摘 要
本文首先结合中国英语教学实际肯定了目前游戏教学法在中国小学英语课堂教学中的广泛应用，指出它在激发小学生学习英语的兴趣及提高小学生语言应用能力方面的作用；然后阐述了游戏教学法的国内外研究及它相关的四个理论基础，分别是建构主义学习理论，多元智能理论，二语习得理论，做中学理论，接着采用了问卷调查、访谈、课堂观察，案例分析等研究方法，对小学英语课堂教学进行观察和研究，了解小学英语游戏教学现状，并从众多的课堂案例中选择典型案例进行分析，从中发现小学英语游戏教学中存在着的几个主要问题,并提出一些意见，使得游戏教学能够更好的帮助小学生学习英语。
关键词：小学英语；游戏教学法；案例分析
ABSTRACT
This paper first confirms that the teaching games has had a wide range of use in primary English teaching in china and play an important role in stimulating students’ interest in learning English and raising primary students’ language application ability. It then provides game teaching research at home and abroad and its related theories: the theory of constructivism, the theory of multiple intelligence, the theory of second language acquisition and the theory of learning by doing. Then a questionnaire survey, interviews, classroom observing, case studies and other research methods are used to observe and research the status of primary school English teaching games. And though the analysis to the typical cases from a narrow selection of classroom cases, the author finds several major problems existing in the primary school English teaching games and give some suggestions mainly for the teachers, so game teaching can help the primary students learn English better !
Keywords: the primary school English; games in teaching; case study
Contents
1. Introduction 1
2. Game teaching research at home and abroad 3
2.1 Game teaching research abroad 3
2.1.1 Game teaching before Froebel 3
2.1.2 Froebel’s game teaching 4
2.1.3 Game teaching in the modern time 4
2.2 Game teaching research in China 5
3. The theoretical basis of English teaching games 7
3.1 Constructivism 7
3.1.1 Piaget’s cognitive constructivism 7
3.1.2 Vygotsky’s social constructivism 7
3.2 Multiple intelligence 8
3.3 Second language acquisition 9
3.4 Learning by doing 10
4. The survey on English teaching games in primary school 12
4.1 Objectives and subjects 12
4.2 Procedure 12
4.3 Findings of the research 15
5. Case studies and suggestions 16
5.1 Case studies 16
5.1.1 Games are out of control 16
5.1.2 The purpose of the game is ignored 17
5.1.3 Games are either too easy or too difficult, which are not helpful in improving the students’ language skill. 18
5.1.4 The correctness of the voice is ignored 18
5.2 Suggestions 19
6. Conclusion 21
Acknowledgements 22
References 23
Appendix I 24
