英語(yǔ)畢業(yè)論文-游戲在英語(yǔ)教學(xué)中的應(yīng)用-文庫(kù)吧
2025-09-04 08:16 本頁(yè)面
【正文】 be introduced to studies in a foreign language in primary school. Games are motivating and fun and can help develop positive attitudes towards the foreign language and language learning, and create a desire to continue learning. With the recent development of English teaching, the roles of games in class have been discussed in different aspects. And more and more teachers use games in their teaching as they e to realize that playing games in English teaching is very important. However, some teachers still think that language games are a waste of time and prefer not to use them in classroom and games sometimes have been considered only for fun. In fact, games can provide more than that for younger learners. Among several strategies used to improve students’ proficiency such as visual aids, CALL (Computer Assisted Language Learning), drama, roleplay and so on, games are another useful strategy to promote students’ language proficiency. In game children smell, listen, see, sing, draw and dance, and so on. Actively taking part in game makes them enjoy studying and succeeding. In game, children’s intelligence, cognition and munication are developed. Ⅰ 、 Literature review The history and present situations of game teaching in foreign countries In order to make children interested in learning English and be able to municate with others, from ancient Greek, western education, especially children’s education in western countries, has been full of the exposition of the relationship between games and teaching. One of them was Plato who paid more attention to the role of games for children’s education. He thought games should not only be played but also bined with education in ethics. In the 17th century, Czech Comenius advised teachers to use children’s senses rather than memorization in instruction. At the same century, English philosopher and educator John Locke (16321704) thought teaching should be suitable for children’s age in order to make learning interesting. In the 18th century, the French philosopher Rousseau stated that children should be free to express their energies in order to develop their individual talents, echoing an ancient concept by Plato (.). German educator Friedrich Froebel is the father of children’s education in western countries. He started the first kindergarten in 1837. He wanted his school to be a garden where children unfolded as naturally as flowers. In the early period of the 20th century, progressive education continued to emphasize the needs and potentials of the children, rather than the needs of society or principles of religion. Among the influential reform educators of this century were Maria Montessori of Italy, John Dewey of the United States and Piaget of Swiss. The history and present situations of game teaching in China From ancient times, Chinese people thought highly of children’s education. In Song Dynasty, private schools paid much attention to the children’s interests. Zhu Xi also stressed the importance of happy teaching. Since 1949 Chinese education has changed greatly. Many children’s educators have achieved great success. They have summed up a lot of games or activities such as teaching through children’s songs, teaching in situations, simulating teaching, P .E. games and so on. In the contemporary, Mr. Chen Heqin was one of the greatest educators who made the outstanding contribution to Chinese children’s education and set up the first research center of children’s educationKindergarten in Gulou. Many games there were full of creation. He expounded that games were activities that were beneficial to children’s psychological and physiological development. Only games could make children lively and teachers should make good use of all kinds of game materials and give them enough changes to practice according to their age. Hu Shuyi, another educator who encouraged children to play games more than seventy years ago. From modern age to the contemporary, game teaching theory has been improved step by step. Many educators, philosophers or thinkers encouraged children to play games, such as Hong Zirui, Hui Youlian and Li She
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