A Study On The Problems And Countermeasures Of English Game Teaching In Third Grade In Rural Primary Schools

Game teaching refers to the method of teaching in the form of game activities,through which the instructor and the recipient interact to acquire knowledge in a set context.The correct use of game teaching by teachers in teaching can stimulate students’ interest in learning and improve the effectiveness of classroom teaching.For primary school students who are new to English,the interest of an English course directly affects their attitude towards the course and their enthusiasm for learning English.Therefore,game teaching is of great significance in English teaching in the lower grades of primary schools.What is the current situation of implementing game teaching in English teaching for students newly exposed to English in rural areas? What are the problems? How should it be resolved? This study is trying to explore the issue.In response to the above issues,based on clarifying the core concepts and sorting out relevant theories,the author selected three rural schools in Suzhou District,Jiuquan City,Gansu Province,and used three principals,30 English teachers,and 265 third grade students as the research subjects.Using questionnaires,interviews,and observation methods,the author learned about the current situation of English teaching in third grade rural primary schools,respectively involving the status of English teachers The current situation of the use of game teaching methods,as well as game evaluation and game resources.The survey found that there are the following problems in the English game teaching of the third grade in rural primary schools: first,the goal of the game is unclear and the preparation is insufficient;The second is chaotic game discipline and poor order;Third,the types of games are single,and students’ emotions are not high;Fourth,the evaluation method is simple and the evaluation subject is single;The fifth is the lack of game resources and weak teachers;Sixth,the game environment is simple and lacks policy support.Faced with many problems,the author conducts attribution analysis from the following six aspects: First,teachers have insufficient understanding of game teaching methods;Second,teachers’ game control ability is poor;Third,ignoring the physical and mental development characteristics of third grade students;Fourth,the evaluation system is not perfect,and the evaluation system is not perfect;Fifth,rural primary schools lack "hard power" in English teaching;Sixth,government departments do not give enough preferential policies to rural primary schools.Based on the actual situation of rural primary schools,the author proposes countermeasures and suggestions from the following six aspects: first,adhere to goal orientation and make full preparations;Second,improve game discipline and organization;Teaching students in accordance with their aptitude and paying attention to their physical and mental development;Fourth,pay attention to scientific evaluation and improve game effectiveness;Fifth,the school actively develops game resources and strengthens the construction of teaching staff;Sixth,government departments should increase investment to promote the construction and development of schools.