Evaluation Essentials Of Chinese Classroom Teaching Students The Game

Till now, we have more and more great achievements about all kinds of teaching mode of the game teaching method and game method. Advantages of game showed in the classroom teaching prompts the applied results in different areas of the game. Most scholars and teachers hold a positive attitude towards the game teaching method. Because of this, more and more game teaching achievements in-depth study come into being. We not only have treatise about design and development of teaching game. but also have extensive contacts and reading to the results of many scholars’research from different angles and levels. However, how to evaluate the scientific measure of teaching game, how to judge the effectiveness of a teaching game not cause too much attention. Thus, there is few research findings. Many papers just mentioned without in-depth study and research. Now the face of every kind of teaching game requires us to find out which one is suitable for specific teaching objects for Chinese teachers, which one can be used repeatedly, which one should be carefully used, these questions need to be answered in a timely manner. Therefore, research on establishing the evaluation or mode of teaching game in Chinese class, and how to select suitable game for teaching purpose, this is a very worthy of consideration and research topic. That’s what this article embarks on.There are five parts in this paper.The first part is the introduction, mainly introduces the research about interest in present Chinese classroom, in the Chinese teaching books and research about teaching games in Chinese class. At last, to state main ideas and point of view of this thesis.Chapter one is the theory part of game teaching method, introduces the emergence of game teaching method, the relationship between the game teaching method and the teaching of the second language, the applications of the game teaching method in the second language teaching and the uses of the game teaching method in the teaching Chinese. Finally introduces the classification of teaching games in Chinese classroom;Chapter two is the experimental analysis of using game in teaching. The first group game is vocabulary teaching, then grammar teaching, and discourse teaching. The author has adopted different teaching games of the same class to teach them basically the same teaching contents. And then from three aspects:detection, homework detection, review detection to detect the effects of different teaching game. In addition, about the students’ attitude using the teaching game, we have a questionnaire survey.Chapter three is the analysis of influence factors of game effect in Chinese classroom teaching. Through questionnaire analysis of students’attitude in the teaching game, the author concluded five related variables, namely interest, intention, time, practice, help, and calculate the value of effectiveness of these factors. After the analysis of correlation between these5variables and the quality of the game by the linear regression analysis through SPSS statistical software, we conclude the factors affecting the teaching effect of teaching game in Chinese classroom. In addition, we connect these five factors and objective tests of teaching effect. Through the final results of the comprehensive analysis, we summarize a criteria for evaluating teaching game, then explains the problems and the applicability of the standard.The last part is the conclusion, which shows the deficiencies of the thesis and proposes some experimental methods and strategies which can increase the accuracy of the experiment. And also points out the value of research on the topic.