestillexposedtobeoptimized,suchastheunreasonablesettingofthegamedifficultygradientandtheimbalanceofclassroomtimecontrol,theteachers’lackofexperienceingame-basedinstructionaldesignandthelaggingnatureoftheevaluationandfeedbacksystem,thedifferencesinthestudents’individuallearningabilities,andtheconstraintsoftheexternalconditions,suchastheteachingequipmentandthesizeoftheclass,whichmayaffecttheeffectivenessoftheteaching.Tosumup,thegameteachingmethodhasapositiveeffectonjuniorhighschoolEnglishvocabularylearning,butthefullreleaseofitseducationalvaluedependsonteachers’deepunderstandingoftheeducationalnatureofthegameteachingmethod,throughthescientificdesignofthegamedifficulty,precisecontroloftheclasstempo,theconstructionofadiversifiedevaluationsystem,andfullyconsidertheindividualdifferencesofstudentsandtherealityoftheteachingconditions,soastomaketheperfectintegrationofthegameteachingmethodandjuniorhighschoolEnglishvocabularyteachingandfinallyrealizethe“fun-driven”teachingfromthe“fun-driven”tothe“game-driven”teachingmethod.TheperfectintegrationofthegameteachingmethodandjuniorhighschoolEnglishvocabularyteachingisachievedthroughscientificdesignofgamedifficulty,precisecontrolofclassroomrhythm,constructionofadiversifiedevaluationsystem,andfullconsiderationofstudents’individualdifferencesandrealisticteachingconditions.Throughempiricalanalysis,thisstudyrevealsthatthemethodofteachingthegamehassignificantadvantagesinteachingtheEnglishvocabularyofjuniorhighschool,whichcaneffectivelyimprovethelearninginterest,commitmentandlinguisticabilityofstudents.However,itsimplementationpresentschallenges,suchasgamedesign,classmanagement,etc.Feedbackfromteachersandstudentsindicatesthatfullconsiderationoffactorssuchasteachingobjectives,studentcharacteristicsandteachingresourcesisnecessarytosuccessfullyimplementgamepedagogy.Keyfindingsofthestudyincludethefollowing:Fromtheaspectoflearninginterestenhancement,gameteachingmethodcaneffectivelyenhancestudents’interestinEnglishvocabularylearning.Throughvocabularycardgames,wordguessinggamesandotherinterestingactivities,passivelearningischangedtoactiveparticipation,whichinspiresstudentstoexplorevocabulary.Intermsofvocabularymemoryreinforcement,theteachingmethodiseffectiveinvocabularymemorization.Studentsusevocabularyingamesituationssuchassituationaldialogsimulationtodeepentheirunderstandingandmemorizationofvocabularyandimprovetheirvocabularyuseabilityatthesametime.Intermsofcomprehensiveabilitydevelopment,thegameteachingmethodbringsmultiplebenefitstostudents.Inadditiontointerestandmemoryenhancement,itcanalsocultivatestudents’senseofteamworkandcommunicationskillsingroupcooperationandrole-playingactivities.AllinallTeachersandstudentsgenerallyhaveapositiveattitudetowardsthegameteachingmethodandbelievethatthegameteachingmethodcaneffectivelyimprovetheteachingeffect.6.2ResearchLimitationsAndSuggestionsThisstudyyieldedsomeresults,butalsosomelimitations.First,thesizeoftherelativelysmallsamplemayhaveanimpactonthegeneralityoftheresults.Second,theexperimentalperiodisshortandthelong-termeffectsareyettobeverified.Therefore,futurestudiesmayconsiderexpandingsamplesizeandextendingthelengthofexperimentstomorefullyassesstheeffectsofgame-basedteachingmethods.Futurestudiesneedtooptimizetheresearchdesign,expandthesamplesizeandextendtheexperimentalperiodtoevaluatetheeffectofgame-basedteachingmethodmorecomprehensivelyandimprovethereliabilityoftheconclusions.Secondly,intermsofexploringeducationalenvironments,wecancomparetheapplicationofthegameteachingmethodindifferenteducationalenvironments,suchasurbanandruralareas,analyzetheinfluenceofeducationalresourcesandstudents’backgroundsontheeffectivenessofgameteaching,clarifyitsapplicabilityandlimitations,andthenproposestrategiesforimprov