The Study Of Primary School English Game Teaching In The Theory Of Game Learning

Games conform to children's nature,and combining games with teaching is beneficial to children's personality development.The use of games in English classroom teaching in primary schools is a response to the requirements of the "Compulsory Education English Curriculum Standard(2011 edition)",that is,"the requirement to cultivate students' simple communicative competence and stimulate interest in English in games".Teachers are key actors in game teaching.Many studies have pointed out that the main reason for various problems in the practice of English game teaching in primary schools is that teachers' ability to implement game teaching is insufficient.Discussing the characteristics of elementary school English teachers' game teaching practice,how teachers understand games and game teaching will help to understand teachers' ability to implement game teaching,and better promote primary school English game teaching.But this has received little attention in the study of English game teaching in primary schools.The theory of "Game-based Learning" shows the rich forms and educational value of games.This study takes "Game-based Learning" theory as a guideline,and explores how teachers can apply these rich game forms in primary school English teaching to achieve educational goals.The study attempts to answer three questions:1)How do primary school English teachers use games in teaching? 2)Why do primary school English teachers use the above methods to carry out game teaching?How do teachers understand games and game teaching? 3)What factors influence primary school English teachers to understand and implement game teaching? The study takes three outstanding primary school English teachers in Shanghai L Primary School as the object case,and discusses the characteristics of the three excellent teachers' game teaching practice and their understanding of games and game teaching.Based on the literature method,case study method,observation method,interview method,etc.,the study has some findings: First,teachers have used a variety of games suitable for primary school English teaching.In the While-task preparation session,they use the most of type and number of game forms and they want to achieve the most educational value;In terms of the use of game forms,they use relatively more active elements including game elements,game mechanics and game spirit,relatively less use of physical games;In terms of game value selection,the main purpose of their teaching practice is to achieve the value of "cultivatingstudent thinking" and "promoting student spiritual growth".Among them,the educational value of "promoting the spiritual growth of students" appears most;In addition,the game form and value orientation they use match the theoretical expectations.Second,although the three teachers all use a variety of games in teaching and reflect the multiple educational values of games,teachers' rational cognition of games and game teaching is generally limited and single.There is a dislocation between the relations,which will limit their active exploration of more abundant and flexible forms of game teaching in English teaching,in order to give full play to the educational value of games.Third,the factors that affect primary school English teachers' full understanding and more effective practice of game teaching include: Teachers' traditional cognition of knowledge,teachers' time to learn and implement game teaching,and game teaching training.Based on the above findings,in order to improve the primary school English teachers' ability to design and implement game teaching,this article believes that: The educational concept should be changed,and the value of game teaching should be properly treated;Improve the teacher's working environment and give teachers time and resources to learn game teaching;Carry out the training of game-based learning theory to help teachers improve their understanding.