The Application Of Game Teaching Methods In Primary Oral Teaching Of TCSL

Game teaching belongs to a teaching method in the form of game. It is actual andeffective to apply it in primary spoken class of teaching Chinese as foreign language.Literature reading method and case analysis method are adopted in the paper for writing,thereby aiming at optimizing primary spoken teaching method and learning method ofChinese as foreign language through game teaching method, and achieving betterteaching effect. The paper relies on existing domestic textbook DevelopingChinese·Elementary Speaking Course (I)(2nd Edition). Curriculum contents thereofare combined for designing or adapting classroom games. Whole process of Chinesespoken class game teaching is analyzed and summarized. Spoken game teaching ofChinese as foreign language is integrated into concrete teaching materials. Key points ofteaching are discussed in details, which also belong to innovation of the paper.The paper is divided into five chapters.The first chapter refers to introduction part. Theoretical significance and practicalvalue of studying “the application of game teaching methods in primary oral teachingof TCSL” is described. Study status of current Chinese spoken class game teaching isdescribed. Innovations of the paper are introduced, including the selected teachingmaterials and features thereof.The second chapter begins with the definition of game teaching and its theoreticalbasis. The effect of developing Chinese spoken teaching by classroom game isdescribed by combining with features of teaching materials from four aspects of beingbeneficial for innovating teaching form by game, implementing teaching contents,enhancing teaching effect and timely providing teaching feedback. Concrete games andteaching material setting features are combined in the chapter for introducing designrequirement of spoken game of teaching Chinese as a foreign language. Principles ofcombining fun with knowledge, combining experience with practice, combiningchallenges with safety, and combining competition with encouragement are advocated.Developing Chinese·Elementary Speaking Course (I) is adopted as outline in thethird chapter. Several aspects in the teaching materials with the highest linkage withdaily learning and life of foreign learners are selected. Game teaching cases aredesigned and analyzed around keys of text contents including “greeting, ask fordirections, eating, shopping, travel, festivals”. Application of game in practical teachingis explored. The part is described in details, which can provide reference and basis forpractical teaching.Possible problems in game teaching are described in the fourth chapter: game isnot suitable with teaching content, game is disproportionate with class knowledge, gamedoes not adapt to teaching object, game is not opportune with teaching progress, andconcrete cases in the third chapter are combined for analysis. Corresponding solutionsare proposed:“returning to textbook, and modifying game”,“refining steps andcontrolling flexibly”,“comprehending teaching condition and weakening difference”, “removing difficulties and entering games”, and game teaching of spoken class ofteaching Chinese as a foreign language is further improved.Conclusion of the paper and expectation of game teaching study are described inthe fifth chapter.