论游戏在小学英语教学中的运用

本文的研究着眼于游戏在小学英语教学中的运用，结合游戏教学的起源与发展，青少年在学习英语时的身心特点，通过课堂实践、课堂观察与采访师生等形式对小学英语教学进行研究。
游戏作为教学手段自古有之。尤其在西方教育史中，许多哲学家、教育学家和思想家都鼓励儿童和青少年通过做游戏来学习知识和技能。游戏教学的理论随着人类社会的发展而不断完善。
游戏教学之所以这么受青少年的欢迎与青少年在学习英语的过程中特有的认知和心理特点是分不开的。青少年的记忆周期与注意力周期都与成年人不同。他们接受新语言的能力比成年人强，短期记忆力强，注意力容易分散，好奇心重却容易喜新厌旧，好动好强，习惯性调动所有的感官学习新知识。而游戏丰富多彩的表现形式恰好满足了青少年的表现欲。
本文根据内容以及锻炼的能力将各种各样的游戏进行分类。教师应该根据不同的教学内容，不同的学生群体的特点选择适合的游戏。但是并不是每一个游戏都能达到预期的效果。本文通过对一个课堂游戏失败案例的分析，以及游戏教学经验丰富的教师的心得体会的整理，得出好的游戏应该具备的共同条件，并指出教师在设计和组织课堂游戏的时候应该以学生为主体，结合学生的兴趣爱好与教学目标，以发展学生各方面能力为目标。建议小学英语教师多熟悉青少年的身心特点，将游戏精神带入课堂。

关键词：游戏教学；小学英语；青少年的认知与身心特点；游戏教学的原则
A Study on the Application of Games to Primary English Teaching

Abstract: This paper focuses on the application of games to primary English teaching. It is based on the origin and development of game teaching both in western education and in China，combined with the cognitive and psychological nature of teenagers on English learning. The research is made through classroom practice, classroom observations and interviews with experienced teachers and typical students.
 Games have been means of teaching since ancient times，especially in western education history. Many philosophers, educators and thinkers have encouraged children and teenagers to learn knowledge and skills through playing games. The theories of game teaching have been constantly improved with the development of human society.      Then，why are games so popular among teenagers in the process of learning English? It has much to do with the cognitive and psychological characteristics of young learners. They can learn a new language more quickly than adults. They have short-term but sharp memory, and their attention is easily dispersed. They are always curious about new things but easily lose interest in the same thing. So the colorful ways of the games are just to meet the desire of the young learners.     We have all kinds of games due to different classification methods. However, not all the games can work out smoothly. Different atmosphere，different characteristics of the students and different targets may require different games. The success of games may result from many reasons, both objective and subjective. But the failure display of a game may be caused by some particular reason in common. In this paper, a case of an unsuccessful game is analyzed. Combined with the interview of experienced teachers and typical students, the common conditions of a successful game are summarized as well as the proper time to apply games into classes. As for the English teachers，they are advised to follow the principles of interest-focused, learner-centered, task-based and multi-intelligence development while designing and organizing a game in primary English classes.

Key words: game teaching; primary school English; cognitive and psychological nature of teenagers; principles of game teaching

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