英语专业论文 游戏在学龄前儿童.doc

IMG256IMG256IMG256timg毕业设计论文游戏在学龄前儿童英语教学中的应用学院名称学院名称专业名称专业名称学生学号2016123456789学生姓名学生姓名指导教师教授姓名助理指导老师老师姓名2020年1月游戏在学龄前儿童英语教学中的应用摘要众所周知随着社会和经济的发展英语成为世界上最广泛使用的语言英语教育的低龄化已成为我国英语教育活动的一种趋势英语不仅在小学中流行而且被广泛运用于许多幼儿园和早教机构中然而如何把学龄前儿童作为二语习得者来进行教学仍然是一个令人困惑的问题笔者采用观察法和调查法研究了在教学过程中使用游戏的有效性通过调查笔者发现学龄前儿童学习英语的兴趣逐渐地下降因此培养学龄前儿童学习英语的兴趣成为英语教学中的首要任务研究表明运用游戏的目的是为了引起学龄前儿童学习英语的兴趣和提高他们的能力与此同时对教师而言选择符合学龄前儿童阶段的游戏是极其重要的此外本文阐述了当前学龄前儿童缺乏学习英语的兴趣的原因并对所出现的问题提出了解决办法最后本文得出的结论是利用游戏进行教学能够提高学龄前儿童学习英语的兴趣关键词游戏英语教学学龄前儿童TheApplicationofGamestoPreschoolChildrenEnglishTeachingAbstractWiththedevelopmentofthesocietyandeconomyithasbeenuniversallyacknowledgedthatEnglishisthemostwidelyusedlanguageintheworldTherehasbeenatrendofteachingpreschoolchildrenatyoungeragesthroughoutthewholenationNotonlyisEnglishnowprevalentinprimaryschoolbutalsoisappliedwidelybymanykindergartensandearlyeducationorganizationsHoweverhowtoteachpreschoolchildrenassecondlanguagelearnersisstillapuzzlingquestionTheauthorusesresearchmethodssuchasclassroomobservationandinterviewtoinvestigatetheeffectivenessofusinggamesintheteachingprocessAccordingtosurveytheauthorfindsthatpreschoolchildrensinterestinEnglishisgraduallydecreasingThereforetocultivatepreschoolchildrensinteresthasbecomethemostimportanttaskinEnglishteachingTheresearchshowsthatgamesareusedtoaimatraisingpreschoolchildrensinterestandimprovingtheirabilityMeanwhileitisextremelyimportantforteacherstochoosegameswhicharesuitableforpreschoolchildrenInadditionthisthesisexplainswhypreschoolchildrenlearnEnglishwithlackofinterestandhowtoresolvetheproblemAtlastthisthesisdrawsaconclusionthatusinggamescanraisepreschoolchildrensinteresttolearnEnglishKeyWordsgamesEnglishteachingpreschoolchildrenContentsContents1Introduction12Literaturereview23Theoreticalbasis431Characteristicsofpreschoolchildren4311CognitivedevelopmentofpreschoolchildreninEnglishlearning4312PsychologicalfeatureofpreschoolchildreninEnglishlearning532StephenKrashenstheoryofsecondlanguageacquisition64ProblemsinpreschoolEnglishteaching741ProblemsofpreschoolchildreninEnglishlearning742Problemsofteachersinusinggames95ApplicationofgamesinEnglishteaching1051PrinciplesofgamesinEnglishteaching1152DesignofgamesinEnglishteaching1153Suggestionsforteachersinusinggames126Conclusion14WorksCited17Acknowledgements19AppendixI21AppendixII221NowadaysEnglishisoneoftheindispensablelanguagearoundtheworldWiththerapiddevelopmentofeconomyandsocietymoreandmorepeoplearelearningEnglishWiththeadvancementofscienceandtechnologyEnglishbecomesaninternationallanguagePeoplewhoarefromdifferentcountriesandculturesneedtocommunicatefarmorefrequentlyinordertomakealivingChinashouldalsothereforekeeppacewiththetimesTheobjectofstudyispreschoolchildrenwhoseageisfrom3to6AlthoughmanypreschoolchildrenknownothingaboutEnglishwhentheybegintolearnitinkindergartentheyhaveaburningdesiretolearneveryinterestingthingTheadvantagesofpreschoolchildreninlearningEnglisharereflectedintheirstrongimitativeabilitythirstforknowledgestrongdesireinthedemonstrationaswellaslightpsychologicalburdenWhenteacherstellthemtoplayagametheyareproactiveandpreparedtoenjoyAtthattimetheywanttotakeanactivepartinthegameandpayanyattentiontothecontentofthegameMoreoveritisdemonstratedthatpreschoolchildrenlearnbestbydoingbyactingthroughoutthewholeworldThisstudyfocusesongamesinpreschoolchildrensEnglishteachingHenceitisaconvenientmethodforteachersinEnglishteachingThisthesisfirstgivesareviewofdefinitionofgamesandthecharacteristicsofgamesandthenitpresentsaratherdetaileddepictionoftheclassificationofgamesItintroducessomescholarsillustrationofusinggamesintheteachingprocessItalsocanbeobviouslyexplaineddifferentscholarsdifferentopinionsandaimstodividegamesintoamultitudeofdefinitionsWhatismoregamesarefitforthedevelopmentofcognitiveandpsychologicalcharacteristicsofpreschoolchildrenWhentheymoveintoprimaryschoolstheywouldcontinuetheirlearningAtthattimelearningEnglishwouldbecomeeasyandpleasantConsequentlykindergartensareakeyperiodtodeveloppreschoolchildrensintelligenceandhelpthemtoformgoodlearninghabitsAccordingtothequestionnaireofpreschoolchildrenanimportantproblemisthatpreschoolchildrensinterestinEnglishlearningisdecreasingThisthesisshowsthatgamesareusedtoaimatraisingpreschoolchildrensinterestandimprovingtheirlearningabilityItisusinggamesinEnglishclassthatareaneffectiveapproachforpreschoolchildrentostudyEnglishDuringthestudysomefindingsandsignificanceofgamesinEnglishteachingwillbepresentedAdditionallythisthesisexplainswhypreschoolchildrenlearnEnglishwithlackofinterestandhowtoresolvetheproblemMeanwhileitisneededforteacherstocreateinnovativeTheApplicationofGamestoPreschoolChildrenEnglishTeaching2gameswithappropriatemethodsThisthesisalsogivessomeadvicesforteacherstochooseappropriategamestocultivatepreschoolchildrensinterestandorganizeteachingeffectively2LiteraturereviewIthasbeenuniversallyacknowledgedthatEnglishisanessentialtoolforcommunicationnowinChinaTherehasbeenatrendofteachingpreschoolchildrenatyoungeragesthroughoutthewholenationItgoeswithoutsayingthatplayinggamesinEnglishteachingisabetterwayFirstandforemostdifferentpeopleholddifferentdefinitionsongamesGamesaredifferentkindsofactivitiesTheyarehighlystructuredandincludespecificrulestobefollowedBernardandOlivia271InadditionAgamecouldbeanyactivitythatformulizedatechniqueintounitsthatcanbescoredinsomewayBrown197BesidesAccordingtoLongmanDictionaryLanguageTeachingandAppliedLinguisticsgameinlanguageteachingcanbedefinedasanorganizedactivitythatusuallyhasthefollowingcharactersaparticulartaskorobjectiveasetofrulescompetitionbetweenplayerscommunicationbetweenplayersbyspokenorwrittenJacketal191WhatismoreByrneheldtheviewthatgamesareaformofplayinggovernedbyrulesItisawayofgettingthelearnertousethelanguageinthecourseofthegameFromaboveitcanbeillustratedthatgamesareorganizedbyspecificrulesandgoalsConsequentlyitcanbeunderstoodthatgamesincludemanyelementssuchasspecificrulesgoalscompetitionandcommunicationinparticularThemainfocusofgamesinlanguageteachingistohelppreschoolchildrenlearnandhavefunSomescholarsstudythecharacteristicofgamesAccordingtoabookwhichwaswrittenbyZengYanhongfromherownperspectivegameinvolvesfourfeaturesThefirstcharacteristicofgamesisrulesEverygamehasitsownrulesThefundamentalcharacteristicofgamesisrulesInotherwordsifagamedoesnothaveaspecificruleitwillnotcarryoutfluentlyInordertousethegameinanefficientwaystudentsmustfollowsomerulesofthegameThesecondcharacteristicofgamesischallengingNotonlyshouldgamesarecoincidentwiththegrowthruleofpreschoolchildrenbutalsotheyareinaccordancewiththelearningcharacteristicsofpreschoolchildrenThethirdcharacteristicofgamesisunpredictabilityBeforethegamestartsnoonecanbeboundtopredictwhowinsOnlyinthiswaypreschoolchildrenwilltaketheattitudethattheyareequalEveryonehasfeasibilitytowinItisquiteapparentthatpreschoolchildrenwillparticipateinthegamewholeheartedlyThelastcharacteristicofgamesis3competitionandcooperationItisatruthuniversallyacknowledgedthatallthepreschoolchildrenwouldliketobeachampionshipinthegameOnlybycompetitionandcooperationtheycanworktogethertowardsthecommongoalForthedeeperstudyofgamessomescholarsstarttostudythemfromcategoriesGamehasfoundanincreasinglywideapplicationinlanguageteachingTherearequiteafewcategoriesofteachinggamesDifferentpeoplehavedifferentviewsforclassificationofgamesPeopledividedgamesintodifferentcategoriesAgoodcaseinpointwasZhangZhiyuanadistinguishedscholarwhoindicatedfivetypesoflanguageteachinggamesincludingroleplaymusicalactivityintelligencegamesportsgamesanddramaperformingHearguedthatthesegamescouldmeettheneedtodevelopthemultipleintelligencesofpreschoolchildrenMoreoverinGamesforLanguageLearningTheauthorscollectedthegamesaccordingtotheirfeaturesinlanguagelearningTheygroupedthegamesinlanguagelearningassoundgameswordgamespicturegamesmemorygamesstorygamespsychologygamescaringandsharinggamescardandboardgamesmagictrickstrueorfalsegamesquestionandanswergamesguessingandspeculatinggamesandmiscellaneousAnadvantageofthesegamesisthattheyareeasyforteacherstohandleAllinallitcanbeclearlyseenthatdifferentscholarsbaseondifferentaimstodividegamesintoamultitudeoftypesInrecentyearthestudyofgameshasmadegreatprogressDefinitelygamesinlanguageteachingcanbedividedintodifferentfunctionsItcanbeidentifiedasgivepracticeinskillsconsistingofreadingwritinglisteningandspeakingBesidesgamescanbeusedtodeveloppreschoolchildrenslanguageskillBasedontheirdifferentfunctionsgamescanbedividedintothreeaspectsFirstandforemostitisthememorygamesAgreatmemorycanhelppreschoolchildrensucceedinlearninglanguageItcanhelpthemlearnfasterandfasterCertainlywhenteachersteachvocabularyandpronunciationtheycanorganizeagamecalledWhatismissingSecondlyitistheresponsegamesDuringthegamepreschoolchildrenshouldfocustheirattentiononwhattheteachersayswhentheteacherasksquestionstheycouldresponseassoonaspossibleInthistypeofgamepreschoolchildrenarebenefitingtounderstandandlearnEnglisheasilyAtlastitistheobservationgamesTheseobservationgamesaredesignedtopromotepreschoolchildrensskillsOtherbenefitsincludememoryimprovementattentionenhancementandconcentrationdevelopmentAndthegamesareextremelychallengingandfunforpreschoolchildrentoplayTheApplicationofGamestoPreschoolChildrenEnglishTeaching4BrieflyitcanbeconcludedthatgamesplayanimportantpartinpreschoolchildrensEnglishteachingPlayinggamescanarousepreschoolchildrensinterestinEnglishlearningSotoarousepreschoolchildrensinterestisthekeypointintheirEnglishlearningTheauthorusesresearchmethodssuchasclassroomobservationandinterviewtoinvestigatetheeffectivenessofusinggamesintheteachingprocessAccordingtosurveytheauthorfindsthatpreschoolchildrensinterestinEnglishisgraduallydecreasingManypreschoolchildrenthinkstudyingEnglishisboringanddonotwanttolearnitThereforetocultivatepreschoolchildrensinteresthasbecomethemostimportanttaskinEnglishteachingTheresearchshowsthatgamesareusedtoaimatraisingpreschoolchildrensinterestandimprovingtheirabilityFromthequestionnaireofteachersitisclearthatplayinggamesinEnglishteachingisabetterwaywhichcanarousethepreschoolchildrensinteresttolearnEnglishwellMeanwhileitisessentialforteacherstochoosegameswhichareapplicabletotheclassThroughthequestionnairethisthesisexplainswhypreschoolchildrenlearnEnglishwithlackofinterestandhowtoresolvetheproblemAtlastthisthesisdrawsaconclusionthatusinggamescanraisepreschoolchildrensinteresttolearnEnglishThischapterpresentsadetailedsummaryofthefindingsonadvocatingforusinggamesfromcognitionpsychologyandthefieldofsecondlanguageThetheoreticalframeworkofthisstudyisbasedonthetheoriesofEricLenneberyJohnDeweyandStephenKrashenItadvocatesthatusinggamesisastudyaidforteachingchildreninEnglishclasses31CharacteristicsofpreschoolchildrenGenerallyspeakingpreschoolchildrenhaveaburningdesiretolearneveryinterestingthingTheyarealwayscuriousaboutthewholeworldChildrenareabletoproduceutteranceswhichtheycannotpossiblyhaveheardfromanadultObviouslytheyareveryactiveandcreativelanguagelearnersTheycanmakesenseoftheworldfromwhattheyseeandhearTheauthorexplainsthatwhythecognitivedevelopmentandpsychologicalcharacteristicofpreschoolchildrenaresuitableforlearningEnglish311CognitivedevelopmentofpreschoolchildreninEnglishlearningAstothecognitiveabilitywhenpreschoolchildrenstudyEnglishtherewillbetheabsence5ofmetalinguisticawarenessAbsolutelyduringtheirlearningprocesstheyinvariablytakenoticeofthemselvesThisisaprerequisiteforlanguageacquisitionThuspreschoolchildrenputthembackintolearninglanguagetosomeextentandfullyacceptanotherlanguageincognitiveGenerallyitiswidelysharedthatpreschoolchildrencanlearnlanguagemoreeasilythanolderlearnersThisissupportedbytheCriticalPeriodHypothesiswhichwasfirstproposedbyMontrealneurologistWilderPenfieldSubsequentlyitwaspopularizedbyEricLenneberyin1967withBiologicalFoundationsofLanguageLennberghypothesizedthatlanguagecouldbeacquiredonlywithinacriticalperiodextendingfromearlyinfancytopubertyThistheoryclaimsthatthereisanidealtimetogainlanguageinalinguisticallysufficientenvironmentafterwhichfurtherlanguageacquisitionbecomesmuchmoredifficultandeffortfulItshouldbethecasethatpreschoolchildrenarebettersecondlanguagelearnersthanadultsItisanessentialstageforpreschoolchildreninkindergartenstomemorizebasicvocabulariesUnlikeadultspreschoolchildrenmayberecitepoemseasilyandquicklyEvenifformostofthetimetheydonotknowthemeaningofpoemsatallWhentheygrowuptheywillbeawareofrememberingthingsbecomemoreandmoreboringandconsumingtimeBasedonthistheorymanyexpertssuggestthatpreschoolchildrenshouldlearnEnglishasearlyaspossibleInshortthereisnodenyingthatthefirstfewyearsoflifearethecrucialtimeinwhichanindividualcanobtainalanguageConsequentlykindergartensareakeyperiodtodeveloppreschoolchildrensintelligenceandhelpthemtoformgoodlearninghabits312PsychologicalfeatureofpreschoolchildreninEnglishlearningNotonlydoesthecognitivecompetenceofpreschoolchildrensuittolearnEnglishbutalsotheirpsychologicalcharacteristicisfitforstudyingEnglishDuetopreschoolchildrenarenaturallyactivewhenlearningthroughgamesmostofthemeagerlyandenthusiasticallypursuetheirstudiesJohnDeweyadvocatedoutlearningbydoinghestatedthatpreschoolchildrenhadpotentiallyenormouscuriosityandcreativityItisusinggamesinEnglishclassthatareaneffectiveapproachforpreschoolchildrentostudyEnglishAdditionallypreschoolchildrenhaveaburningdesiretolearneveryinterestingthingsTheyarealwayscuriousaboutthewholeworldTheyareinterestedinsurroundingthingsattheirsideasifallovertheworldexertsatremendousfascinationonpreschoolchildrenWhenteachersaskthemtoplayagametheyareproactiveandpreparedtojoinAtthattimetheywantTheApplicationofGamestoPreschoolChildrenEnglishTeaching6totakeanactivepartinthegameandpayanyattentiontothecontentofthegameInbriefJohnDeweydemonstratedthatpreschoolchildrenlearnedbestbydoingbyactingthroughoutthewholeworldTheadvantagesofpreschoolchildreninlearningEnglisharereflectedintheirstrongimitativeabilitythirstforknowledgestrongdesireinthedemonstrationaswellaslightpsychologicalburdenLovingtoplayistheirnatureteacherscanraisepreschoolchildrensmotivationandenthusiasmbyselectinginterestingactivitiestheycouldthereforetakeadvantageofthemandlearnEnglishwell32StephenKrashenstheoryofsecondlanguageacquisitionInthefieldofSecondLanguageAcquisitionStephenKrashenaprestigiousAmericanlinguistdevelopedaseriesoffivehypothesesThreeofthemareextremelyessentialandcloselyrelatedtopreschoolchildrenlanguagelearningTheyaretheacquisitionlearninghypothesistheinputhypothesisandtheaffectivefilterhypothesisAtfirsttheAcquisitionLearningHypothesisfirmlybelievesthattherearetwoindependentwaysinwhichpeoplecultivatetheirlinguisticskillsacquisitionandlearningThistheoryisatthecoreofmodernlanguageacquisitiontheoryandperhapsthemostfundamentofKrashenstheoriesBecauseoftheacquisitionoflanguageisasubconsciousprocesspeopleareunwareoftheprocessasitishappeningKrashendeclaredthatbothadultsandpreschoolchildrencouldsubconsciouslyacquirelanguageandeitherwrittenororallanguagecouldbeacquiredWhenplayingagamepreschoolchildrendonotrecognizethattheyarelearningIftheteacherasksquestionstheywillberesponsivewithEnglishactivelyThereasonwhytheyarenotworriedaboutmakingamistakeisthattheylearnunconsciouslywithoutrealizingtheyarelearningWhileplayingthegamespreschoolchildrenfeelitsafetospeakEnglishTheycanbesuccessfullyparticipatingandhaveenjoyedplayingWhattheyonlycareaboutisthepraisesandawardsofteachersTheInputHypothesissimplydescribesthatlearnersacquirelanguagethroughcomprehensibleinputThenlanguageacquisitionwouldoccurtothemKrashenassertedthatanecessaryconditiontomovefromstageitostagei1isthattheacquirerunderstandinputthatcontainsi1whereunderstandmeansthattheacquireisfocusedonthemeaningandnottheformofthemessageInotherwordsifanacquisitionisatlevelitheinputheorsheunderstandsshouldcontaini1Hedefinedcomprehensibleinputasi1Onlythroughcomprehendingwhat7otherpeoplearesayingcanlearnerscompletelyacquirelanguageOnestrikingcharacteristicofpreschoolchildrenisthefacilityforworkingoutmeaningformratherthangivingattentiontotheformofthemessageFromthisitcanbeseenthatpreschoolchildrenunderstandfirstandthishelpsthemacquirelanguageTheAffectiveFilterHypothesisemphasizesthatlearnersabilitytoacquirelanguageisconstrainediftheyareexperiencingnegativeemotionswhicharefearanxietyselfdoubtandembarrassmentThatjustsaysbeforetheacquisitioncompetencenoonecanavoidtheaffectivefactorsinfluenceLaterKrashenfurtheridentifiedthreekindsofaffectivevariablewhichismotivationselfconfidenceandanxietyHeconcludedthatpeoplewithhighmotivationselfconfidenceandlowanxietywoulddobetterandacquiremoreknowledgeThepracticalapplicationoftheAffectiveFilterHypothesisisthatteachersaresupposedtouseexternalstimulitofacilitatepreschoolchildrensinnermotivationThenpreschoolchildrensinnermotivationwillbetransformedintotheirinnerdesireIfpreschoolchildrenhaveapositiveattitudetowardsEnglishtheywillfeelrelaxcomfortableandwanttolearnmoreknowledgeAsamatteroffactEnglishteachingmethodsarestillunderexplorationInordertofindanappropriateteachingmethodtheauthorusestheformofthequestionnaireforpreschoolchildrenandteachersThischapterstatestheoveralldesignofthepresentstudyincludingclassroomobservationstatisticalanalysisofthefeedbacktothequestionnaireforthepreschoolchildrenandstatisticalandqualitativeanalysisoftheinterviewswiththeteachersandpreschoolchildrenAtlastthisthesisalsogivessomesuggestionstoteachershowtocultivatepreschoolchildrensinterestandorganizegameseffectively41ProblemsofpreschoolchildreninEnglishlearningInpreschoolchildrensquestionnaireeachofthesevenquestionsisinChineseinorderthatthesubjectscanunderstandthecontentaccuratelyclearlyandquicklyAtotalof90individualsparticipateinthesurveyTheycomefromBeijingImmersionSubjectEnglisheducationalinstitutionandWanHuatongkindergartenAccordingtoquestionnaireanimportantproblemisthatpreschoolchildrensinterestinEnglishlearningisdecreasingItseekstoexplainfromtwoaspectsthatwhythepreschoolchildrensinterestinEnglishisgraduallydecreasingAsaforeignlanguagelearnerpreschoolchildrenthemselveshaveproblemstolearnEnglishAccordingtoTheApplicationofGamestoPreschoolChildrenEnglishTeaching8thequestionnairesurveyofBeijingImmersionSubjectEnglisheducationalinstitutionandBeijingWanHuatongkindergartenitfindsthatpreschoolchildrensinterestoflearningEnglishisdecreasingastimemovesonFrompreschoolchildrenthemselvestherearethreereasonstoexplaintheirproblemsTobeginwithpreschoolchildrendonotlikelearningbythemselvesItisuniversallyacknowledgedthattheselfcontrolofpreschoolchildrenisweakinEnglishlearningAccordingtothequestionnairesurveyofBeijingImmersionSubjectEnglisheducationalinstitutionthereare70percentofpreschoolchildrentaketheattitudethattheEnglishclassisboringandtheyoftendonotstudyactivelyPreschoolchildrendonotknowwhytheyhavetolearnEnglishSomestudentseventhinkteachersforcethemtolearnitItisindicatedthatpreschoolchildrensinterestinEnglishlearningisgraduallydecreasingThatisjustthemainreasonthatblockspreschoolchildrensprogressinEnglishlearningSecondlypreschoolchildrensattentioncanbeeasilytakenbuttheattentionspanisvariedsoitishardtokeepitthroughoutthewholeclassThroughclassroomobservationofBeijingWanHuatongkindergartentheauthorfindsthatgamesareusedin90percentofEnglishclassesWhenpreschoolchildrenarehavingaclasstheirattentiononlyhasabout10to15minutesThennewthingswillcapturetheirattentionandtheywilllookaroundanddosomethingwhichtheyfeelinterestedObviouslythroughclassroomobservationofBeijingWanHuatongkindergarten96percentofpreschoolchildrensattentionspanisshortItfindsthatpreschoolchildrencanconcentrateononethingforalongtimebutnotonotherthingsdependingonwhattheydoByreasonofpreschoolchildrensshortattentiontheteachershouldhavetheabilityandenthusiasmtodesigndifferentgamesthatpreschoolchildrenenjoyattractingtheirattentionAttheendalthough93percentofpreschoolchildrenlikeplayinggamesinEnglishclass82percentofthemthinkthatiftheyhavesomedifficultiestolearnEnglishinclasstheywillgiveupstudyingEnglishBecauseoftheyhavenomorepatiencetolearnEnglishMaybesomepreschoolchildrenareencouragedbyteachersTheywillmakeeveryefforttostudyOncefailedtheyareunwillingtocontinuetolearnEnglishSomegamesdonotkeepallofthestudentsinvolvedandinterestedAccordinglysomepreschoolchildrendonothaveachancetopracticeorreviewspecificlanguagematerialAsfarastheyareconcernedEnglishclasshasnothingtodowiththemTheywillnotfocusonwhattheteachersays9FromwhathasbeendiscussedaboveitcanberealizedclearlythatsomefactorsofthemselvesmayleadtodecliningtheirinterestinlearningEnglishTheproblemsareevidentandwhatseemscrucialandimperativeistofindoutapproachestosolvethem42ProblemsofteachersinusinggamesNotonlydopreschoolchildrenhaveproblemstolearnEnglishbutalsoEnglishteachershavesometeachingproblemsAtotalof50individualsparticipateinthesurveyTheyarefromBeijingImmersionSubjectEnglisheducationalinstitutionandWanHuatongkindergartenTheauthoralsochoosesthreeofteacherswhooftenusegamesteachinginEnglishclassasinterviewersofthisstudyTwoofthemareauthorscollegeclassmatesfromwhomauthoroftengetsalotofhelpInthefirstplacefromthequestionnaireitcanbemanifestedthat86percentofpreschoolchildrendonotlikethesamegamewhichalwaysmakespreschoolchildrenfeelboringanddisgustedDiscoveredthroughinvestigationofBeijingWanHuatongkindergarten93percentofteachersoftenusethesamegamestoteachtheirstudentsTheykeepanideathattheyhavebeenusedtousingallthesamegamesItisconvenientandskillfulforthemtousethesegamesinEnglishteachingForexampleMissLiisanEnglishteacheratBeijingWanHuatongkindergartenwhensheteachesherstudentsEnglishwordssheoftenusesagamenamedsimonsaysHoweverstudentsarefedupwiththisgameSomestudentsdonotlistentoheranddotheirownthingsTeachersshouldchangegamesinordertoappealtopreschoolchildrensattentionSecondlygamescanhelppreschoolchildrenenjoythemselvesandteachershavebeengreatlyencouragedbyadoptingthegamesinEnglishteachingFortheefficiencyofgamesinEnglishteachingteachersmustmakeaclearruleonthegamesTheteachersastheorganizerofthegameneedtointroducetherulesclearlybeforeplayinggametoavoidreplenishinginthegameIfpreschoolchildrendonotunderstandtherulesclearlytheywillnotcomprehendteachersintentionWhentheyareplayinggametheydonotknowhowthegamegoesandwhatprocedurestheyhavetofollowandatlasttheywilllosetheirinterestonthegameandtheclassForinstanceMissXuisanEnglishteacheratBeijingWanHuatongkindergartenwhohas2yearsexperienceofEnglishteachingtopreschoolchildrenShetellsmethatpreschoolchildrenwhoseageis3aredifficulttounderstandtherulesofgames65percentofteachersfailtomakeTheApplicationofGamestoPreschoolChildrenEnglishTeaching10theirstudentsunderstandtherulesofgamessothatstudentsalwaysdonotknowwhattheyshoulddoandfollowSogameswillnotbesuccessfulStudentsconfidenceinlearningEnglishwillbehurtandgetdisheartenedbecauseofthefailureThirdlytheinvestigationofBeijingImmersionSubjectEnglisheducationalinstitutiondiscoversthat92percentofteachersoftenchoosesometraditionalgamesratherthancooperationandcompetitiongamesItisobviousthatcompetitionisveryindispensablebecauseitcanstimulateandencouragepreschoolchildrentotakepartinthegamesWhenpreschoolchildrencompetetobefirsttocompletethetasktheycanfocustheirattentiononthelearningAbsolutelysometeamgamesneedeveryonescooperationtobesuccessfulandneedmutualtrustandjointeffortsamongmembersWhatseemscrucialisthatteachersshouldknowhowtousecooperationandcompetitiongamesTeachersplaythemainroleofgamesandtheyaskpreschoolchildrentofollowthem62percentofthemespeciallyinthebottomclassinakindergartendonotexplainthetasksandrolesofstudentsclearlyAsanexamplewhenMissLiteachesstudentstheaddressofMyfamilysheaskssomestudentstoactasgrandfathergrandmotherfathermotherbrotherandsisterthenplaythegameasasceneplayIntheplaysomestudentsdonotknowwhomtheyactandwhattheyshouldsayFinallystudentswillachievenothinginthisgameTosumupgamesarenotonlyforthesakeofhavingfunSoitisimportanttoimproveEnglishteachersteachingqualityandtheyshouldbegivenfurthereducationtogetmoreknowledgeaboutpreschoolchildrenandgamesTeacherssimplyneedtobepatientandtolerantandtrytocreateopportunitiesforthemtodeveloptheirlanguagethroughexperimentingandcommunicatingwithothersItfirstdealswiththeapplicationofgamesincludingtheprinciplesofgamesandthechoiceofappropriategamesandthendiscussestheuseofvariousgamesinEnglishteachingBasedontheorganizationofgamesinEnglishteachingtheauthorgivessomeadvancesforteacherstochooseappropriategamestocultivatepreschoolchildrensinterestandorganizeteachingeffectively51PrinciplesofgamesinEnglishteachingGamehasnotanaccuratestandardofprinciplesbutanygametobeusedtoteachanypoint11mustfollowtheseprinciplespurposefairnessanddiversityForastarttheteachermustsetanobjectbeforedesigningagameduetoeveryclasshasdifferentteachingaimsGamesshouldhavetheirownobjectsThekeyisthatthegameshouldbeconnectedwithteachingaimandteachingcontentotherwiseitwillachievenothingTeachersareabletoachievetheaimoflessonswhilepreschoolchildrenknowwhattheywilllearnThusthetargettaskcanbewelldoneFurthermoreinthecompetitivegamesallofthepreschoolchildrencareaboutthefinalresultJustasitsnameimpliescompetitivegamesareaboutcompetitionwhichpreschoolchildrencompetetobethewinnerInthemeanwhilepreschoolchildrenwillperceivethatEnglishlearningisaninterestingactivityItdoeswelltopreschoolchildrensEnglishlearningandcanhelpteachersraiseefficiencyofEnglishteachingThroughthecompetitiongamespreschoolchildrenwillnotonlyenjoythemselvesbutalsoacquireknowledgeinthefreeandhappyatmosphereHoweveriftheresultisnotfairpreschoolchildrenwilllosetheirenthusiasmandinteresttolearnEnglishsothatmakethemhaveanexclusiveattitudetotheteacherIfateacherdoesnottreatpreschoolchildrenfairlypreschoolchildrenwillhatehimAstimegoesonsequentiallypreschoolchildrenwillrefusetohaveanEnglishclassTobeafairteacherpreschoolchildrenwilladmireandtrusthimorherTheywilllikehavingEnglishclassandcannotwaittohaveitLastbutnotleastinordertoimprovepreschoolchildrensinterestdiversityisvitaltoplayagamesogameswillnotbeveryboringPreschoolchildrenwillconcentrateonwhatteachersaysandignoreotherthingsthenmakeagreatefforttofinishgameaswellaswinthechampionshipItisconceivablethatstudyinginfunisagoodwayforpreschoolchildrentolearnEnglishThatisthereasonwhyteachersusegamestoteachEnglishPreschoolchildrenmaylearnsomenewthingswhichdeveloptheirlogicalthinkingandlevelofintelligenceTheymaylearnEnglishhappilyandeasily52DesignofgamesinEnglishteachingIthasbeenknownthatnotallgamescancorrespondtoallagesespeciallywithpreschoolchildrenunder7yearsoldWhenchoosingagametheteachershouldtakecaretofindanappropriateonefortheclassandtheageofpreschoolchildrenGamesmustbesuitableforpreschoolchildrenslevelandagesothattheycanbringdesiredresultsMaybeagameisquiteTheApplicationofGamestoPreschoolChildrenEnglishTeaching12attractiveandmotivatingfor8and10yearsoldlearnersbutitmightnotdrawtheattentionof3and6yearsyounglearnersAlthoughteacherscanchooseavarietyofgamestheyshouldconsiderthecharacteristicsofpreschoolchildrenandselectthemostsuitablegameforpreschoolchildrenAllthegamesneedrulesInordertogetasatisfactoryoutcomesomerulesofgamesshouldbedevisedItisreallyimportantthatateacherclearlydeclaressomerulesinclasssothatpreschoolchildrenwillunderstandwhatandhowtheydoduringthegamePreschoolchildrencanusewhattheyhavestudiedsuchaswordsandsentencestocommunicatewiththeirclassmatesThereforeteachingobjectswillbeachievedGamesareoftenusedasshortwarmupactivitiesorwhenthereissometimeleftattheendofalessonWhentheteacherorganizesagamethedifficultyishowtocontrolthewholeclassBecausewhenpreschoolchildrenheardthattheywillplayagametheyareexceedinglythrillingandnaughtyThustheclassbecomesverynoisyItisdifficulttocontroltheuseoffirstlanguageinclasswhenteachersregardgamesasatoolPreschoolchildrenusuallyspeakintheirmothertonguetodiscussTheydonotusethelanguagetheyarelearningThetimeofagametakesshouldbecontrolledwithin10minutesTherebyteachersshouldchoosegameswhicharesupposedtobebriefandtimeefficient53SuggestionsforteachersinusinggamesGenerallygamesactuallycanarousepreschoolchildrensinterestForthisreasonteachersshouldmakeallkindsofgamesandcreatearelaxedatmosphereforthepreschoolchildrenSomesuggestionsforteacherstousegamesinEnglishteachingcanbeconcludedasfollowsFirstlyEnglishlearningishardPreschoolchildrenshoulddotheirutmosttolearnEnglishTheireffortsmustbemaintainedforalongtimeThepriorityforEnglishteachersistomotivatepreschoolchildrensinterestwithgamesIthasbeenfoundthatpreschoolchildrenareeasiertobemotivatedbygamesinstudyingEnglishFurthermoreteachersmusttakemanysafetyfactorsintoaccountwhentheydecidewhichgamesaretobeusedDuringthegameteachershadbettertakeeffectivemeasurestoensurethesafetyofstudentsSecondlyduringplayinggamesteachersoughttoencouragethosepreschoolchildrenwhoareshytoanswerquestionsNomatterwhattheiranswersarerightorwrongteachersshouldpraisethemimmediatelyIfashyboyorgirlattheageof6iscriticizedbytheirteacherinclass13theywillfeelembarrassingandashamedAtthatagetheycanrealizethesenseofshameFromthenontheywillnotansweranyquestionactivelyOnthecontraryiftheyarepraisedimmediatelyinsteadofcriticizingtheywillfeelencouragedandcantwanttoanswerteachersquestionsnexttimeIftheteachergivesgiftsstarsorotherrewardstothosestudentswhoareparticipatinginthegamesotherstudentswilljoininthegamesactivelyThirdlybecauseofpreschoolchildrensattentionspansvaryteachersaresupposedtoremembernottokeepagamesolongincasethepreschoolchildrenloseinterestIfateacherusessomecomplexgamesthepreschoolchildrenwillfeelboringandimpatientToletpreschoolchildrenplaythedifferentgamesindifferentwaystheteachersneedtoorganizegamesmorelivelyAlthoughthegameitselfhasnostandardforgoodorbadgamesshouldservethelearningtheuseofthelanguageTeachersshouldplaythegameatanappropriatetimeFourthlyitisnecessaryforteacherstocreatenewgamesimprovepreschoolchildrensinterestForexamplecooperativegamesaretodevelopaspiritofcooperationamongpreschoolchildrenPreschoolchildrenworktogethertowardsthecommongoalOnlybycooperationtheyareabletorelaxthemselvesandmakenewfriendsOnlybycooperationtheycouldfeelcheerfulandbereadytohelpothersOnlybycooperationtheywouldliketosharetheirpersonalinformationandhappinesstoeachotherInthiscasetheywillcomprehendthattheirachievementresultsfromtheircooperationThecooperativegamesalsomakestudentsgraspEnglishwordsandsentencestherebytheycanimprovestudentsbasiclanguagecapabilityLastlybecausetherearealotoflanguagegamesteachershaveavarietyofchoicesAgoodmethodcanarousepreschoolchildrensinterestinlearningeasilyTeachersshoulddrawmoreattentiontoimprovetheirteachingmethodTheyshouldfindvariousmethodstoarousethepreschoolchildrensinterestinlearningandmakethemlearntheknowledgeaslivelyaspossibleTeachersshouldbefamiliarwithbasicrequirementsforanEnglishcourseAlsotheymaydesigndifferentgamesthatarerelatedtoteachingcontentandteachingaimsTheyshouldstudymoreteachingtheoriessuchasthetheoryofgamestheeducationtheoryofEnglishteachingthegeneraleducationtheoryInawordteachersshouldstartwithstudentsphysiologicalandpsychologicalcharacteristicsfollowthegeneralrulesoflanguagelearningtrytomodifytheirteachingstyledeveloppreschoolchildrensintelligenceandhelpthemtoformgoodlearninghabitsThisstudyfocusesongamesinpreschoolchildrensEnglishteachingHenceitisaconvenientmethodforTheApplicationofGamestoPreschoolChildrenEnglishTeaching14teachersinEnglishteachingItisclearthatplayinggamesinEnglishteachingisabetterwaywhichcanarousethepreschoolchildrensinteresttolearnEnglishwellInfactsomescholarsallegethattheaimofkindergartenEnglishteachingistofosterpreschoolchildrensinterestinlearningEnglishButanimportantproblemisthatpreschoolchildrensinterestinEnglishisdecreasingOnthebasisofgamesthisthesishasprovedthatplayinggamescanarousepreschoolchildrensinterestinEnglishlearningAdoptingsomemethodsincludingcaseanalysisclassroomobservationandconsultingdocumentstheauthorinvestigatestheeffectivenessofusinggamesinEnglishteachingItisindicatedthatplayinggamesisagoodmethodinEnglishteachingandusinggamesinkindergartencancultivatepreschoolchildrensinterestinEnglishlearningInordertoformabettermodelforpreschoolchildrensEnglishteachingtheresearchsetsouttoinvestigatetheeffectivenessofgamesinEnglishlearningThisstudyisconductedinBeijingImmersionSubjectEnglisheducationalinstitutionandWanHuatongkindergartenAccordingtofindingspreschoolchildrenhavesomedisadvantagessuchasweakselfcontroldistractedattentionandlackofpatienceandperseveranceIfteachersonlyaskpreschoolchildrentorememberwordsandsentencestheywillfeeldullandimpatienceNotonlydopreschoolchildrenhaveproblemstolearnEnglishbutalsoEnglishteachershavesometeachingproblemsTheadvantagesofpreschoolchildreninlanguagelearningwillbeneglectedbyteachersandthisiswhymanystudentsfallbehindandgivesupEnglishlearningAtpresentusinggameshavebecomeapopulartechniqueexercisedbyteachersandrecommendedbymethodologistsInshortplayinggameisagoodmethodofteachingwhichcanbeusedanddevelopedTheteachersshouldorganizeandleadtogamesthataremeaningfulenjoyableandfullofpracticeItisfirmlyconvincedthatgamesaremoreeffectivethanatraditionalclassroominstimulationofpreschoolchildrensinterestConsideringthepreschoolchildrenscognitiveandpsychologicalfeaturesthegamesarenotonlyinterestingbutalsofullofchallengesItisimportantforteacherstomakegamesfullofintelligenceinordertomakepreschoolchildrencomprehendEnglisheasilyBrieflyitcanbeconcludedthatusinggamesisthemostfeasibleandeffectiveteachingmethodGameshavegreatsignificanceinEnglishteachingFirstlyitgoeswithoutsayingthat15learningEnglishrequiresagreatdealofeffortandplayinggamesisabetterwaywhichcanarousethepreschoolchildrensinteresttolearnEnglishwellItalsocanbeeasilydiscoveredthatgamescanhelpandencouragepreschoolchildrentosustaintheirinterestSecondlygamesaresuitableforthedevelopmentofcognitiveandpsychologicalcharacteristicsofpreschoolchildrenTheyarewelcometobreakuptheusualroutineoftheclassFinallygamescanencouragestudentstoengageindialogueandcommunicationItalsocandeveloppreschoolchildrensintelligenceandhelpthemtoformgoodlearninghabitsWhentheymoveintoprimaryschoolstheywouldcontinuetheirlearningAtthattimelearningEnglishwouldbecomeeasyandpleasantAndrewWrightBetteridgeDavidandBuckbyMichaelGamesforLanguageLearningCambridgeCambridgeUniversityPress1984BernardSpodekandSarachoOliviaNRightFromtheStartTeachingChildrenAgesThreetoEightVirginiaUniversityofVirginiaPress1993BrownJamesDeanUnderstandingResearchinSecondLanguageLearningBeijingForeignLanguageTheApplicationofGamestoPreschoolChildrenEnglishTeaching16TeachingandResearchPress2001DeweyJohnExperienceandEducationNewYorkCollierBooks1963HeFeiyingTeachingEnglishtoyounglearnersExploringPedagogicalandPsychologicalPotentialsofGamesDissZhengJiangNormalUniversity2008JackRichardPlattJohnandPlattHeidiLongmanDictionaryofLanguageTeachingandAppliedLinguisticsBeijingForeignLanguageTeachingandResearchPress1992JiangLiliTheUseofGameinTeachingChildrenEnglishDissShangDongUniversity2008KrashenSSecondLanguageAcquisitionandSecondLanguageLearningOxfordPergamonPress1981LennebergEHBiologicalFoundationsofLanguageNewYorkWiley1967LinYunGameinChildrensEnglishTeachingDissFuJianNormalUniversity2003李辉LiHui游戏教学法应用于学龄前儿童英语教学的现状问题与对策研究大连辽宁师范大学刘焱LiuYan幼儿游戏评价北京希望出版社1993刘莹LiuYing幼儿园英语游戏教学研究保定河北大学曾燕虹ZengYanhong英语教学游戏设计与运用广州广东高等教育出版社张志远ZhangZhiyuan儿童英语教学法北京外语教学与研究出版社朱志贤ZhuZhixian儿童心理学北京人们教育出版社ThisthesisowesanimmensedebttosomanypeoplethatIcanhardlyexpressmygratitudetothemenoughFirstandforemostIwouldliketogivemyheartfeltappreciatetomytutorwhooffersmeacademicandconstructiveadviceoncomposingthispaperHisencouragementandhelpareworthyofhighacknowledgementWhenIfeeldifficultinwritingIjusttalkwithhimandget17inspirationfromhiscarefulinstructionWithouthismeticulousguidanceandgenerousassistancethethesiswouldneverhavecomeintobeingWhatsmoremythanksalsogotoallvolunteersofthisstudythestudentsandteachersofBeijingImmersionSubjectEnglisheducationalinstitutionandWanHuatongkindergartenWithouttheirparticipationcooperationandsupporttheexistenceofmythesiswouldhaveneverbeenpossibleAlsoIwanttoexpressmydeepestgratitudetoalltheotherteachersatForeignLanguagesDepartmentIhavebenefitedalotfromtheirlecturesandgotlotsofinspirationsfromtheircoursesLastbutnotleastIwouldliketothankmyfamilyandmyfriendswithouttheirhelpIcannotfinishmythesissosuccessfullyWhenIambusytheyspendtimeinsearchingmaterialsforme幼儿园英语游戏教学问卷调查表下面是有关我们英语游戏教学的问卷调查本次调查采用无记名形式进行请你认真地阅读每一道题目选出最合适的答案谢谢年龄性别班级学英语多久TheApplicationofGamestoPreschoolChildrenEnglishTeaching181你A很喜欢B喜欢C一般D不喜欢2你学英语的理由A课堂活动有趣B课本内容有趣C喜欢说英语D喜欢英语老师你现在对英语感兴趣吗A很感兴趣B比较感兴趣C一般D没有英语课堂中老师是不是经常用游戏激发学习英语的兴趣A很少B经常C偶尔D从不你最喜欢英语的什么活动A故事表演B英语歌谣C做练习题D对话练习6你会积极参加游戏吗A会我很积极B不会全部参加我喜欢的游戏类型才会参加C我不敢参加我怕出错D老师让我参加我就参加你最喜欢玩什么类型的游戏呢A角色扮演B竞赛游戏C各种指令的游戏D猜猜看的游戏幼儿园英语教师课堂游戏教学问卷调查表尊敬的老师您好我是保定学院外语系的一名本科生现将游戏在学龄前儿童英语教学中的应用作为选题进行研究并就此进行问卷调查本问卷仅供科学研究使用答案没有正误并采用匿名方式进行笔者更不会将您的信息泄露给其他人或是机构笔者将对您的问卷结果进行严格保密敬请放心填写您的真实回答是对本研究的最大支持谢谢19第一部分请在符合您实际情况选项后的括号内划1您的年龄20以下212526302您的教龄12年35年5年以上3您的学历专科本科硕士研究生4您班级的人数15人以下1520人2130人30人以上5您目前所教孩子属于哪个阶段大班中班小班第二部分请选出符合您实际情况的选项1您认为在幼儿园英语课堂进行游戏教学有必要吗A非常必要B无所谓C没有必要2您在教学过程中会使用英语游戏吗A经常B偶尔C几乎不用3您认为游戏教学的作用是A活跃课堂气氛B提高学习兴趣水平C帮助所学语言学习D取悦孩子4您在英语游戏教学中经常变换游戏的方式吗A经常变换乐于创新B想常变换但苦于想不出更好的来只能把自己知道的游戏反复使用C几乎不变因为孩子已经熟悉了的游戏玩起来方便5您阅读过有关游戏教学方面的书籍吗A阅读过B没阅读过6您在实施游戏教学前有所准备吗A有B没有临时想C凭教学经验处理7您设计安排的游戏活动是否能让孩子有兴趣参与A是全班都有兴趣B一般大部分有兴趣C不是很理想只有少数孩子有兴趣8游戏进行过程中您是如何看待孩子的纪律问题的A在游戏进行过程中可以没有纪律B反复强调纪律纪律不好就不继续进行游戏C在孩子遵守游戏规则的前提下适度的纪律问题可以忽视9您对用游戏进学的评价更多集中在A英语语言知识和技能的掌握B情感态度合作精神智力活动的教授10在您看来孩子应该从什么时候开始学习英语A2岁左右学说母语的同时B23岁会说母语之后C36周岁上小学前D上小学后11您实施游戏教学的过程中孩子们的表现如何A学生很愿意参与游戏课堂气氛良好而不乱B学生只顾玩得高兴出现乱下地乱串座现象C学生不懂游戏规则跟着乱起哄TheApplicationofGamestoPreschoolChildrenEnglishTeaching20D老师管理严格学生很规矩12如果您在日常教学中选用了游戏教学法主要是为了什么A让孩子们喜欢B提高教学效率C由教学内容决定D学校规定第三部分请您据实对下面问题做简明回答1您认为有必要对幼儿园英语游戏教学进行研究吗为什么2您希望在英语游戏教学方面得到哪些指导或培训3从您自身的游戏教学经历中您认为幼儿园英语游戏教学存在哪些问题4您对幼儿园使用英语游戏教学有哪些认识和建议