应用课堂游戏于小学英语语法教学之中 77页

111llll分类编号：——密级：——O093GSS单何代码：—100—65学号：Q鱼!Q!堑Q天滓l币苊大学研究生学位论文论文题目：廑旦逯堂进残王丛!堂墓适适洼麴堂查虫ApplyingClassroomGamestoGrammarTeachingi坠￡d堡垒!誓S曼hQQ!学生姓名：壶佳至申请学位级别：麴直亟±申请专业名称：堂型麴堂(墓适2研究方向：墓适数堂指导教师姓名：毯邀茎专业技术职称：副数握提交论文日期：2Q!Q：5 ApplyingClassroomGamestoGrammarTeaching‘Prim；]Schooltirammar1eachlnRinnmarv5C11001QiChuanjunAThesisSubmittedinPartialFulfilmentoftheRequirementsfortheDegreeofMasterofEducationEnglishEducationTIAN儿NNORMALUNIVERSITY20lO 独创性声明本人声明所呈交的论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得苤盗竖整盘堂或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。学位论文版权使用授权书本人完全了解天津师范大学有关保留、使用学位论文的规定，即：学校有权将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编以供查阅和借阅。同意学校向国家有关部门或机构送交论文的复印件和磁盘。(保密的论文在解密后应遵守此规定)签名：导师签名：B蚺、≯国。弋．多． ORIGINALITYRESEARCHSTATEMENTInlightoftheprinciplesofacademicmoralsandethnics，IherebydeclarethatthisthesisrepresentstheoriginalresearcheffortthatIhavemadeontheadviceofmyacademicsupervisor．Tothebestofmyknowledge，noportionofthisthesishasbeencitedwithoutbeingproperlyreferenced，andwhoeverhascontributedtothisthesisisexplicitlyidentifiedandappreciatedintheacknowledgementssection．Iamfullyresponsibleforanybreachofthecopyrightlawthatmightarise．Signature：齐传军Date：2010．3 AbstractAtpresent，primaryschoolEnglishteachingmethodsarestillunderexploxation．Acommonphenomenonisthatpupils’interestinEnglishisdecreasingwhentheymetmoredifficultiesingrammarlearningastimemoveson．AndpupilsbecomemoreandmorepassiveinEnglishclass．Basedontheoreticalandpracticalconsiderations，thisthesisaimstoillustratethemeaningsofgamesteachinginimprovingtheinterestofprimaryschoolstudentsinmeirEnglishlearning．especiallyingrammarlearning．Andcultivatingstudents’interestinEnglishisalsooneofthemajorgoalsinPrimaryEnglishCurriculumStandardsissuedbyMinistryofEducationin2001．Thepresentpaperproposessomesuggestionstotheteachinginprimaryschoolsandlistssomeimportantguidelinesontheorganizationofgamesinclassroom．ForEnglishteachersinprimaryschools，stimulatingandcultivatingstudents’interestinEnglishlearningisaveryimportanttaskinpresentEnglishteaching．Gamesteachingapproachhasprovedtobeaneffectiveway．Itfitsthecharacteristicsofchildren’Sphysicalandmentaldevelopment，andCandeveloptheirinterestandstimulatetheircuriosityinlearning．Ingrammarteaching，thewriterholdstheopinionthatgamesteachingapproachcanstimulatestudents’interest，consolidatetheirgrammaticalknowledgeandcultivatetheircommunicationskills．Therearefivechaptersinthisthesis．Inthefirstchapter,thewriteradducesEnglishCurriculumStandardstoexpresshispointthatdevelopingstudents’comprehensiveabilitiesinusingthelanguagecannotbeseperatedfromgrammarleaming．Next，thewritercitesMr．LiuZhaoyan’S researchthatstudents’interestinEnglishisdecreasingwhentheymetmoredifficultiesingrammarlearning．CombinedwiththeexistingproblemsinprimaryschoolEnglishteachinginChinaandthewriter’Sownworkingexperience，thewriterpresentsthetopicofthisessaythatapplyingclassroomgamesingrammarteachingCaneffectivelystimulateandmaintainstudents’interest．Thesecondchapterprovidesthetheoreticalbasesofthethesis．Itbeginswiththehistoryofgamesteachingapproach，andthenKrashen’SAffectiveFilterHypothesiswaspresented．Next，thewritercitessomeexperts’opinionstoexplainchildren’Sphysicalandmentalcharacteristics．Thethirdchapterprovidesthedefinitionofgame．Meanwhile，thetypes，characteristicsandadvantagesofgameareintroduced，togetherwiththeprinciplesofusinggamesinclassteaching．Thefourthchapterintroducestheexperiment，whichwascarriedoutinGradeSix，DongliExperimentalPrimarySchoolinTianjin．Twobriefquestionnaireswithsomequestionsonpupils’interestandtheirattitudestowardsgames，togetherwiththeinterviewtosometeachersandtheoralandwrittentestswerepresented．Thefindingsofthestudysuggestedgamesteachingapproachdidplayaroleinprimaryschoolstudents’Englishgrammarlearning．Thegamesactuallyarousedstudents’interest．Thefifthchapterisconclusion．ItemphasizestheimportanceofgamesinteachingprimaryEnglish，andthethesisstatementwasrestatedagain．Atlast，thewriterstatedthelimitationsofthestudyandmadetheimplicationsforfutureresearch．11 Keywords：primaryschoolEnglishteaching，interest，gamesteachingapproach， 中文摘要目fj{『小学英语教学领域罩存在着种种问题，最为令人担忧的是小学生对于英语学习兴趣不足，并且随着时间的推移，学习程度的加深和语法难度的加强，学习兴趣有逐渐下降的趋势：在很大程度上，他们还是被动的接受者而不是主动的学习者。无论是在理论研究还是在实际操作上，这一领域都需要更加科学的指导。只有激发小学生的兴趣，才能调动他们对英语学习的兴趣和动机，改变这种高投入低效率的现状。同时，培养他们学习英语的兴趣，也是2001年教育部颁布的《小学英语课程基本要求》所提倡的首要目标。对小学英语教师来说，激发学生学习英语的兴趣是当hiid,学英语教学的一项重要任务。英语游戏教学是一种有效的方法，它适合孩子们身心发展的特点，能培养他们的学习兴趣和激发求知欲。笔者认为，对于语法教学来说，游戏的引入同样能够起到激发学习兴趣、巩固语法知识、培养语言交际能力的作用。论文的开篇，笔者通过对《英语课程标准》的引用，阐明了培养学生的综合语言运用能力始终离不开对语法规则和语法知识的理解和掌握这一观点。接下来，笔者通过国内知名的教育专家刘朝彦所做的关于儿章英语学习兴趣随着学习程度的加深和学习难度的加大而逐渐下降的调查，以及对当前国内小学英语语法教学现状和存在的种种问题进行分析，结合笔者自身的教学实践，提出了本文的研究课题，即应用课堂游戏于小学英语语法教学之中，能有效地激发和保持学生学习英语的兴趣。第二部分主要介绍了本文的理论基础。首先笔者对游戏教学的历史进行了回顾，然后笔者对二语习得专家Krashen的情感过滤假说进行了阐述，表明具有较高动机和自信、低焦虑度的学习者在二语习得中更容易获得成功，而游戏iv ，作者通过对Halliwell在语言教学中游戏的优势以及应该注意的一些问题。并结合小学生心理、认知、情感等方面特点，阐述了游戏教学的必要性和可行性。第四部分，作者首先提出一个假说，即在语法教学中应用游戏，可以激发并保持学生学习英语的兴趣，巩固语法知识，提高用英语进行交际的能力。接下来文：章介绍了笔者于2008年在天津市东丽实验小学进行的为其三个月的教学实验。被试共两个班，100人，分别应用游戏教学法和传统教学法进行语法教学，并于试验木期采用问卷调查、笔试、口试等方式检查实验效果。通过对实验结果的分析，作者得出结论，即在语法教学中应用游戏的方式，比起传统的教学模式来，可以有效的提高学习英语的兴趣，巩固语法知识，锻炼用英语进行交际的能力。第五部分为总结部分，对全文内容进行总结，强调游戏对于提高学习英语兴趣的重要意义，并再次陈述本文的论点，即在语法教学中应用课掌游戏可以有效地提高教学效果。同时，笔者指出，由于条件所限，实验进行的时间较短，范围较窄，加上笔者在英语教学理论等方面知识的欠缺，本文中尚存在许多不足之处有待改进。笔者希望本文能对小学英语教师在语法教学方面有所帮助。关键词：小学英语教学兴趣游戏教学法语法教学V Acknowledgements1wouldliketothankallthosewhohavehelpedwiththecompletionofthisthesis．Firstofall，1wouldliketoexpressmyheartfeltthankfulnessandgratitudetomysupervisor，Prof．ZhangLuandProf．ZhangShuping，whoprovidedmethemostvaluablesupportandpreciousadvice．Withouttheirhelp，thisthesismightnothavereachedthepresentform．MysinceregratitudealsogoestoalltheteacherswhohavetaughtmeduringmypostgraduatestudyatTianjinNormalUniversity．Ibenefitedalotfromtheprofoundlearningandgreatpersonalityofthoseteachers．Finally,1wishtogivemydeepthankstoalltheteachersandpupilsfromDongliExperimentalPrimarySchoolforprovidingmewithchancesofcarryingouttheexperiment． TableofContentsChapterOneIntroduction．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．31．1ThePresentSituationofPrimarySchoolEnglishTeachinginChina⋯⋯⋯⋯31．2NecessitiesoftheStudy．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．51．3TheOrganizationofThisThesis．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．71．4QuestionstobeAnswered．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．8ChapterTwoLiteratureReview．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．102．1HistoryofGameTeaching．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯⋯⋯102．1．1GameTeachingbeforeFroebel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯102．1．2Froebel’SGameTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯112．1．3ModemandContemporaryGameTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯122．2TheAffectiveFilterHypothesis．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯⋯．．11；2．3Children’SCharacteristics⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．17ChapterThreeGamesinLanguageTeaching．．．．．．．．．．．．．．．．．．．．．．．．．．．203．1TheDefinitionofGames⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．203．2TypesofGames．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．：113．3CharacteristicsofGames⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．23：；．4AdvantagesofGamesinLanguageTeaching．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯⋯．．283．5SomeProposalsforGameOperatinginEnglishTeaching⋯⋯⋯⋯⋯⋯⋯．．303．5．1ChoosingAppropriateGames⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．3l3．5．2ClearRulesGiven⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯323．5．3TimeLimitation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯323．5．4RewardsandPenalties⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯343．5．5VaryingtheGames⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．34ChapterFourTheExperiment．ObservationandSurvey⋯⋯⋯⋯364．1Hypothesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯364．2MethodologyandObjectsofResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯364．2．1Objectives．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．36 4．2．2Subjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．374．2．3Methodology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：；84．3ApplyingGamesinGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．384．3．1Warm—up⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．394．3．2Revision⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．394．3．3Lead—in⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯4l4．3．4NewKnowledgeLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．424．3．5PractisingandPlaying⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯434．3．6Competition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯454．3．7Role-play⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯464．4FindingsandAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．474．4．1QuestionnaireandAnalysisonInterestofStudents⋯⋯⋯⋯⋯⋯⋯⋯474．4．2QuestionnaireandAnalysisonGamesinTeaching⋯⋯⋯⋯⋯⋯⋯⋯494．4．3AnalysisontheInterviewtoTeachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．514．4．4AnalysisontheOralTest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯514．4．5AnalysisontheWrittenTest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52ChapterFiveConclusion．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．535．1Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．535．2LimitationsoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．545．3ImplicationsforFutureResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯55References⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．57AppendixI．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．61AppendixlI⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62AppendixIII⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．63AppendixIV⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．64AppendixV⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯652 ChapterOneIntroduction1．IThePresentsituationofprimaryschoolEnglishteachinginChinaTheEnglishcurriculumemphasizeseducationforallstudentsandstressesquality-orientededucation．Thenewstandardsparticularlyshowconcernsoverstudents’affectiveneedsaswellasotherlearningneedsinordertostimulatetheirinterestsinlearning，helpthemexperiencethesenseofsuccess，andgainself-confidenceinlearning．Itsoverallobjectiveistodevelopstudents’comprehensiveabilitiesinusingthelanguageandtoimprovetheirculturalquality,todeveloptheirpracticalskills，aswellastocultivatetheircreativespirit．Asweknow,developingstudents’comprehensiveabilitiesinusingthelanguagecannotbeseparatedfromaccumulationofvocabularyandcomprehensionofgrammarrules．Englishteachinginprimaryschoolstagebelongstoformativeeducation．Inthisstage，teachersarecommonlyfacingcontradictionsbetweenrationalthinkingingrammarlearningandchildren’spsychologicalcharacteristics．MostofEnglishprimercompiledforChinesestudentsdonotstresstoomuchongrammaratpresenttimes．Thenhowcouldchildrenunderstandandusethoserationalgrammarrulesinlanguagelearning?Howcouldtheysurmounttheabstractobstaclessuchaspluralforms，tense，infinitivewhicharenotexistedintheirnativelanguage?HowcouldtheyexpresstheirideascorrectlyandfluentlyinEnglish?Itiswellknownthateducationinourcountryhasbeeninfluencedbythedeep—rootedexamination-orientedsystemforalongtime．Ateacher-centeredclassisatypicaltraditionalpassiveclass．InEnglishclass，theteachersexplainevery hilestudentstakenotesallthetime．Itisjustliketeacherspouringwaterintoacontainer．Inaddition，agreatdealofgrammarstructureexercisesleadtostudentsmemorizingvocabularyandEnglishrules．Students’interestinEnglishisdecreasing．TheexperimentLiuZhaoyan(2002：15)didwillgiveUSsomeideas．Table1：TheDevelopmentofStudents’InterestWithN0stronginterestsomeinterestdescendinginterestatallinterest；26％24％49％1％Asthetableshows，teachersfailtomaintainpupils’interestastheteachinggoesfurther．SomepupilsareforcedintoEnglishclassroombytheirparentsorteachers；theycometoEnglishclasshopingitwillbeOVersoon．Inactualclassroomteaching，someteachersheldtheopinionthatgrammarteachingshouldbefadedout．Theythought，ifstudentsinprimaryschoolscouldcommunicatewitheachotherwithsimplesentencesorcouldmakeasimpledescriptionaboutdailylife，teachingaimswereachieved．GrammarteachingWasnotindispensable．Butthatisnottrue．Grammarabilitybelongstopartofcommunicationabilities，andgrammarteachingisessentialforlanguageteaching．Infact，peopleareleamingandusinggrammarnaturallyandunconsciouslywhentheyarelearningalanguage．Thus，staticandclosegrammarknowledgeisservingthedynamic，openandcreativecommunicatingactivitieswhenbeingused．Grammaristhetooltohelpachievecommunicatingaims．4 Someotherteachersemphasizedgrammarteachingbypayingparticularattentiontogrammarknowledgetraining．TheyneglectedteachinggrammarknowledgeOnthebasisoflanguageusingandthedevelopmentofcommunicationabilities．Andtheexamplesentencestheyusedingrammarteachingwerenotadoptedfromreallanguageenvironment．Sochildren’Spsychologicalcharacteristicsandcognitiveruleswereneglected．Wecannotgotoextremesinlanguageteaching．ThemainproblemfacingUSishowtoimprovegrammarteaching．AfterscanningsomeEnglishtextbooksofdifferenteditionspublishedinChina，wewillfindthatteachingcontentinprimaryschoolstageisbasicallyshownintheformsofwords，dialoguesandsentencestructures．Andeveryemotionalmaterialandgivencircumstanceinthetextbookslaythefoundationforalanguageitemorgrammarlearning．Teachersarerequiredtodesigndifferentmethodstoinvolvegrammarleaminginlanguageactivitiesinordertocultivatestudent’scommunicatingabilities．Classroomgames，asaverypopularteachingmethod，Canaccordwithchildren’Sphysiologicalandpsychologicalcharacteristics．InvolvinggamesinlanguagelearningCannotonlyacceleratestudents’learning，butalsocultivatetheirinterestsinlearningandformpositiveaffectionandattitude．1．2NecessitiesofthestudyTeachingandTextbookWritingSyllabusesforPrimarySchoolEnglishpostulatethatthemainaimsofprimaryEnglishteachinginclude：todeveloppupils’interests，self-confidenceandpositiveattitudetowardslearningEnglish；tocultivatethepupils’ languagesenseandenablegoodpronunciationandintonation；todevelopthepupils’preliminaryabilitytouseEnglishindailyexchangesandlayagoodbasisforfurtherstudy．Sotheactivationofpupils’interestisquiteimportantforthepresentstudy．Interestisagoodteacherforpupilstolearnaforeignlanguage．Butwhatareyoungstudentsinterestedin?Games．GamesarelistedintheskillsforthelcamingstageofprimaryschoolinNewEnglishCurriculumStandards．Whenusinggamesintheclassroom，itisbeneficialforteacherstohaveacompleteunderstandingofthedefinitionsofgames：aformofplayconcerningrules，competition，andanelementoffun．Teachersshouldalsoconsidertheadvantagesofgames：theabilitytocapturestudents’attention；lowerstudents’stress；andgivestudentsthechanceforrealcommunication．Atleastgameswillmaintaintheirinterestandcanattracttheirattention．Agoodmethodiseasytomotivatethestudents’interestinlearning．Languagelearningishardwork．Effortisrequiredateverymomentandmustbemaintainedoveralongperiodoftime．Gameshelpandencouragemanylearnerstosustaintheirinterestandwork．Gamesalsohelptheteachertocreatecontextsinwhichtheisusefulandmeaningful．Thelearnerswhowanttotakepartinmustunderstandwhatothersaresayingorwriting，andtheymustspeakorwriteinordertoexpresstheirownpointofvieworgiveinformation．Theneedformeaningfulnessinlang"uagelearninghasbeenacceptedforsomeyears．Ausefulinterpretationof”meaningfulness”isthattheleamersrespondtothecontentinadefiniteway．Iftheyareamused，angered，intriguedorsurprised，thecontentisclearlymeaningfultothem．Thusthemeaningofthe6 dlyexperiencedand，provideintenseandcentraltoateachersThewritersummedupyearsofteachingexperienceandformedanewgrammarteachingmodelbyusingclassroomgames．ItCaneffectivelystimulateandmaintainstudents’Englishleaminginterests，consolidatetheirgrammarknowledgeanderdlancetheirEnglishcommunicationabilities．1．3TheorganizationofthisthesisTherearefivechaptersinthisthesis．Inthefirstchapter,thewriteradducesEnglishCurriculumStandardstoexpresshispointthatdevelopingstudents’comprehensiveabilitiesinusingthelanguagecannotbeseperatedfromgrammarlearning．Next，thewritercitesMr．LiuZhaoyan’Sresearchthatstudents’interestinEnglishisdecreasingwhentheymetmoredifficultiesingrammarlearning．CombinedwiththeexistingproblemsinprimaryschoolEnglishteachinginChinaandthewriter’Sownworkingexperience，thewriterpresentstheresearchtopicofthisessaythatapplyingclassroomgamesingrammarteachingcaneffectivelystimulateandmaintainstudents’interest．Thesecondchapterprovidesthetheoreticalbasesofthethesis．Itbeginswiththehistoryofgamesteachingapproach，andthenKrashen’SAffectiveFilterHypothesiswaspresented．Next，thewritercitessomeexperts’opinionstoexplainchildren’Sphysicalandmentalcharacteristics．7 Thethirdchapterprovidesthedefinitionofgame．Meanwhile，thetypes，characteristicsandadvantagesofgameareintroduced，togetherwiththeprinciplesofusinggamesinclassteaching．fourthchapterintroducestheexperiment，whichWascarriedoutinGradeSix，DongliExperimentalPrimarySchoolinTianjin．Twobriefquestionnaireswithsomequestionsonpupils’interestandtheirattitudestowardsgames，togetherwiththeinterviewwithsometeachersandtheoralandwrittentestswerepresented．Thefindingsofthestudysuggestedgamesteachingapproachdidplayaroleinprimaryschoolstudents’Englishgrammarlearning．Thegamesactuallyarousedstudents’interest．fifthchapterisconclusion．ItemphasizestheimportanceofgamesinteachingprimaryEnglish，andthethesisstatementwasrestatedagain．Atlast，thewriterstatedthelimitationsofthestudyandmadetheimplicationsforfutureresearch．1．4QuestionstobeansweredItisobviousthatteachersarefarfrombeingawareofthesignificanceofmakinguseofgamesinarousingtheinterestofthestudents．Withoutsuccessfulactivationofstudents’strongandstableinterest，theprogressinotheraspects，suchascoursedesign，teachingmaterialetc．，wouldprobablytumouttobeofnouse．Itisknownthattheimprovementofprimarypupils’interestcouldnotbefulfilledonlyfromoneortwoaspects．However,itisunlikelyforaresearchertodiscussantheaspectsatonetime．Sogamesintheclassroom，especiallyingrammarteaching，areconcemedinthisthesis．Thefollowingquestionsaretobeanswered： 助’atkin纾乃atare纬乃atareHOWto0Howtod ChapterTwoLiteratureReview2．1Historyofgameteaching2．1．1GameteachingbeforeFroebelFromancientGreeceon，westerneducation，especiallychildren’Seducationinwesterncountries，hasbeenfulloftheexpositionoftherelationshipbetweengamesandteachinginordertomakechildreninterestedinlearningEnglishandbeabletocommunicatewithothers．Forexample，children’SeducationinAthenspaidmuchattentiontotheeducationalrolesoftoys．Therearea11kindsoftoyssuchascolorfulpoRerydolls，clayanimals，toysandSOon．Playinggames，guessingoddorevennumbersandthrowingdicewerewidelyusedatthattime．Apartfromthepractice，somephilosophers，thinkersandeducatorshadalotofexpositionabouttheeducationalroleofgames．OneofthemwasPlatowhopaidmoreattentiontotheroleofgamesinchildren’seducation．Hethoughtgamesshouldbecombinedwitheducationinethicswhileplaying．Inthe17thcentury,CzechComeniusadvisedteacherstousechildren’Ssensesratherthanmemorizationininstruction．Tomakelearninginterestingforchildren，hewroteThevisibleworld砌pictures(1959)，consistingofillustrationsthatlabeledobjectsinboththeirLatinandvemacularCzechnames．Itwasoneofthefirstillustratedbookswrittenespeciallyforyoungstudents．Inthesamecentury,EnglishphilosopherandeducatorJohnLocke(1632—1704)thoughtteachingshouldbesuitableforchildren’Sageinordertomakelearninginteresting．Forexample，teachersmaychoosetoyswithletterstohelpchildrenstudyletters，useanimalpicturestohelpthemspelling，andchooseaneasyandinterestingbookwithappropriatepicturestohelpthemreading．Ifteacherscouldcombineeducationwithrecreation，childrenmustregardlearningasanothergameoractivity10 toseekandstudyactively．mme18山century,thefamousFrenchphilosopherRousseau(1892)statedthatchildrenshouldbefreeexpresstheirenergiesinorderdeveloptheirindividualtalents，echoinganancientconceptofPlato(428-347B．C．)．Rousseau’SviewsuggeststhatnormaldevelopmentOccursbestinanon—restrictive，supportiveenvironment．Hethoughtlearningthroughgamescoulddowellchildren．Onlyinthiswaycouldlearningbecomeinteresting，usefulandunderstandable．Heevenpointedoutthatchildrenshouldleavetheirtormentbooksandspenttheirchildhoodongamesandactivities．Obviously,itcouldn’tconformreality．Becauseofthelimitationofsocietyandeducation，gameteachingbeforeFroebellackedintheorysystem．Itpaidmoreattentiontheexternalfunctionsanditwasmainlyusedinthekindergartenandseldomusedintheprimarysch001．2．1．2Froebel’SgameteachingGermaneducatorFriedrichFroebeliSthefatherofchildren’Seducationinwesterncountries．Hestartedthefirstkindergartenin1837．FroebelchosetheGermantermkindergarten(1iterally,children’Sgarden)becauseheintendedmakechildreninhisschoolgrowasfreelyasflowersinagarden．Hewantedhisschoolbeagardenwherechildrenunfoldedasnaturallyasflowers．Froebel(1997)designedspecialeducationalmaterialsandactivitiesthatformedthecoreofthekindergartencurriculum．Thesewerecalled“gifts”，“occupations”，and“motherplays”．Thesegiftswereasetofgeometricshapessuchasballs，cubesandcylindersandmaterialslikecutpaperandstring．Childrenusedthesegiftsperformasequenceofhighlystructuredactivitiescalledoccupations，suchassewingdesignswithcoloredthreads，foldingpaper,weavingmats，stringingbeads，and1l modelingwithclay．Usingtheirgiftsinthevariousoccupations，childrenwerelearninggeometricrelationshipsandunderstandingfundamentalprinciplesofknowledge．Themotherplayswereaseriesoffingerplays，gamesandsongsdesignedtoteachchildrentopracticeself-control，cooperation，andtakingturns．Froebelisconsideredthefirstonewhoprobedintogameteachingsystematicallyandheisalsothefirstwhoadvocatedthatgamesshouldbeintegratedintolearning．Histheorywasfirstlybasedonscientificknowledgeofthechildren’Spsychologicalandphysiologicaldevelopmentandlaidastrongfoundationofmakinggameteachingripenprogressively．Butfromthepointofpresentgameteaching，Froebel’sgameteachingcouldonlybecalledteachingpracticeratherthangameteachingorteachingmodel．2．1．3ModemandcontemporarygameteachingIntheearlyperiodofthe20tIlcentury,progressiveeducationcontinuedtoemphasizechildren’Sneedsandpotentials，ratherthantheneedsofsocietyorprinciplesofreligion．AmongtheinfluentialreformeducatorsofthiscenturywereMafiaMontessoriofItaly,JohnDeweyoftheUnitedStatesandPiagetofSwiss．Inthelatecentury,ItalianphysicianMafiaMontessofi’Smethodsofearlychildhoodeducationhavebecomeinternationallypopular．Trainedinmedicine，Montessofiworkedwithmentallyhandicappedchildrenearlyinhercareer．TheresultsofherworkwereSOeffectivethatshebelievedherteachingmethodscouldbeusedtoeducateallchildren．In1907MontessoriestablishedaChildren’SHouseforpoorchildrenfromSanLorenzoDistrictofRome．Thereshedevelopedaspeciallypreparedenvironmentthatfeaturedmaterialsandactivitiesbasedonherobservationsofchildren．Shefoundthatchildrenenjoyedmasteringspecificskillsandpreferredworktoplay,thiswaytheycouldsustainconcentration．Shealso12 believedthatchildrenhadapowertoleamindependentlyifprovidedaproperlystimulatingenvironment．Montessori’Scurriculumemphasizedthreemajorclassesofactivity：(1)practical，(2)sensoryand(3)formalskillsandstudies．Itintroducedchildrentosuchpracticalactivitiesassettingthetable，servingameal，washingdishes，tyingandbuttoningclothing，andpracticingbasicsocialmanners．Repetitiveexercisesdevelopedsensoryandmuscularcoordination．Montessofidesignedspecialteachingmaterialstodeveloptheseskills，includinglaces，buttons，weights，andmaterialsidentifiablebytheirsoundorsmell．InstructorsproVidedthematerialsforthechildrenanddemonstratedthelessonsbutallowedeachchildtolearnparticularskillsorbehaviorsindependently．Montessofiisanexpertwhoachievedaneverlastingcontributiontochildren’SeducationandgameteachingtheoryafterFroebel．Butsheoveremphasizedthemeaningsofteachingaidsandneglectedtheimportanceofteachersandthespeechcontactswithchildren．What’Smore，teachingmaterialsusedbyMontessoriwereveryabstractandfarawayfromchildren’Sdirectinterestsandtheirreallife．SoMontessori’SgameteachingWasalsocalledteachingpractice．AmericanphilosopherandeducatorDewey(1913)criticizededucationalmethodsthatsimplyamusedandentertainedstudentsorwereovervocational．Hesuggestededucationshouldfulfillandenrichthecurrentlivesofstudentsaswellaspreparethemforthefuture．Deweyemployedanactivityprogramthatstressedtheeducationaldevelopmentofthechildrenintermsofindividualneedsandinterests．HestressedthatchildrenshouldleambydoingorbyexperienceSOthattheywouldhaveanunderstandingoftheworldaroundhim．Dewey’SteachingsystemwasmoreadvancedthanMontessori’SbecauseDewey’S13 teachingmaterialscamefromnatureandarticlesofeverydayuse．ButDewey’Sgametheoryhadsomelimitation．TheknowledgethatDeweygavechildrenwasverynarrowandthewayswerealsoverylimited．Piaget(1974：87-94)，theSwisseducationalpsychologistandbiologistthoughtchildren’Sthinkingintermsofimagesappearedattheageoftwotoseven．Thereforeitissuitabletoteachchildrenthroughgames，observation，tellingstoriesandSOon；childrencouldunderstandsimplescientificconceptssuchasweight，rate，time，etc．It’Sobviousthatintegratinggamesintoleamingisverybeneficialforchildrentohaveanunderstandingofabstractsymbols．Becauseofthedevelopmentofchildren’spsychology,presentgamehasbeenimprovedunprecedented．Wethink，Piaget’Stheoryofthedevelopmentofchildren’Spsychologylaysstrong，reliableandscientificfoundationofgameinthemodernageandhistheoryfinallyshapedamodelinthecontemporary．Contemporarygamenotonlybecamethemainactivityofchildren’Seducationbutalsoembodieddifferentgradesinprimaryschoolandbecameoneofeffectivemechanismsoflinkingupkindergartensandprimaryschools．Educationisthecradleofatalentedperson．Manycountriespaidmuchattentiontoeducation,especiallyelementaryeducation．Howtoimprovequalityintheprimaryschoolsandhowtosolvetheproblemoflinkingupkindergartensandprimaryschoolshavebecomeveryurgentandimportant．Introducinggamesinchildren’Slearninginprimaryschoolshasarousedgeneralconcern．Inthe1940s，Japanstartedstudyingtherelationshipbetweenkindergartensandprimaryschools．Someteachersusedsomeusefulgamesinprimaryschools．Americaneducatorsalsodevotedmuchattentiontothisresearch．TheyusedSOmanygamesinprimaryschoolsthatsomepeoplethoughttheirclasseswereina14 mess．Butinfact，childrenlikedthismethodverymuch．Inthe1950s，SovietUnionteachersinlowergradesadaptedgamestoreducethedegreeofstudyandcreategoodconditionsforlearning．InancientChina，peoplethoughthighlyofchildren’Seducation．InSongDynasty,privateschoolspaidmuchattentiontothechildren’Sinterests．ZhuXi，thefamousthinkeralsostressedtheimportanceofhappyteaching．Since1949Chineseeducationhaschangedgreatly．Manyeducatorshaveachievedgreatsuccessinchildren’Seducation．Theyhavesummedupalotofteachinggamesandactivitiessuchasteachingthroughsongs，teachinginsituations，stimulatingteaching，P．E．gamesandSOon．Mr．ChenHeqinwasoneofthegreatesteducatorswhomadeoutstandingcontributiontochildren’SeducationinChinaandsetupthefirstresearchcenterofchildren’Seducation—KindergarteninGulou．Manygamestherewerebeneficialtochildren’Spsychologicalandphysiologicaldevelopment．Onlygamescouldmakechildrenlively．SoteachersshouldmakegoodUSeofallkindsofgamematerialsandputthemintouse．Frommodernagetothecontemporary,gameteachingtheoryhasbeenimprovedstepbystep．Manyeducators，philosophersandthinkersencouragedchildrentoplaygames．Theypresentedthatgamesshouldbeintegratedwithlearning．Nowmoreandmorepeoplebothabroadandathomehavecometorealizetheimportanceofgameteachinginprimaryschools．Gameteachingisaveryusefulwaytoimproveteachingeffectinprimaryschools．2．2TheAffectiveFilterHypothesisWhenlearnersarebored，angry,frustrated，unmotivatedorstressed，theymaybeunsuccessfulinlearningasecondlanguage．ThishasverypracticalimplicationsforEnglishteachers：relaxtheiraffectivefilters．15 TheAffectiveFilterHypothesisembodiesKrashen’Sviewthatanumberof“affectivevariables”playafacilitativebutnon-causalroleinsecondlanguageacquisition．Thesevariablesinclude：motivation，self-confidenceandanxiety．Krashen(1988)claimsthatlearnerswithhi【ghmotivation．self-confidenceandalowlevelofanxietyarebetterequippedwithsuccessinsecondlanguageacquisition．Lowmotivation，lowself-esteem，anddebilitatinganxietycallcombineto“raise"’theaffectivefilterandforma‘"mentalblock’’thatpreventscomprehensibleinputfrombeingusedforacquisition．Theaffectivefilterhypothesisisanexplanationofhowtheaffectivefactorsrelatetolanguagelearning．Itisparticularlyappealingtoteachersbecauseitprovidesanexplanationtowhysomelearnersleamandothersdonot．Teachershavelongrecognizedtheneedforstudentstohaveapositiveattitudeinregardtolearning．Aweakaffectivefiltermeansthatapositiveattitudetowardslearningispresent．Iftheaffectivefilterisstrongtheleamerwillnotseeklanguageinput，andinturn，notbeopenforlanguageacquisition．ThepracticalapplicationoftheAffectiveFilterHypothesisisthatteachersmustprovideapositiveatmosphereconductivetolanguagelearning．Gamesareonemethodforachievingaweakaffectivefilterandpromotinglanguagelearning．Withtheaffectivefilterweak，weallknowthatgamescandevelopthefourskillareasofreading，writing，listeningandspeaking．Ekenstatesthatgamescanbeused：“Topresentatopic,alanguagepoint,lexis，etc．Topracticealanguagepoint,lexis，etc．Tofocusoncommonlearnererrors加amoredirectway．TOstimulatediscussionofattitudef&tening．TOencouragecreativityanduseofimagination．Toprovidearelaxedclassroomatmosphere．Tobringvarietyandfuntolearning”(Eken，D．K．：1996：46．47)．Gameshavebeenpartofthehumanexperienceforaslongaswecanremember．16 Withthegrowingrealizationoftheimportanceofaffectivefactors，anumberofnewapproachestolanguageteachingdirectedasthe‘‘wholeperson"’whichfocusedontheconditionsofthelearner．Suchholisticapproachesattempttoenhancethestudent’Sreadinesstolearnandrecognizethecomfort，enjoyment，andengagementofthestudentsaslegitimateandprimaryconcernsofthelanguageteacher．Fortunately,gameshavebecomeanintegralpartofourlanguageexperience，andifusedincoordinationwithalanguagelessontheycanbeofgreatvalue．WhattheAffectiveFilterHypothesismentionedaboutpedagogyisthatthemorewedotolowerthefilter,themoreourclassesarelowanxiety,thebetteroffOurs．}udentswillbe．2．3Children’ScharacteristicsHalliwell(1992)saysthattheyoungchildrendonotcometothelanguageclassroomempty—handed．Theybringwiththemanalreadywell—establishedsetofinstincts，skillsandcharacteristics，whichwillhelpthemtolearnaforeignlanguage．Thcsefeaturesofchildrencanbeenumeratedasfollows．Firstly,childrenarealreadyverygoodatinterpretingmeaningwithoutnecessarilyunderstandingtheindividualwords．Secondly,theyhavethebasiccommunicationstrategy．Thismeanschildren’Sabilitytograspthemeaningintheircognitiveaspects．Thirdly,theyalreadyhaveagreatskillinusinglimitedlanguagecreatively．Thismeanschildren’Screativeuseoflimitedlanguageresourcesintheirlinguisticaspects．Fourthly,theyfrequentlylearnindirectlyratherthandirectly．Thismeanschildren’Scapacityforindirectlearningintheirlearningactivities．Fifthly,theytakegreatpleasureinfindingandcreatingfuninwhattheydo．Thismeanschildren’Sinstinctforplayandfunintheiremotionalaspects．Sixthly,theyhaveareadyimagination．Thismeanstheroleofimaginationintheiremotionalaspects．Seventhly,they,aboveall，takegreatdelightintalking．17 Thismeanstheinstinctforinteractionandtalkintheirdailylife．Theseinstincts，skills，andcharacteristicsofchildrenshouldbetakenintoconsiderationwhenteacherssetuptheaimsandcontentsoflanguageteachingforyounglearners，produceteachingandleamingmaterials，andapplyteachingmethodstotheclassroom．Besides，childrenarenaturallycuriousandactive．Theyarefullofenthusiasmandoftenshowalotofeagernesstoparticipate．Ifchildrenarehappy,feelsecure，andinathreat—freeenvironment，theyaremorelikelytoenjoyEnglish．It’Softensaidthatchildren’SattentionspanisshortbutwesometimesfindsmallchildrenCanconcentrateononethingforafairlylongtimebutnotonotherthings．Soitreallydependsonwhattheydo．ThismeansweneedtoconsiderhowtocreatearealdesireforchildrentolearnEnglish；weneedtoprovideopportunitiesforchildrentoexperienceandexperimentwiththenewlanguage；wealsoneedtoprovideavarietyofopportunitiesforchildrentousethelanguageindifferentcontexts，andfinallyprovidetimelyfeedbackforchildrentoknowhowtheyaredoingandwhatneedstobeimproved(Moon，2000：16)．Phillips(1993：6)alsomentionsthatasageneralrule，theyoungerthechildrenarethemoreholisticlearnerstheywillbe．Unlikeadultlearners，younglearnersrespondtothemeaningunderlyingthesentencesbuttendnottomakeanalyticalstudiesofthelanguage．Theyareusuallypreparedtoenjoytheactivitiesthattheteacherhaspreparedforthem．Thesefactorsmeanthatitisimportantforteacherstothinkofdifferentwaystomaintainhighdegreeofmotivationwithchildren．Phillips(1993：6)makesthefollowingsuggestionstoteachers：Provideaclearmeaningfulpurposeforusingthelanguageinactivities．Theactivitiesshouldbesimpleenoughforchildrentounderstandwhatis18 expectedofthem．Thetaskshouldbewithintheirabilities：itneedstobeachievablebutatthesametimesufficientlystimulatingforthemtofeelsatisfiedwiththeirwork．Theactivitiesshouldbelargelyorallybased--·---withveryyoungchildrenlisteningactivitieswilltakeupalargeproportionofclasstime．Writtenactivitiesshouldbeusedmuchlesswithyoungerchildren．ChildrenofsixOfsevenyearsoldareoftennotyetproficientinthemechanicsofwritingintheirownlanguage．19 ChapterThreeGamesinLanguageTeaching3．1ThedefinitionofgamesThedefinitionofgamesgivenbytheLongrnanDictionaryofLanguageTeachingandAppliedLinguistics(Richards，Plat，1995)is：“Agame(inlanguageteaching)isanorganizedactivitythatusuallyhasthefollowingproperties：a．aparticulartaskorobjectives；b．asetofrules；C．competitionbetweenplayersd．communicationbetweenplayersbyspokenorwrittenlanguage．Languagegamesarenotactivitiesmainlyaimedtobreaktheicebetweenstudentsortokilltime．Byme(1995)gavethedefinitiontogamesasaformofplaygovernedbyrules．Theyshouldbeenjoyedandfun．Theyarenotjustadiversion，abreakfromroutineactivities，butawayofgettingthelearnertousethelanguageinthecourseofthegame．Similarly,JillHadfield(1990)definedgamesas“anactivitywithrules，agoalandanelementoffun．’’Therefore,gamesinvolvesomefactors：rules，competition，relaxation，andlearning，inparticular．Themainfocusofusinggameinclassistohelpstudentslearnandhavefun．However,tousegamesinclassrooms，itisequallyimportantthatbeforeplayingtherulesofthegamesareclearlyexplainedandwellunderstoodbythestudents．Thereshouldbeonlyafew,well-explainedrules．Demonstrationscanbeveryhelpful，too，becauseitcanhelpstudentsunderstandthegameandhelpthemfollowtherules．Otherwise，studentswillmisunderstandthepurposeofthegameand20 theymaynotgetbenefitsfromthegame．Whileplayinggames，competitionisveryimportantbecauseitcanstimulateandencouragestudentstoparticipateintheactivityifwanttobeatotherteams．Ingamesstudentsrunasfastaspossible，rememberasmuchasCanandspeakasloudlyandclearlyasCan．Theyrunquicklybackandforth，tryingtomemorizet11econtentasmuchaspossible．TPR(TotalPhysicalResponse)isusuallyseeningameteaching．Studentshavefunandrelaxationingamesandlearnsomethingatthcsametime．3．27typesofgamesGamesinlanguageteachingcanbedividedintodifferentcategories．ZhangZhiyuan(2002，79—80)listedfivetypesoflanguageteachinggames，consistingrole—play,musicalactivity,intelligencegame，sportsgamesanddramaperforming，whichmettheneedtodevelopstudents’multi—intelligences．InGamesforLanguageLearning,theauthors(WrightAndrew,eta1．，1984)groupedthegamesaccordingtotheirgeneralcharacterandspirit(differentfunctions)as：picturegames，psychologygames，magictricks，caringandsharinggames，cardandboardgames，soundgames，storygames，wordgames，trueorfalsegame，memorygames，questionandanswergames，guessingandspeculatinggamesandmiscellaneous，whichiseasyfortheteacherstohandle．Gamesareoftenclassifiedbyteachingcontentandlanguageskillstraining．Inthiscircumstance，wehavestructuregames，vocabularygames，spellinggames，pronunciationgames，numbergames，listen-and-dogames，read。and-dogames，writinggames，roleplayandintelligencegames(HuChundong，1990：328)．An2l exampleisshownbelow：Spellinggames：LastLetterAim：toreviewvocabularyProcedure：First，theteacherasksastudenttosayaword．Forexample：“"apple”．Thentheteacherasksthenextstudenttosayawordthatbeginswiththelastletterofthelastword．("apple"”“elephant”)andSOonthrougheveryoneintheclass．TheteacherCanalsouseaballtodoitorascrewed-uppieceofpaper．Theteacherthrowstheballtoonestudentandsaysawordsuchas“"dog"’．Thestudentmustreplywithawordstartingwith“g”，suchas“gid”．Whenanswered，theballisthrownbacktotheteacheranditisthenthrowntothenextstudent，whocontinues．Variation：Theteachercanaskastudenttosayashortsentenceandthenaskthenextstudenttosayasentencethatbeginswiththelastwordofthelastsentence．InElementaryCommunicationGames，JillHadfield(1984)collectedjusttwokindsofgames：competitivegamesandCO·．operativegames．CesarKlauer(1998)appliedfourtypesofgamesascooperativegames，competitivegames，communicationgamesandcode．-controlgames，whichhasbeengreatlyadoptedandwillbestressedasfollowing：A．CooperativeGamesInthistypeofgamethemainactioniscenteredintryingtoreachtheaimincooperation．Playersorteamsworktogethertowardsthecommongoal(JillHadfield，1984)．Thistypeofgameisexcellenttoencouragetheshystudents,，sinceitrequirestheparticipationofallthemembersofateam，grouporpair．Sometypicalactivitiesmayincludethecompletionofadrawing,．puttingthingsinorder,groupingthings．，findingpairsorfindinghiddenthings．Studentsareinvolvedintheexchangeof22 informationtocompletethetaskandingivinginstructions．B．CompetitiveGamesInthiskindofgames，playersorteamsracetobethefirsttoreachthegoal．Asthenameindicates，inthistypeofgamethereisanovertcompetitionbetweenteams，orsometimesofanindividualagainsttherestoftheclass．Thecompetitionmayalsobeofindividualsagainstotherindividuals．Theobjectofthistypeofgameisfinishingorreachingtheendbeforetheothercompetitors，makingmorepoints，survivingelimination，oravoidingpenalties．Therulesmayrequiretheplayerstoproducecorrectlanguageaspartofthegameandforcestudentstodrawconclusionsmorequickly．C．CommunicationGamesThemainobjectiveinthistypeofgameisgettingthemessageovertotheotherplayersandreactingappropriatelytotheirmessages．Forexamplewhengivinginstructions，theplayermustbeclearabouttherules，andtheplayerfollowingthemmustdoexactlywhatheisrequiredto．Thetasksareusuallypractical，likefollowinginstructions，drawing,persuadingotherplayers；ete．Thismeansthatplayerswillconcentrateonthetaskratherthanonthelanguage；besides，studentscanseetheresultsoftheiruseoflanguageatonce，whichwillhelptobuildstudents’confidence．D．Code．controlGamesThistypeofgamerequiresthatstudentsproducecorrectlanguage：structures，spelling，pronunciation，etc．Theproductionofcorrectlanguagewillmaketheplayersoftheteamwinpoints．3．3Characteristicsofgames23 Atsomepointduringtheprimarygrades，learningbecomesseriousbusinessformanystudents．Lessonsarelessplayful，hand—onexperiencesalereplacedbyworksheets，explorationturnsintomemorization，andthejoyofleamingturnsintothepursuitofgoodgrades．Actuallygamesmayprovidemoreopportunitiesformeaningfulinstructionandenjoyablelearningthanmoretraditionalmethodsofteaching．Rogoff(1990)callsinteractiveactivities-anapprenticeshipinlearning．AccordingtoFredericksen(1999：46)，gamescreateabridgebetweenlearninganddoing．Atalllevelsofeducation，gameshaveamazingpowertoengage，challenge，intrigue，anddelightstudentswhomayresistmoreconventionalmaterials．Applicationsofgamesalsorequirecarefulplanning．Inorderfortheclassroomgamestoenhancelanguagelearning,theymustbepurposeful,relevant,andeducational(Fredericksen，1999：46)．Forgamestobeasuccessfulelementintheteacher’Stoolkit，itisimportantthattheycontainthefollowingcharacteristics：1)NoveltyWorksheetanddrillsdonotusuallyappealtothecuriousandimaginativenatureofmoststudents．Gameshavedelightedstudentsovertheyearssimplybecausetheyprovideanovelapproachtounderstandingconceptsandmasteringskills．Theyalsoteachsocialandacademicsk．illsinanaturalway,incooperativeteamsorone—to—onewiththeteacher,ratherthaninthetraditional，hierarchicalclassroom．2)IntellectualStimulationResearchshowsthatchildrenlearnbestwhentheyareactivelyengaged．24 Successfulgamesinvitestudentstoanalyze，strategize，andthjIll【flexibly．Theychallengestudentstoplan，organize，andthinkabouttherelationshipbetweencauseandeffect．Playersareencouragedtointegratepriorknowledgewiththenewinformationorconceptsthatemergeduringthecompetition．3)ChanceWell-designedgamescontainanelementofchancethathasanequalizingeffect，orlevelstheplayingfield．Thebrighteststudentswillnotwineverygamebecauseeveryplayerissusceptibletotherandomluckofthechancecard．Strugglingstudentswillexperiencetheconfidenceandself-esteemboostthatcomewithwinningthegame．4)FocusGameextendstheattentionspan．Theyengagestudentsasactive，hands—onparticipants，andkeepthemfocuseduntilttleyreachtheendofthegamepath，winthemostpoints，collectthemostchips，orbeattheclock．Gamesprovidetheaddedbenefitofchallengingstudents’physicalenergyinappropriateways．5)ModelsforlearningandinstantfeedbackTheanswersheetisakeycomponentofaneducationalgame．Itprovideseitherthecorrectansweroramodelanswerforsituationswhereplayersmustcomposeindividualcreativeresponses．Playerswillseeandrespondtodozensofthesemodelsastheydrawnewgamecardsateachtumandreceiveinstantfeedbackfromtheanswersheet．Ateachercanusegamesasameansofprovidinginstantfeedbacktoa25 largegroupofstudents，butshouldalsofollowupwithstudentswhoshowdifficultywithparticularconceptoridea．6)PracticeGamesmaybethesinglemosteffectivemethodofprovidingstudentswiththestructure，time，andincentivetopracticeanewskill．Bytheendofasinglelanguageartsgame，studentswillhaveanalyzedandappliedspecificgrammarconceptssuchaspartsofspeechorsentencestructure，wordrelationshipssuchassynonyms，antonymsoranalogies，orwordstudyconceptssuchasetymology,roots，prefixes，andsuffixes．Studentswillbepracticingbasicskillswithouttediumordrudgery,whichwillmakepracticesessionslongerandmoreeffective．7)FlexibilityThecomponentpartsofgameswillappealtovariouslearningstyles．Visuallearnerswillenjoythegameboards，spinners，andillustratedgameandchancecardsthatpresentthetargetedskillorconcept．Auditorylearnerswillbenefitfromteamplay,wheregamedirections，questions，andanswersaresharedabout．LearnerswillbenefitfromgamesthatencouragestudentstoactouttheiranSWerSincharade—likefashionormanipulategamepiecesinchallengingway．GamesCanalwaysbecustomizedtofitthedarningstylesofindividualstudents．8)CooperativelearningGamesfostercooperativeasstudentsworktogetherinteamstowardacommongoal．Gamesallowforthepairingofstudentswithdiverselearningstylesand26 strengths，creatingopportunitiesforinclusionandcollaboration．Playersaleencouragedtointeractsociallywithotherplayersastheyinteractintellectuallywithideasandinformation．Vygotsky(1978)recognizedthatstudentsoftenworkbestwithmoreskilledparticipants，inthe“ZoneofProximalDevelopment，’’whichallowsstudentstocontinuallychallengethemselves．Ateachermaybuildcooperativegroupsaccordingtotheprinciplesinherentinhisorherclassroom，therebydifferentiatinginstructionintrulymeaningfulways．9)MotivationThecompetitionthatissynonymouswithgameplayingprocedureslivelyandsustainedenergyforlearning．Moststudentswillbemorehighlymotivatedtomasterconceptswhentheyhaveanopportunitytowin，orberecognizedinsomewaybytheirteacherandclassmates．Collaborativework，orworkinteams，canreducecompetitioninahighlycompetitiveclass．Researchershasshownthatcooperativeenvironmentsaremorelikelytoproducestudentswhoaremorelikelytostudy,beacceptingoftheirpeers’differences，andshowself-confidence．101FunEducationalgamesbenefitgoodstudentsaswellasstudentswhoareatrisk．Eventhemostreluctantlearnersfindithardtoresisttheinvitation．“Let’Splayagamc!’’Theplayfulformatofgamesoftenremovesthethreatofnewordifficultmaterial．StudentswhoaremystifiedbyprepositionsandpronounswillbeenthusiasticaboutplayinggamessuchasPrepositionExpeditionandPronounTouchdown．Thehumor27 andlaughterthataccompanygameplayingreducestressreleasecreativeenergy．Aplayfulatmosphere，whereeducationalgamesaleapartofthestudents’work，relievesstudentsoftheanxietysurroundingdifficultsubjectmatterand‘‘freesthemtotakechanceswithoutfearofbeingwrong"’(Fredericksen，1999：26)．Mostimportantly,studentswillremembermostthelessonstheyenjoy．3．4AdvantagesofGamesinLanguageTeachingAsweknow,languagelearningisnoteasywork．Gamescanhelpencouragemanylearnerstosustaintheirinterest．Theyplayanimportantroleinlanguageteaching．Therearemanyvalidreasonsforusinggamesinlanguageteachingincludingaffectivereasons，cognitivereasons，andlinguisticreasons．Theyprovideinsightsintotheadvantagesofgamesinlanguageteaching．Ofthethreeveryimportantsourcesofinterest(pictm"es，storiesgames)forchildrenintheclassroom,gameismostpopular．PennyUr(1996：288)commentedonthesethreeveryimportantsourcesofinterestforchildrenintheclassroom：thefirstbeingmainlyavisualstimulus；thesecondbothvisualaural；andthethirdusingbothvisualauralchannelsaswellasactivatinglanguageproductionsometimesphysicalmovement．Game—basedteachinghashadnumerousadvocatcs．JohnDeweyclaimedgameswereintegraltoschoolingsincetheyprovidedactivepositivelearningexperiences．GeorgeHerbertMead，acolleagueofDewey’S，acknowledgedtheimportanceofgamesforthehealthysocializationofchildren．Throughgames，28 imitateandassumediversesocialroles．JeanPiaget，too，stressedtheimportanceofgame—playingincognitivedevelopment(CampbellLinda，CampbellBruce&DicksonDee，1999：82)．Manyscholarspointouttheadvantageofgamesinlanguageteaching，justlikeLeeSuKim(1995)suggested：(1)Gamesareawelcomebreakfromtheusualroutineofthelanguageclass．(2)Theyaremotivationandchallenging．(3)Learningalanguagerequiresagreatdealofeffort．Gameshe咖studentstomakeandsustaintheeffortoflearning．(4)Gamesprovidelanguagepractice伽thevariousskills：speaking,writing,listeningandreading．(5)theyencouragestudentstointeractandcommunicate．(6)zheycreateameaningfulcontextfo，．1anguageuse．Manyexperiencedtextbookandmethodologymanualswritershavearguedthatgamesarenotjusttime-fillingactivitiesbuthaveagreateducationalvalue．LeeWilliamRholdsthatmostlanguagegamesmakelearnersusethelanguageinsteadofthinkingaboutlearningthecorrectforms(1979：2)．Healsosaysthatgamesshouldbetreatedascentral，notperipheraltotheforeignlanguageteachingprogram．AsimilaropinionisexpressedbyRichard—Amato，whobelievesgamestobefunbutwarnsagainstoverlookingtheirpedagogicalvalue，particularlyinforeignlanguageteaching．Therearemanyadvantagesofusinggames．Gamescanloweranxiety,thusmakingtheacquisitionofinputmoreaketytOhappen．(Richard-Amato，1988：147)．Theyarehighlymotivatingandentertaining，andtheyCangiveshystudentsmoreopportunitytoexpresstheiropinionsandfeelings．Theyalsoenableleamerstoacquirenewexperienceswithinaforeignlanguagethatarenotalwayspossible29 duringatypicallesson．Furthermore，toquoteRichard—Amato，they,adddiversiontotheregularclassroomactivities，theyareusedtointroducenewideas(1988：147)．Intheeasy,relaxedatmospherethatiscreatedbyusinggames，studentsrememberthingsfasterandbetter．Manyteachersareenthusiasticaboutusinggamesasateachingdevice，yettheyoftenperceivegamesasmeretime—fillers，abreakfromthemonotonyofdrillingorfrivolousactivities．Healsoclaimsthatmanyteachersoftenoverlookthefactthatinarelaxedatmosphere，reallearningtakesplace，andstudentsusethelanguagetheyhavebeenexposedtoandhavepracticedearlier(1988：29)．FurthersupportcomesfromZdybiewska(1994)，whobelievesgamestobeagoodwayofpracticinglanguage，fortheyprovideamodelofwhatlearnerswillusethelanguageforinreallifeinthefuture(1994：6)．Gamesencourage，entertain，teach，andpromotefluency．Ifnotforanyofthesereasons，theyshouldbeusedjustbecausetheyhelpstudentsseebeautyinaforeignlanguageandnotjustproblemsthatattimesseemoverwhelming．AsforESLteachers，theyshouldconsidertheadvantagesofgames：theabilitytocapturestudents’attention；lowerstudentsstressandgivestudentsthechanceforrealcommunication．3．5SomeproposalsforgameoperatinginEnglishteachingChildrenenjoyplayinggamesbecausetheycangetfunfromthem．Throughgameschildrenexperiment，discover,andinteractwiththeenvironment．Gamesaddvariationtoalessonandincreasemotivationbyprovidingaplausibleincentivetousethetargetlanguage．Formanychildrenbetweenfourandtwelveyearsold，30 especiallytheyoungest，languagelearningwillnotbethekeymotivationalfactor．Gamescanprovidethisstimulus．Thegamecontextmakestheforeignlanguageimmediatelyusefultothechildren．Itbringsthetargetlanguagetolife．Thegamemakesthereasonsforspeakingplausibleeventoreluctantchildren．ThroughplayingGames，studentsCanlearnEnglishthewaychildrenleamtheirmothertonguewithoutbeingawaretheyarestudying．3．5．1ChoosingappropriategamesWhenchoosingagame，theteachershouldbecarefultofindanappropriateonefortheclassintermsoflanguageandtypeofparticipation．Thereareagreatnumberoflanguagegames．Soteachershaveavarietyofchoices．However,indecidingwhichgametouseinaparticularclassandwhichgameswillbemostappropriateandmostsuccessfulwiththeirstudents，teachersmusttakemanyfactorsintoaccount．AccordingtoCarder(1990)teachersshouldfirstconsiderthelevelofthegametofittheirstudents’languagelevel．Theyshouldchoosethegamethatfitsthepurposesofthatclassorthecontent．Moreover,teachersshouldconsiderstudents’characteristics．Theyshouldalsoconsiderwhenthegameshouldbeusedbecausethereisabigdifferencebetweenusingthegameinthemorningorintheafternoon，onMondayorFriday．Inadditiontothefactorsmentioned，teachersshouldalsobeabletoplayandoveractsometimestohelpstudentsfeelcomfortableandwanttojointheactivity．Thismeansteachersshouldthoroughlyunderstandthegameanditsnatureandbe3l abletoleadthegame．Itisquitedifficulttofindagamethatmeetsalltheteachers’requirements．Somegamesmustbeadaptedinordertofitstudents’languagelevel，naturesandcharacteristics．Themostimportantfactoristhatgamesshouldbeusedwhentheycangivestudentsbothfunandeducationalmeaningotherwisetheywillbeawasteoftime．3．5．2．ClearrulesgivenUnlessthelearnersknowwhattheyareexpectedtodoandhowtodoit，theaimcannotbeachievedandthegamecannotbeplayed，SOtheteachersshouldgiveclearrulesasmanyaspossible．However,rulesarealwaysdifficulttonegotiate．Thatiswhymostteacherscarefullyplantherulesforthegamestheywishtoplay．Butalthoughrulesarecarefullyplanneditseemstobeuniversalthatstudentslovebreakingsomeofthemwhileplaying．ThisbreakingoftherulesCanalsotumouttobeextremelydangerousand／orharmfultotheenvironmentintheclassforitmaycausequarrels，especiallyamongchildrenandadolescents．Studentsmustbeveryawareoftheimportanceoftherulesofthegamestheyareplayingandtheremustbeakindofhonorcodeorgroundrulesthatparticipantsmustfollowwhileplaying．Theunderstandingofrulesmakes70％ofasuccessfulactivity．3．5．3．TimelimitationTimelimitationisimportant．Whatmakesthegameinterestingorboringdependsontime．Ifastudentspendsalotoftimeansweringaquestionthentheotherstudents32 becomeboredandlosetheirinterests．Andwhentheybored，astheoldsayinggoes，“Thedevilfindsworkforidlehands．’’Theatmosphereofthegamewillbebrokenandstudentsmaybedistracted．Therearedifferentwaysofsettingtimelimits．Someteachersliketousean“eggtimer"’orsimilardeviceandotherteachersjust“counttothree”bytheirhands．Theydon’tallowforanyformsofstudents’Anewwayisoftenusedcalledacountdown．Holdyourhandupwithf"mgerssplayedSOthewholeclasscanseeit．ThencountdownfromfivetononeclosingoffyourfingersasyoudoSO．E．g．5(showingfivefingers)4(showingfourfingers)3(showingthreefingers)2(showingtwofingers)1(showingonefinger)Thehugeadvantageinthissystemisthatitgivestheteachermuchflexibilityintimeconsuming．ThequickerstudentsCanhavethechallengeofaquickcountdownandtheslowerstudentsCangetabitofextratimetoanswerthequestion．Thismayseemalittleunfairatfirstglance，butthestudentsseemtounderstandandappreciatetheidea．Ifthegamegetsreallyexcitingtheteacherdoesn’thavetocount，thestudentswilldoitforhim，andalltheteachershavetodoistoshowthefingers．Dependingonthelengthoftheanswers，theteachercanalsovarythetimetaken．WithshorteranSWerStheteachermaywanttouseathreecountinsteadofafive33 count．It’Salsogreatfortheteachertocheckgamesafterdrillinganewlanguageitem．Theteacherstartsoffwithaslowcountgivingthestudentsplentyoftimetoanswer．Then，witheachsucceedinground，theteacherdramaticallyshortensthetimegiven．It’Sagreatwaytotumanotherwiseboringexerciseintoanexcitingadventure．3．5．4．RewardsandpenaltiesIfastudentfailstoanswerthequestionorcan’tfinishagamesuccessfullywithintheallowedtime，theymuststandup．TheyCangetachanceto“winback’’theirrighttositdownonthenextround．Ifastudentdoesitwell．heshouldbepraisedorgivensomerewards．Sometimeslearnersmightgetfedupiftheyloseagameorotherleamersmightteasethelosers，inthiscasetheteachermustteachthekidsthegoldenrulesofgames；“Losing"’doesn’tmean“losing"’．Therealmeaningofthewordisthatyoucangetanotherchancetotryagain!Youneverfailuntilyoustoptrying!Ifeveryoneishavingfun，everyoneisawinner．Iftheydon’twin，it’Ssimplyanotherchancetotryagainnexttime13．5．5．VaryingthegamesGamesshouldberichandvariedSOthatchildrenarenottiredorbored．WeallLowthebestgamescannotbeplayedforalongtime．Studentsliketoplaysomethingnewordifferent．Teachersshouldfrequentlycollectorcreategames．Teachersshouldalwaysnamethegames．Howcanthestudentsaskforagameifitdoesn’thaveaname?Makethenamesshortandeasytoremember．Thegameitself34 isnotthelanguagelesson；itwhatteachersareusingtoteachthelanguage．ForexampleiftheteacherwantstoplaythegameSnakesandLadders，justcallitSnakes．Inaddition，oncethegamehasbegun，theteachershouldnotinterrupttocorrectsomemistakesinlanguageuse．35 ChapterFourtheExperiment，ObservationandSurveyCreatingajoyfulandactiveclassroomisabigandcomplexissue，especiallyingrammarteaching．Ofallthetopicsofactivatingsmdents’interest，gamesandtheirinfluenceonpupils’interestareparticularlyconcemed．4．1HypothesisThewriterhasdevelopedthehypothesisthataccordingtothecharacteristicsofchildrenandtherequirementofEnglishcurriculum，gameteachingmethodswouldbeoneofthebestteachingmodelsinEn西ishgrammarteaching．Comparedwiththetraditionalteachingapproach，itcanmotivateandsustainprimarypupils’interest，itCanalsoimprovethepupils’communicativecompetencebycommunicatingandexchanginginformationandexpressingtheirownopinions；inaddition，theUSeofgamesisagoodwaytomakethelessonsmoreinteresting，enjoyableandeffective．Theteachersintheprimaryschoolsshouldtrytomakegooduseofclassroomgamestocreateanon—threateningenvironmentforthechildren．4．2ObjectsandMethodologyofResearch4．2．1ObjectivesItisclearthatvariousproblemsinprimaryEnglishteachingisduetoanarrayofvariousreasons，rangingfromtheoveralllagofthecurrentnationaleducationto，morespecific，researchers’negligenceofthecomplexityofitsactualpractice，thatis，theirtheoreticalexplorationisnotsystematicenoughtoprovideadequateguidancetoteachingpractice．Atthesametime，thetheoreticalfindingsbythemselvesdonotleadtoimmediateanddirectanswerstopracticalproblems．36 Itisworthnoticing,asshownabove，thatteachers’makinguseofpupils’interest，whichisallimportantcomponentofnon—intelligentfactor,isseverelylaggingbehindthecurrentneed．Althoughthereisaratherlargeliteratureonprimarypupils’Englishlearning,untilrecentlytherehavebeenfewstudiesofinterestactivation，ofwhichtheburdengenerallyfallsuponteacherswhoshouldcreatesituationsofallkindsinwhichpupilsareinvolvedwithpleasure，andorganizearichbatchofclassroomactivitiesthroughwhichstudentsareprovidedopportunitiestoexerttheirinterestandtalent．Withoutsuccessfulactivationofpupils’strongandstableinterest，theprogressinotheraspects，suchascoursedesign，teachingmaterial，supplementaryfacilitiesandequipmentsetc．，wouldmostprobablyturnouttobeofnouse．Itisknownthattheimprovementofprimarypupils’interestcouldnotbefulfilledjustfromoneortwoaspects．However,itisunlikelyforaresearchertoinvolvealltheaspectsatonetime，therefore，thepresentwritergoesontosuchconcretemattersasusinggamesintheclassroom，formostteachersareawarethatclassroomactivityisamustforaprimaryEnglishclassroom．Eventhemostthoughtfulandsophisticatedresearchersarenotcapableoftrackingdowntheanswerstothesequestionsincertainty,ifwithoutsolidtheoreticalorpracticalsupport．Inthisessay,thewritertriestoexplorehowtoapplyclassroomgamestoEnglishgrammarteaching，amatterofwhichboththeoreticalandpracticalworkislackingandshouldbegreatlyenriched．4．2．2SubjectsTheexperimentstartedintwoclassesofGrade6inDongliExperimentalPrimary37 SchoolinTianjinfromSep13toDec20．Thesubjectsparticipatedinthisresearchwere100pupilsselectedfromtwoclasses．Thereasonisthatthepupilsinthisgradearerelativelystableininterest，andthegrammarknowledgetheyarelearningisrelativelysophisticated．Theycouldalsojudgetheworktheirteachershaddonecorrectly．ThewriterWasteachinggrammarenhancementlessonsatthattime．4．2．3MethodologyThegeneralapproachesusedinthisstudyincludedifferential—groupexperiment，questionnairesurveyandwrittenandoraltests．Firstly,thesampleof100studentswasdividedintotwogroupsatrandom．Onegroupof50studentsdeterminedastheexperimentgroupandtheother50thecontrolgroup．Intheexperimentgroup，thegrammargamescombinedwiththetraditionalmethodwereemployed．Inthecontrolgroup，traditionalmethods，mainlypattemsofAudio-lingualApproachweremostlyused．Bothgroupsweretaughtbythesameteacher-thewriter．ThesubjectscontinuedEnglishlearningforaboutonesemester．Eachclasslasted40minutes．TheEnglishbookusedinthisexperimentwaspublishedbyPeople’SEducationPress．Atthesametime，aquestionnairewasdesigned，。whichwasusedattheendofthestudytoknowaboutpupils’attitudeinEnglishleamingaftertheexperiment(seeAppendix1)．Theywereaboutpupils’interest，attitudeandmotivationinEnglishlearning，Wecancomparethedifferencesbetweengrouponeandgrouptwothroughthedataofthequestionnaire．RegardingtheintellectualdevelopmentalstageoftheGradeSixstudents，allofthequestionsweredescribedinChinese．4．3ApplyingGamesingrammarTeaching38 Inactualteachingprocess，thewritertriedtointegratesuitablegamesintoeachteachingstepandformedabasicgrammarteachingmodel，thatis：warm-uHeVision--lead—irHlewknowledgelearning--practisingandplaying---competition--roleplay．Warm—upisthefirststepoftheteachingprocedure．Childrenarelivelyinnature．Theylovesingingandperforming．ResearchOVermanyyearshasproventhefactthatchildrefeellessstressedwhentheyaredoingsomethingtheyareinterestedin．Thatistosay,aweakaffectivefilterhasbeencreatedwhentheyaresingingorperforming．Atthebeginningofaclass，teachersCancreateagoodlearningatmospherebyapplyingasongorchantwhichisoftenclassfiedasmusicalactivitybyZhangZhiyuan(2002)．Thesongorchantcannotonlydrawstudents’attentionbutreviewwhatstudentsleamedbeforeaswellasforeshadowthenewlesson．Forexample，inLesson14，Unit3ofGradeSix，NewPrimaryEnglishfo，-China，inthewarm—upstep，thewriteraskedstudentstosayachantwhileperforming：Ilikesinging．Ilikedancing．Ilikeplayingfootball；Helikesreading．Shelikeswriting．Theybothlikeleaming．Thischantiseasytosayandperform．Inthischant，studentsCanreviewthestructure“like+doing"’andsomewords“sing，dance，playfootball”；andtheyCangetfamiliarwiththenewsentence“He／Shelikes⋯’’andthenewwords“read，write，learn”withthehelpoftheperformance．4．3．2Revision39 Revisionisthesecondstepofteachingprocedure．Studentsarerequiredtoreviewsomething，andtheircommunicationabilitiesinusingthetargetlanguagearetrainedinthispart．Inthewriter’Spointofview,gameswouldbeagoodchoiceingrammarteaching．Forexample，whenreviewingsomebasicformsofverbs，thewriteroftenappliesagamecalled“VerbTennis”．Thisgamebelongstocompetitivegames．AchallengingandcompetitivetaskCanmeetthepsychologicalneedsofstudents．Ifagameisdesignedquiteeasytoaccomplish，childrenmaygetboredandlosemotivation．Childrenhaveamoreimmediateneedtobemotivatedbyteachersorthematerialsinordertolearneffectively(PennyUr,1996：288)．AteacherCanraisechildren’Smotivationandenthusiasmbyselectingcompetitivegames．Aim：toreviewsomebasicformsofverbsTime：10~15minutesTool：averbformProcedure：1)Theteachermadeacardbeforehand．Onthecardlistedsomeverbslearnedbefore．Eachverbwasfollowedbyitspasttense，pastparticiple，presentparticipleandthirdpersonsingularform．Theteachercopiedtheformandgaveeachstudentapiece．2)Theteacheraskedstudentstoreviewtheverbsandtheirformsforafewminutes．3)Theteacherchoseoneverbatrandomandreadsandspellsit．Thenheasksastudenttosayitsthirdpersonsingularformwithoutseeingthecard．Next，the teacherandthestudentexpressedtheotherformsoftheverboneafteranotherasiftlleywereplayingtennis．e．g．T：W-R—I-T-E．writeS：W-R-I—T-E—S．writesT：W-R—I—T-I—N—GwritingS：W-R—O-T-E．wroteT．W二R-I-T-T-E-N．written4)Theaskedstudentstohaveacompetitioninpairsaccordingtotheexample．Therulewas：ifonepartcouldnotsaythewordorsayitincorrectly,helost．Anyonewhowonthreematcheswouldbethewinner．5)Tenminuteslater,teacherwouldannouncethewinnersandgiveeachofthemastickerasprize．4．3．3Lead．inisaveryimportantstepinteachingprocedure．Leadinginanewlessonwiththehelpofsuitablegamesisalleffectivewaytostimulatestudents’interestsinlearning．AnditisalsoakeypointtotheSUCCESSofanewlesson．Intheexperiment，thewriterusedagrammargamecalled“Who’She／she?”asanexample．Thiswasacode—controlgame．Theproductionofcorrectsentencestructurewasparticularlystressed．Aim：tograsptheusageofgeneralquestionsandtheanswersTime：5—10minutesProcedure：4l 1)Theteacheraskedastudenttohelptodoademonstration：T：Ihaveafriendinourclass．ⅥrIl0iShe／she?S：Isyourfriendagirl?T：No．S：IsheinGroupOne?T：Yes．S：IsheinRowSix?T=Yes．S：Doesheweal"blueshin?T：Yes．S：Oh，it’sLiMing．T：Yes．2)Theteacheraskedastudenttodescribesomeoneintheclassroomora“famous”personinthesch001．Otherstudentsareencouragedtoaskgeneralquestionsforhimtoanswer．Theanswercouldbeeither“Yes’’or“No”．3)Thestudentwhowasthefirsttoanswerthequestionwas‘awarded．Tothosestudentswhomadefewergrammarmistakesandspokefluently,anoralencouragementwasgiven．4)Thewinnerwouldcometothefrontandwentonwiththegame．4．3．4NewknowledgelearningNewknowledgelearningisthecentralstepofthewholeteachingprocess．Teachersaretryingtousematerialobjects，pictures，sketches，gesturesandeven42 audio—visualteachingmaterialstomakelanguagelearningmorevividandmoreinteresting．Fromhisownteachingexperience，thewriterthoughtgamescouldalsobeaneffectivewaytoimproveteachingquality．Headoptedagamecalled“ABigTree”asanexample．Itcouldbeclassfiedaspicturegamesaccordingtoitsfunction．Inthisgame，childrencouldgettoknowthenewknowledgeintuitivelybyapplyingpictures．Aim：tolearnsomenewprepositionsTime：1肚15minutesTool：chalkandblackboardProcedure：1)Theteacherdrewabigtreeontheblackboard．2)Thenhebegantodescribesomethingaroundthetreeorallyandmeanwhiledrewsketchesofwhathedescribedontheblackboard．Thecontentshedescribedareasfollows：“Therearesomebirdssittinginthetree．Therearesomeapplesonthetree．Abirdisflyingoverthetree．Adogandapigarewalkingunderthetree．Therearesomehillsfarbehindthetree．Somecloudsarehighabovethetree．Abigbasketishangingoverthedog．Therearesomeapplesinthebasket．’’3)Afterdrawing，theteacherrepeatedhiswordsandbegantoteachthenewprepositionswhilepointingtothepicture：over,behind，above．4．3．5PractisingandplayingPractisingandplayingisusuallyconsideredagoodchanceforgameteaching．43 Aftergettingacquaintedwiththenewgrammarknowledge，studentsneedachancetopractise．Traditionalgrammarpractisingisratherdull，whilegamesCanarousestudents’attentionandpractisingCanbeconductedunconsciously．Inthisstep，manyvividandvigorousgamesCanbeused．Forexample，whenteachingsimplepasttense，thewriterplayedagame“WhatHappened?”withstudents．Thisgamebelongstocommunicationgames．“Gamesprovideasmuchconcentratedpracticeasatraditionaldrillandmoreimportantly,theyprovideanopportunityforrealcommunication，albeitwithinartificiallydefinedlimits，andthusconstituteabridgebetweenclassroomandtherealworld．"(Hadfield，1990：193)Aim：topractisesimplepasttenseTime：10~15minutesTool：cardsProcedure：1)Theteacherpreparedsomecardsbeforehand．ThereWasasimplepasttensesentenceoneachcard．e．g．a．Itookpartinabigpartylastnight．b．1wenttoHainanbyplanelastSunday．C．Mysistersoldhernewbikelastweek．2)Theteacheraskedastudenttopickupacardatrandomandreaditaloud．Otherstudentsaskedquestionsrelatedtothesentenceonthecard．Hecouldansweritbyusinghisimagination．e．g．S1：Itookpartinabigpartylastnight． S2：Wherewasthepartyheld?S1：Itwasheldinabigbuilding．S3：Whowenttothepartywithyou?S1：MyfriendJohn．S4：Howdidyougothere?S1：Wewenttherebycar．3)Afterfiveorsixquestions，theteacheraskedanotherstudenttopickupacard，readitaloudandanSWerthequestions．4．3．6CompetitionisthesixthstepanditCanrunthroughthewholeteachingprocess．Competitionisanotherwayofleamingandpractising．Naturallywhenplayinggmnes，studentsaretryingtowinortobeatotherteamsforthemselvesoronbehalfoftheirteam．Theyaresocompetitivewhileplayingbecausetheywanttohaveaturntoplay,toscorepointsandtowin．Teachersshouldtrytocultivateacompetitiveenvironmentforstudentstotakepartinactively．ThegamethewriterplayedwithstudentsingrammarteachingWas‘"WordRace”．Aim：tolearnandconsolidatepartsofspeechandenlargestudents’vocabularyTime：5—10minutesTool：cardsProcedure：1)Theteachermadesomecardsbeforehand．Oneachcardtherewasaletterandanameofakindofpartofspeech．45 2)Theteacherpickedupacardandthensaidsomewords．Thewords’firstletterandthepartofspeechshouldbeequaltothecard．Forexample，ifhepickedupthecard囝hehadtosaysomewordslikekeep，know,kick，kill，etc．3)Theteacherdividedthestudentsintotwoorfourgroups．Eachgrouphadalmostthesamenumberofstudents．Theteachershowedacardtostudents，andstudentshadtoputUPtheirhandsasquicklyaspossibletogainthechanceofsayingthewordsaccordingtotherequirementofthecard．EachcorrectanswerWasonemark．Thegroupwiththehighestmarkwasthewinner．4．3．7Role-playRole—playisthelaststepoftheteachingprocess．Itisanimportantstepofchangingknowledgeintoability．Teacherscanpreparesomesimpletoolsandheadornamentstocreateatrueenvironmentforstudents．Childrenenjoyactingoutscenesfromasketchordialogue，imitatingthevoicesofthecharacters．WhentheirpresentationWasobserved，itcouldbewitnessedthattheirimitationwasverygood．Therefore，younglearnerseasilyleamimportantpointsunconsciously,whichisoneofthegoalsofteachingEnglishtoyoungleamers．Thewriterusedalesson‘‘shopping’’asailexample：shopassistant)：Goodmoming!CanIhelpyou?S(customer)：Goodmorning!1wanttobuyabirthdaycakeformymother．T：Whatkindofcakewouldyoulike?Achocolatecakeoracreamcake?S：I’dlikeachocolatecake． Ulike．9Aroundoneorasquareone?S：It’SOK．I’lltakeit．HowmuchiSit?T：85yuan．S：Here’Sthemoney．Thankyou．T：Y．ou’rewelcome．Theteachermadeallexampleandthenaskedthestudentstoprepareanddothisrole—playinpairs．4．4FindingsandAnalysisThroughquestionnaires，interviews，oralandwrittentests，aconclusioncanbemadethatgamesteachingapproachcaneffectivelystimulateandmaintainstudents’Englishlearninginterests，consolidatetheirgrammarknowledgeandenhancetheirEnglishcommunicationabilities．4．4．1QuestionnaireandAnalysisonInteresttoStudentsAfterthreemonthsofEnglishlearning，‘moststudentshaveunderstoodtheimportanceofEnglishlearningfortheirfuture(92％ofthemintheexperimentgroupand88％inthecontrolgroup)．Morestudentsinthecontrolgroup(40％)stillfeelEnglishlearningishardforthem，whileintheexperimentgrouptherateismuchlower(28％)．Apredominantnumberofstudents(76％)intheexperimentgroupthinkEnglishlearningisinteresting，howeverinthecontrolgrouponlylessthanhalf(44％)stillkeeptheiroriginalinterest．WeCanalsoobtainthatanoverwhelming47 majorityofstudents(80％)intheexperimentgrouplikelearningEnglishwhereasinthecontrolgroupthenumberisjustabouthalf(52％)．Finallyfromthequestionnaire(seeappendixI)weknowmorethanhalfofthestudents(64％)intheexperimentgroupwillcometolearnEnglishevenwithoutthepressurefromtheirparentsandteachers，whileinthecontrolgroupmuchlessofthem(40％)alewillingto．Nowweputtheanswersintable4：Table2：DifferentAnswerstoQuestion1to5QuestionGroupYesIdon’tNoknow1l2(4％)46(92％)244(88％)4(6％)2(4％)2l14(28％)4(8％)32(64％)220(40％)12(24％)18(36％)3l38(76％)6(12％)222(44％)8(16％)20(40％)4l40(80％)4(8％)6(12％)226(52％1024(48％)5132(64％)4(8％)14(28％)220(40％)8(16％)22(44％)Group1：ExperimentgroupGroup2：Controlgroup48 Tosumup，mostprimaryschoolstudentsarealreadyawareoftheimportanceofEnglishlearning，whichservesastheirunderlyinglong-termmotivation．However,studentstaughtinajoyfulenvironmenthavemorepositiveattitudetowardsEnglishlearningthanthoseonlytaughtbythetraditionalway．Atthesametime，Englishlearningtotheexperimentgroupismucheasiersincetheyhavedevelopedinterestinit．WhatCan’tbedeniedisthatonlywiththeaccompanyingofinterest，canintrinsicmotivationbecultivated．4．4．2QuestionnaireandAnalysisonGamestoStudentsInordertoinvestigatethereasonswhystudentslikeEnglish，theirexpectationsforteachersandtheirwillingnesstotakepartinclassroomgames，anotherquestionnaire(seeappendixII)wasdesigned．Thequestionnairewasmadeupofmultiplechoices．StudentscouldchooseoneormorethanoneanSWer．Resultsareshowninthetablesbelow,fromwhichsomehintsandsuggestionscanbeobtained．Table3：ReasonsforLikingEnglish，TheirExpectationsforTeachersandTheirWillingnessforGamesQuestionsChoicesTIotal％numberofstudents●ThereasonsClassroomgamesarefunny3774forlikingEnglishGooddiscipline510LikeEnglishteacher2142Contentsareinteresting224449 Havechancestospeak2244EnglishTheirPlaymoregames3468expectationsforTeachmoreEnglishsongs2856leachersPracticemoredialogues1938TeachmoreEnglish2346grammarsTheirmorechancestotake3672’willingnessforpartingamesmorechancesto2448repeatwordsandsentencesmorechantesto3570answerquestionsDon’twanttotakepartin36games}Don’twanttoanswer48questionsStudents’answerstothesequestionsaresuitabletotheirphysicalandpsychologicalfeatures．Youngleamershavetheadvantageofbeinggreatmimics．Theyareoftenself-conscious，andareusuallypreparedtoenjoytheactivitiestheteacherhaspreparedforthem．AllthesemeanthatitiseasytomaintainahighdegreeofmotivationandtomaketheEnglishclassanenjoyable，stimulating50 experienceforthechildren．Teacherscanraisechildren’Smotivationandenthusiasmbyselectinginterestingactivities．GamesareanextremelyvaluablewayforEnglishlearning．Itencouragesthinkingandcreativityandletsstudentsdevelopandpracticenewlanguageandbehavioralskillsinarelativelynon-threateningsetting，andCancreatethemotivationandinvolvementnecessaryforlearningtooccur．Adiscussionwasheldaboutthevalidityandreliabilityofthequestionnaire．Firstly,invalidity,thepurposeistoprovegamesteachingapproachCanactivatestudents’interestthroughtheirchangesbeforeandaftertheexperiment．Anditdoeshavegoodinfluence．Pupil’SinterestinEnglishisimproved．Secondly,inreliability,mostofthestudents’answersarealmostthesame．Theseanswersshowthatgameshavepowerfulinfluenceonstudents．4．4．3AnalysisoftheInterviewtoTeachersFromtheinterviewtotheteachers(seeappendixIII)，ithasbeenfoundoutthatgamesinEnglishteachinghascommonlybeenacceptedandwidelyusedbyteachers．Theyuseddifferentgamestogivepracticeinalltheskills(1istening．speaking,readingandwriting)，andinallthestagesoftheteachingandlearningsequences(revision，presentation，practice，etc．)Andgameshavebeenprovedtobeeffectiveinteachingandlearning．4．4．4AnalysisoftheOralTestAttheendoftheexperiment，atestwasgiven(seeAppendixIV)mainlybasedonoralquestionstoseetheirabilityinspeakingEnglishbecauseusingEnglishtocommunicateisOurfinalgoal．Theitemsandthequestionsoftheoraltestwerecited5l fromElementaryEnglishTestSystem(EETS)，whichisanauthoritativeexaminationtotestthecandidate’SabilityinusingEnglishasatoolforcommunication．Theresultsareasfollows：Table4：OralTestResultsScoreExperiment％Controlgroup％group(numberof(numberofstudents)Above8043863672Above60501004488Comparingtheexperimentgroupandcontrolgroup，wecanseethattheexperimentgroupshowedmoreinterestinEnglish，wasmoreactiveandeagertoansweringquestionsvoluntarily．TheiroralEnglishwasbetterthanbefore．4．4．5AnalysisoftheWrittenTestAwrittentest(seeappendixV)Wasalsogivenattheendoftheexperiment．Alltheitemsandexerciseswerecloselyrelatedtothelessonsandgrammarknowledgeintheteachingprocess．Table5：、MttenTestResultsScoreExperiment％Controlgroup％group(numberof(numberofstudents)52 Above803978183660501004284FromtheresultsweCallfindstudentsintheexperimentgroupgotbeRermarksthanthoseinthecontrolgroup．Thatmeansstudentsingamesteachingapproachcouldbetterunderstandgrammarknowledge．Andcomparedwithtraditionalmethods，studentsoftheexperimentgroupcouldleamEnglishmoreeffectively．53 ChapterFiveConclusion5．1SummarySofar,theusageofgamesingrammarteachingisclarified．Theadvantagesandsomekeypointsareexplained．ItisnowmoreapparentthattheteachingofaforeignlanguageCanbesupportedeffectivelybyusinggames．Sinceteachingisadevelopingart，whichrequiresinnovativeandcreativeideastoenrichitseffectiveness，teachersshouldnothesitatetousegamesintheirclassrooms，ingrammarteachingarea，forexample．GamesCanassisttheirteachingofaforeignlanguagebyprovidingarelaxedatmosphereandmotivatingstudents．Suchgamesarestudentcentered，hence，byusingthemteachersgiveachancetotheirstudentstoexpressthemselvesandenjoythemselvesduringlearning．Sothereisanundeniablefactthatiftheteachers’concernistoprovideasuccessfulandbeneficialteaching，theymustnothesitatetousegames，whichbringthestructural，pragmatic，prosodicandcommunicativeaspectsoflanguagetogether,intheirlanguageclassrooms．Recently,usinggameshasbecomeapopulartechniqueexercisedbymanyeducatorsintheclassroomsandrecommendedbymethodologists．Itisimportantthatthelanguageteacherbecreativeandinnovativeinhis／herjob．Beingateacherit’Salsoimportanttokeepyouryounglearnersinterestedandmakesuretheyarehavingfunwhiletheyarelearning．Generallyspeaking,asateacher,heshouldmakehisteachinginterestingandlively．Heshouldusevariousmethodstoarousethestudents’interestinleamingandtrytomakestudents’learningmoreeffective．Onlyinthisway,Canheteachthe54 Secondly,thescopeofthesubjectsisconfinedto100students，whichisasmallsample．Someresearchersmighttakeitasnotconvincing．Thirdly,basedonsometheoriesofsecondlanguageacquisition，secondlanguagelearningandotherrelevantdisciplines，suchaspsychology,pedagogy,etc，andthedesignoftheexperimentfromthehelpofsometeachers，thewholeframework，includingthechoosingofthequestions，theapplicationoftheteachingmethod，thedesigningofthetest，isestablishcdcomplctclybythewriterhimself．,Tlaus，theinadequacyanddrawbackandsubjectivityareinevitable．Fourthly,thedatacollectingfromtheexperimentmainlyfocusedonthefollowingaspects：theresultsofthequestionnaire，interviews，observationsand55 writtenandoraltests．Ifmorevariableswereinvolvedandmoreanglesarechosentoobserve，theexperimentcouldbemoreuseful．Finally,althoughtheanalyzingandprocessingofthedataisratherscientificandrigorous，thelevelanddepthofdataanalyzingandresultexplainingaretosomeextentlimited，forthewriter’Slackinginknowledgeofstatistics．Ifanalyzedandexplainedfrommoreangels，thewholeexperimentcanbemoremeaningful．5．3ImplicationsforFutureResearchThestudyofgamesandgrammarteachinginprimaryEnglishclassroomholdsconsiderablepromise，bothfortheEnglishteachingmethodology,andforpsychologyandpedagogy．AsfortheresearchofEnglishteachingmethodology,pupilsarebeginningtoplayamoreactiveandcreativepartinthelanguageclassroom，ratherthanpassivefollowersoftheteacher’Sinstructionsandorders．Theylearnforfun，forfulfillment，forinterest，andinaction，ingames．The)’performactions，handleobjects，drawpictures，labelthemandtheysing，dance．Whattheteachershoulddoistoorganizeandleadgamesthatareappropriatelysupported，meaningful，enjoyable，socialandfullofpractice．Inoneword，sucharesearchwillarousereflectionsontheroleoftheleamer,ofthelearning，andofotherlearner．factorssuchasattitude，motivation，attentionandere．Itwillgreatlyenrichthedomainofchildrenpedagogy,particularlytheprimaryschoolstudentpedagogy．Atthesametime，dataandotherfruitfulfindingsofgameswillprovideimportantsourcesfortheresearchofchildtopsychologyanddevelopmentalpsychology．56 Tosumup，thatgamesfilemoreeffectivethantraditionalgrammarteachingisfirmlybelieved，particularlyintheactivationofpupils’interest．However,itshouldnotbedeniedthatmoreexperimentsbyotherresearchersandscholarsinthisfieldshouldbedonetofindfurtherandmoresolidevidence．Thisresearchisfocusedongameteachingapproachingrammarteachingareaandtriestomakesomesuggestionsfortheteachers．OtherpotentialexplorationsCanbedoneandinvolvegreatervariety,suchastheinfluenceoffirstlanguageontheacquisitionofchildsecondlanguage，therelationshipbetweenaparticularteachingmodelandthespecificteachingcontentoranyothertheoreticalandempiricalresearches．57 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Wang，Dianjian&Lai，Hongling．(2002)ElementaryEnglishTeachingMethodology．B蜘ing：BeijingUniversityPress．王电建赖红玲《小学英语教学法》，北京大学出版社，2002。Wang，Qiang．(2003)PrimaryEnglishTeachingTutorialBeijing：HigherEducationPress．王蔷《小学英语教学法教程》，高等教育出版社，2003。Wu，Yexian．(1995)TeachingPrimarySchoolGames．Nanchang：JiangxiEductionPress．吴也显《小学游戏教学法》，江西教育出版社，1995。Zdybiewska，M．(1994)Onehundredlanguagegames．Warszawa：WSIPZhang，Ying．(2000)ElementaryEnglishTeachingMethodology．Shenyang：NortheastNormalUniversityPress．张莺《小学英语教学法》，东北师范大学出版社，2000。Zhang，Zhiyuan．(2002)TheoryandPrac“ceofChildren§EnglishLanguageTeaching．Beijing；ForeignLanguageTeachingandResearchPress．张致远《儿章英语教学法》，外语教学与研究出版社，2002。 年龄APPENDIXI小学生英语兴趣问卷调查性别班级请回答下列问题，在正确的答案上面画圈。1．你认为英语对你的将来重要吗?A．是B．不知道C．不是2．你认为英语难学吗?A．是B．不知道C．不是：{．你认为学习英语有趣吗?A．是B．不知道C．不是4．你喜欢学英语吗?A．是B．不知道C．不是5．如果父母或老师不要求你来学英语，你会学吗?A．是B．不知道C．不会62 年龄APPENDIXIl小学英语游戏问卷调查性别一班级请回答下列问题，在正确的答案上面画圈。1．你喜欢英语课是因为：A课堂上游戏活动有趣B．课‘麓纪律好C．喜欢英语老师D．课本内容有趣E．课上有机会说英语2．你最希望任课老师：A多做儿次游戏活动B．多教儿首英语歌曲C．多练习对话D．多讲一些英语语法3．你在参与课堂活动时总是：A希望能多次参加游戏活动B．希望能多次跟老师读单词、句子C希望能有多次机会回答问题D．不愿被叫上来参加游戏E．不愿被叫起来回答问题63 2．6．Doyouoftenusethesamegameindifferentclasses?Ifyes，howabouttheeffect?OrWhynot?7．Canyoutellmeagameyouorganizeinaneffectiveway?8．Haveyoueverfailedtoorganizeagame? APPENDIXIV口语测试题型设计题型分数比例要求一、看看图，说出该图所对应的单图说单词20％词。共10幅图。二、问师生就家庭、学校、天气、爱答练习20％好等话题进行一对一问答。至少5个问题。三、唱自选一首学过的英语歌曲演英文歌20％唱。四、朗流利的朗读教师所提供的英读短文20％语短文。五、看根据所给的图画，说句子。至图说话20％少说出5句．65 APPENDIXV笔试测试题型设计题型分数比例一、按顺序写出下列动词的第三人称单数形式、现在20％分词和过去式。二、用所给的介词填空。20％三、将下列句子变成一般疑问句。20％四、就划线部分提问。20％五、用所给单词的适当形式填空。20％ 应用课堂游戏于小学英语语法教学之中作者：齐传军学位授予单位：天津师范大学本文读者也读过(10条)1.彭光莉小学英语教学中培养学生创新思维的尝试[期刊论文]-金山2010(2)2.梁应霞浅谈小学英语教学中的创新教育[期刊论文]-中国校外教育（基教版）2010(1)3.林美玉马凡小说创作研究[学位论文]20104.王协珍在小学英语教学中培养学生的创新能力[期刊论文]-中国校外教育（理论）2009(12)5.王洪锋试论中小学写字教学[学位论文]20106.戴静"生"临其境,引人"说"胜——小学英语课堂教学的创新[期刊论文]-商情2011(1)7.边洪敏小学英语课堂教学中的创新教育[期刊论文]-考试周刊2009(24)8.林淑惠小学英语教学创新之我见[期刊论文]-福建基础教育研究2010(3)9.王丽试论数学“再创造”课堂学习环境的创设[学位论文]200410.陈琳小学英语教师教学游戏效能感的调查与研究——以江苏省南通市崇川区为个案[学位论文]2011本文链接：http://d.g.wanfangdata.com.cn/Thesis_Y9043669.aspx