游戲教學法在小學英語教學中的應用

王 紅

（烏海市第二十二中學 內蒙古烏海 016000）

游戲教學法在小學英語教學中的應用

王 紅

（烏海市第二十二中學 內蒙古烏海 016000）

在日常的英語教學過程中，傳統(tǒng)的英語教學很難吸引小學生的注意力。因此，如何激發(fā)學生的英語學習興趣就顯得格外重要。本篇文章主要介紹了游戲教學法的一些相關概念，同時總結了在小學階段采用游戲教學法的優(yōu)勢和必然性，希望以此促進小學英語教學的發(fā)展。

游戲 游戲教學法 小學英語教學

一、The definition of the game teaching method

1.The concept of the game

Spodek Bernard and Saracho Olivia considered，the game is a variety of different activities with well-knit structure，which contains its own specifi c principles to follow.［1］

In Huizinga’s opinion ，a game is a voluntary activity or pastime，and this kind of activity or pastime is conducted in a fi xed range of time and space. The players are free to accept the rules of the game，but the rules still has absolutely binding. The rules of the game is the game is free to accept the rules，but absolutely binding too. 1.2 The concept of the game teaching method［2］

Generally speaking，the game teaching method is the method which can apply games to the classroom instruction. The purpose of this teaching method is to transform the boring language knowledge learning into a more accepting，lively and interesting game teaching. The game teaching method can create a favorable English communicative surrounding where students can acquire English language easily，so that the students are playing by learning ，learning by playing. Therefore，the games should be widely used in the primary school English teaching.

二、The Necessity of the English teaching with game in the primary school

The traditional English teaching method is still dominant in the primary school English classroom. English teachers seldom teach English with games，and one of the reason is the parents do not support to take advantage of games in their students’ class. Part of the school teachers are also opposed to teach English with games，and they think it is a wasting of time. In the most English teachers’ and parents’ eyes，it is not appropriate if the students’ English learning is fully depend on interesting games. In general，students play games in the classroom with his companions is often considered as disrupting classroom order.［3］

1.The teaching method of the traditional English teaching is monotonous

In many places，English teachers are still teaching with the deprecated method to teach students in the primary school English classroom，and they still adopt the traditional teaching mode，which teaching knowledge is the major task in English teaching. This kind of class is lack of interaction. It is an important or main teaching method to require students to read and recite the text，which makes the English learning very tedious，so that more and more students are afraid of learning English. Although some primary schools have set up English class for a few years，English teachers still can not afford to mobilize students’ learning interest，and the teaching effect is not satisfying.

2.The classroom organization the traditional English teaching is too conservative

Part of the urban and rural primary schools in our area，the classroom organization is too traditional and conservative. Daily class teaching largely means students only accept what the teacher teaches and answer what the teacher asks. As a result，students are always under a passive learning position. The English classroom is totally teacherled whether learning new words or practicing dialogues，the students can only follow the English teacher or read by themselves，all in all，teaching activities are simple and boring.

3.Low effi ciency of the traditional English teaching

So-called low effi ciency here refers to the more traditional classroom teaching form such as “mechanical teaching mode，” which only pay attention to the teaching results and despise the teaching process. Account for the authority position of the English teachers，and the whole teaching process is lack of expectations and encouragement to the students，so the classroom effi ciency can not mean anything. The traditional classroom teaching is more easily lead to the emergence of inefficient teaching，which is confl ict with the new curriculum requirements. Said from this Angle，using game teaching in middle school English teaching can avoid the ineffi cient teaching，improve teaching effect and improve teaching effi ciency，and fi nally achieve the goal of effective teaching.［4］

三、The application of game teaching method in primary school English teaching

1.The realization of the diversifi cation of games

It is very necessary to realize the diversification of games in the process of using games to middle school English teaching. English teachers can choose different forms of games freely according to the different direction of the key point in the teaching plan. Moreover，the realization of the game in the form of diversification can also avoid the traditional English teaching mode that a single boring routines，and it can open up a new situation to enhance the students’ English learning interests. With the change of the form and method of the games continuously，the students could always feel the presence of challenge，so as to remain highly concentrated，so that the students’ English learning interests become more and more powerful.

2.The design of the games should focus on interests and competition

One of the objectives of primary English curriculum is to inspire students’ interest in learning English. The primary goal of using games in the English classroom is to make students get involved in every training activity in order to study the English language and master the language skills actively by using the games’ interest. Therefore，in English study，the English teachers must create a kind of atmosphere where full of interest and competition.

Considering the middle school students’ Psychologicalcharacteristics that full of strong curiosity and competition，the games that used in the English class must be up-to-date styles and full of competition in order to make the process of learning by playing lively and vivid. Thus，the classroom atmosphere will become positive and the students will chase each other in English learning. The game settings with high competition and interest are good for cultivating the students’interest in learning and developing their self-confi dence.

3.The game process must pay attention to the participation and cooperation

According to the purposes and requests of New English Course Standards，we ought to highly value how to develop students’ feelings and manners in our English teaching. The requirement of new primary school science curriculum is to all students to promote and achieve students all-round development diligently. Therefore，the design of the game should make all students participate in the activities as far as possible. The English teacher should use more cooperative games to promote the students’ ability to learn from each other，to help each other in the activities，to cultivate the spirit of cooperation.

Bibliography

［1］Spodek，Bernard & Sarscho Olivia N.（1994） Right From the Start：Teaching students Ages Three to Eight ［M］.Allyn and Bacon

［2］胡伊津加.《人：游戲者》［M］.貴陽：貴州人民出版社，1998

［3］Hadfield，Jill（1984） Elementary Communication Games［M］. London：Nelson

［4］Richards，Jack C，Platt John & Platt Heid （1992） Longman Dictionary of Language Teaching & Applied Linguistics［M］. Beijing Foreign language Teaching and Research Press