【摘要】：近年來,多數(shù)小學(xué)的英語課堂中,老師們都在嘗試使用游戲教學(xué)。特別是在城市,游戲化教學(xué)已經(jīng)成為常態(tài)。而在農(nóng)村地區(qū)的小學(xué)中,多數(shù)英語教師還是采用傳統(tǒng)的教學(xué)方法。以至于同學(xué)們學(xué)習(xí)英語沒有興趣,從而導(dǎo)致他們的分?jǐn)?shù)不理想。因此,作者作此研究來探討游戲教學(xué)在農(nóng)村地區(qū)激發(fā)小學(xué)生英語學(xué)習(xí)興趣和提高小學(xué)生英語成績中的可行性和有效性,同時希望對從事農(nóng)村小學(xué)英語教學(xué)的教師有所裨益。首先,筆者對國內(nèi)外已有的關(guān)于教學(xué)中運用游戲的研究進(jìn)行了綜述。緊接著又查閱多種文獻(xiàn)對于游戲的定義、特點、功能及在教學(xué)中運用游戲的規(guī)則進(jìn)行了概括。然后在游戲人、建構(gòu)主義理論、“做中學(xué)”理論和多元智能理論等理論的基礎(chǔ)上展開了此次研究。此次研究試圖解決兩個問題:既然游戲是小學(xué)生們喜愛的娛樂方式,那么將游戲運用到小學(xué)英語教學(xué)中是否能夠提高小學(xué)生的英語學(xué)習(xí)成績?哪些游戲適合農(nóng)村小學(xué)的課堂教學(xué)?帶著這兩個問題,筆者開始了為期三個月的實驗。筆者從寶坻龔莊中心小學(xué)三年級選定兩個班作為實驗班和控制班對比教學(xué)實驗,兩個班由同一教師執(zhí)教,用同一教材,但使用不同的方法,實驗班是游戲教學(xué)法教學(xué),而在控制班使用傳統(tǒng)教學(xué)法。作者采用前側(cè)和后側(cè)來觀察兩個班學(xué)生成績的變化。所采用的研究方法包括文獻(xiàn)調(diào)研法、問卷調(diào)查法、觀察法和訪談法。問卷調(diào)查了實驗前后學(xué)生英語學(xué)習(xí)態(tài)度的變化及學(xué)生學(xué)習(xí)積極性的變化。課堂觀察是用來記錄教師和學(xué)生在課堂上的活動。筆者邀請其他英語教師聽課并幫忙做詳細(xì)記錄。通過對數(shù)據(jù)和資料的分析,筆者發(fā)現(xiàn)游戲教學(xué)能夠激發(fā)學(xué)生的學(xué)習(xí)興趣,并且提高學(xué)生的成績。靜態(tài)的游戲比較適合農(nóng)村的孩子們�？傊�,在小學(xué)農(nóng)村英語教學(xué)中,游戲教學(xué)不僅可行,而且是比較理想的教學(xué)模式。
[Abstract]:In recent years, teachers have tried to teach games in English classrooms in most primary schools. Especially in cities, gameplay teaching has become the norm. In rural primary schools, most English teachers still use traditional teaching methods. So that students are not interested in learning English, resulting in their grades are not ideal. Therefore, the author makes this study to explore the feasibility and effectiveness of game teaching in stimulating pupils' interest in English learning and improving their English achievement in rural areas, and it is hoped that it will be of benefit to teachers engaged in primary school English teaching in rural areas. First of all, the author summarizes the research on the use of games in teaching at home and abroad. The definition, characteristics, functions and rules of game in teaching are summarized. Then the study was carried out on the basis of gamers, constructivism, learning by doing and multiple intelligences. This study attempts to solve two questions: since the game is a favorite form of entertainment for primary school students, can the application of games to English teaching in primary schools improve pupils' English academic performance? Which games are suitable for classroom teaching in rural primary schools? With these two questions in mind, the author began a three-month experiment. From the third grade of Baodi Gongzhuang Central Primary School, the author selects two classes as the comparative teaching experiment between the experimental class and the control class. The two classes are taught by the same teacher and the same teaching material, but with different methods, the experimental class is the teaching method of game teaching. The traditional teaching method is used in the control class. The author used the front and back sides to observe the changes of the students' scores in the two classes. The research methods used include literature survey, questionnaire survey, observation and interview. A questionnaire survey was conducted on the changes of students' English learning attitude and students' learning enthusiasm before and after the experiment. Classroom observation is used to record the activities of teachers and students in class. I invite other English teachers to attend the class and help make detailed records. Through the analysis of data and data, the author finds that game teaching can stimulate students' interest in learning and improve their scores. Static games are more suitable for rural children. In a word, in primary school rural English teaching, game teaching is not only feasible, but also an ideal teaching mode.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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