The Effects Of Game-Based Teaching On Junior Third-Year Students’ English Learning

In traditional junior third-year students’ English class where senior high school entrance examination is the first priority,most teachers completely ignore students’learning interests and enthusiasm.However,students in their age have their physical and psychological characteristics since they are in a transitional period from children to adolescents.As front-line teachers,it is necessary to take students’ interests as the starting point in teaching to ensure the development of students’ interests.At the same time,according to English Curriculum Standards for Compulsory Education(2011 Edition),English education should be people-oriented.To change the above-mentioned common status of English teaching in junior high schools,meet the requirements of the new curriculum standards and provide some references and suggestions for junior high school teachers,the author explores and analyzes the effects of game-based English classrooms on students.This study mainly focuses on two questions:1)What are the effects of game-based teaching on the students’interests of English learning in the third-year students of junior high schools?2)What are the effects of game-based teaching on the results of the third-year students in junior high schools?The data of this research are derived from two questionnaire surveys on the experimental class before and after the experiment,two test results of the experimental class and the controlled class before and after the experiment,and interview data of students drawn from the experimental class in the early,middle and late stages of the experiment.The author analyzed the above mentioned data by statistical software of the social science statistical software(SPSS 16.0)and that of Yunzi big data.The result of the study is shown as follows.1.The game-based English teaching promotes students’ interests in their English learning.Students are more active in English classroom,with a high rate of game participation.They feel more quick to absorb new knowledge.However,a few students hope that teachers can combine the traditional teaching method with game-based teaching method.2.The results of most students are significantly improved.However,the performance of students with poor English foundation are hardly improved.It can be seen that the traditional English teaching is more helpful to students with poor academic performance.The suggestion of this research for English teaching in the third-year of junior school is that teachers should combine game-based English teaching with traditional teaching to excite students’ interests and make students actively participate in the classroom games and learn the language by themselves,which will lay a foundation for senior high school English learning while keeping the interests towards English and improving their self-confidence.