Application Of Cooperative Games To Preschool English Teaching

New Curriculum Standard of English poses the educational theory should attach children as the main important. It promotes autonomous investigating, experience practicing and cooperative exchanging. So, in the preschool, the common life of children, their association with each other, their probing, their communication and their playing with adults and companion are the main method of their study, knowledge and skill acquiring, preschool and teacher should provide the chance and conditions of their contact and common activities. The study is designed mainly to explain whether cultivating children's cooperative learning can really improve their grades in English.In this study, six natural classes of preschool in Baiyin District, Gansu Province were chosen as the subjects. There were 50 children in each class with the same teacher. All six classes were chosen as the experimental class and received an eight-month cooperative learning cultivation-based instruction. All six classes had the same Kindergarten English Textbook (for big class). All of the children took part in a pre-test, a mid-test and a post-test with the same appraisal table. Besides, all of their parents were asked to fill out a pre-treatment questionnaire. The results and data from three tables and questionnaires were processed and analyzed by using soft of the Statistical Package for Social Science (SPSS 11.0), Windows and Excel. The study answered the following question:* As long as cooperative games were applied, Preschool English Teaching can be improved?The findings indicated that, as long as cooperative games were applied at kindergarten, their cooperative studying ability can be cultivated, and that cultivating children's cooperative learning can significantly improve their grades in English, thus Preschool English Teaching can be certainly improved at last.This thesis is made up of six parts. Part one introduces the background, aim and significance of the study. Part two presents a review of the literature on cooperative learning. Part three introduces the relative theory of cooperative learning, children English teaching and cooperative game teaching. Part four highlights the methodology of this experimental study by putting out hypotheses, describing the observation, statistics and analysis to children from pre-test, mid-test to post-test by questionnaires and appraisal tables, and 'listing many cooperative games used in teaching. Part five is about the results of the study and the analyses and discussions of the results. Part six reaches the conclusion of the study, provides methodological and practical implications, points out the limitations of the study, and gives recommendations for further research in this area.