《初中英語口語教學問題研究（英文版）（論文）》

Introduction1.1 ResearchBackgroundEducationreformisconstantlyinnovatingandpeople-oriented.TheEnglishCurriculumStandardforCompulsoryEducation(2011Edition)pointsout,"SettingupEnglishcurriculumincompulsoryeducationstagecanimprovetheoverallnationalqualityofourcountryandcultivatetalentswithinnovativeabilityandcross-culturalcommunicationability.Thiswilllayafoundationforimprovingthecountry'sinternationalcompetitivenessandcitizens'internationalexchangeability.Integratingknowledgepointsintotheclassroomingameteachingcaneffectivelypromotetheoverallimprovementofstudents'comprehensivequality.Throughgames,studentscanfindproblems,analyzeproblemsandsolveproblemsmoreactively.PsychologicalresearchshowsthatjuniorhighschoolstudentswhohavejustcomeintocontactwithEnglishclassesaremoreinterestedinEnglishclasses.Gameteachingmethodcantransformboringclassroomatmosphereintolivelyatmosphere,andstudentsarefullofhappinessinthelearningprocess.However,itisworthnotingthatthegameteachingmethoddoesnotsimplyguidestudentstoplaygames,butenablesstudentstoquicklyandfirmlymasterEnglishknowledgeintheprocessofplayinggames。1.2 TheGoalandPurposeofResearchDuetotheunevendistributionofeducationalresourcesinourcountryatpresent,therearenotmanywaystoattractstudents'attentionandimprovestudents'interestinareaswhereteachingresourcesarescarceandteachersarescarce.Thiswillinevitablyleadtolowperformanceandlearningefficiencyofvocabularylearners,poorvocabularymemoryandinabilitytoimproveEnglishperformance.Atpresent,thecountrycontinuestopushforwardthereformofEnglishteachingandstrivestoreturnEnglishteachingtothenormaltrack.Inparticular,the"specialpostteacher"systemimplementedin2008haseffectivelyinjectednewbloodintoruralteachers,andruralEnglishclasseshavebecomemoreactive.AsanEnglishteacher,thefirstpriorityistoexploreawayforstudentstolearnEnglishvocabularyeasilyandeffectively.ThisarticleattemptstoapplythegameteachingmethodtoEnglishlessonsinjuniorhighschool.ItattemptstoprovethattheuseofscientificandreasonablegameteachinghasacertaineffectonstimulatingtheinterestinlearningEnglishandimprovingthequalityofteaching.".Whetheritcanhelpthedevelopmentofstudents'memory,thinking,imagination,performanceandcreativitystillneedsfurtherexperiments,butitiscertainthatstudentswillfindthecorrectlearningmethodsandformgoodlearninghabits.1.3LiteratureReview（1）DefinitionofgameteachingmethodGameteachingisateachingmethodthatintegratesgameswithteachingactivitiesbasedonthecontentofthecurriculumandcombinesthepsychologicalcharacteristicsofstudents.Inthisteachingmethod,themostbasicdemandistocreatealivelyandinterestinglanguageenvironmentforstudents,improvethelearningatmosphereofstudents,andreducestudents'resistancetoEnglishlearning.ThegameteachinginthisstudyreferstoteacherscombiningspecificteachingcontentintheEnglishclassroom,andconsciouslycombiningteachingcontentwithgameactivitiesfordifferentgroupsofstudents,andorganizingstudentstocarryoutEnglishpracticeactivitiestoallowstudentstoplayinthecontextofgamesandstudyEnglish.（2）ResearchontheUseofGameTeachingMethodsatHomeandAbroadinOralEnglishTeachinginJuniorMiddleSchool①ReviewofForeignStudiesWesternsocietyhastriedtousegamestoteachsinceancientGreece.ThemostrepresentativeofthemisPlato,afamousthinkerandeducator.Hewastheearliesteducatortoelaborateonearlyeducation.Platoadvocatesusinggamestoguidechildren'slearning,andtousegamesasacontentofchildren'seducation.Becausechildrenarelivelyandactive,gamesareagreatwayforchildrentolearn.Gameteachingconformstochildren'spsychologicalandphysicalcharacteristics,andisbeneficialtochildren'sdevelopmentinallaspects.Montessori,anItalianeducator,alwaysbelievesinthevalueofgames.Shehasherownuniqueteachingtheoryofgames.Sheseesplayinggameasafun,children-selectedactivity.Forchildren,itisveryimportantandcanhelpchildrenunderstandthenewthingstheyhavelearned,inadditionitcanalsohelpthemovercometheirnervousness.Thedevelopmentofchildpsychologyhasgiventhemoderngameteachingtheoryachanceforfurtherdevelopment.Piaget'stheoryofchildren'spsychologicaldevelopmentprovidesasolidandreliabletheoreticalbasisforgameteachingtoformateachingmodel.Piagetdividesthedevelopmentofchildren'sthinkingintofourdevelopmentstages:theperceptualcomputingstage,thepre-computingstage,thespecificcomputingstage,andtheformalcomputingstage.Accordingtothisdivision,theelementaryschoolstudentsareinthethirdstageofthinkingdevelopment,duringthegame,childrencancontroltheirbehavior.Piagetbelievesthatgametheoryiscloselyrelatedtohistheoryofcognitivedevelopment.Healsobelievesthatgamescanrespondwellandenhancechildren'sintelligence.Insummary,mostforeignlanguageeducationexpertssupportteacherstousegameteachinginlanguageteachingclassrooms.TheybelievethatGameteachingmethodcanimprovestudents'learninginterest.Mostimportantly,usingthismethodinteachingcancreateareallanguagecultureandenvironmentforstudents,thatwouldbebenefitforstudentstoimprovetheircomprehensivelanguageskills.②SummaryofdomesticresearchInChina,thehistoryofgameshasalonghistory,andancienteducatorshavelongnoticedtheimportanceofgames.TheimportantperiodofthedevelopmentofancientChinesegameswastheSpringandAutumnPeriodandtheWarringStatesPeriod.Atthattime,manygameactivitiessprouted,especiallychildren'steachingactivitiesforthearistocraticclass,whichwasextremelyrich.Nowadays,withthedevelopmentofthetimesandtheincreaseofteachingneedsandthewidespreadpopularizationofcompulsoryteaching,thecontentandradiationscopeofgameteachingtheoryhasbeencontinuouslyexpandedandenriched.ManyscholarshavemadedetailedexplanationsofgameteachingactivitiesinjuniorhighschoolEnglishclassesTheanalysisandconclusionsaregenerallythatEnglishgameteachingmethodscanenhancestudents'learninginterestandimproveclassroomteachingefficiencytoacertainextent.Theonlydifficultyisthatthedevelopmentofgameteachingactivitiesishighlydependentonteachers'managementandcoordinationskills.ItcanbesaidthatteachersIstheonlyfactorthatdeterminestheeffectivenessofgameteachingactivities.Infact,regardlessofdomesticresearchordomesticresearch,theyhavegonethroughtheprocessoffragmentedtosystematicresearchresults.Comparedwithforeignresearchstartingpoints,Chinesescholars'researchongameteachingactivitiesismostlybasedonforeignresearchresults.BasedonChina'suniqueculturalheritage,conductsecondaryresearchandcreation.Inthelongrun,Chineseexpertsandscholars'researchonjuniorhighschoolEnglishappliedgameteachingmethodhasrisentoaveryhighlevel,buttherearealsomanyproblemsinit,anditisstillintheprocessofcontinuousdevelopmentandimprovement.Therefore,front-lineteacherswillhavemanyimperfectionswhenusinggameteachingmethodinEnglishclassroom.ThisresearchmainlyexploresthetypicalproblemsingameteachingpracticeandproposescorrespondingsolutionstoprovideguidanceforEnglishteachers'teaching.2ResearchDesign2.1ResearchObjectAtotalof385questionnairesweredistributedto385studentsfrom10classesingradeoneofthesecondaryschoolsaffiliatedtoKailiuniversity.However,forvariousreasons,378wererecovered,ofwhich378werevalidquestionnaires.Analyzethe378questionnairesthatwerecollected,andformatablebasedontheobtaineddata,sothatthedatacanbeobtainedmoreclearlyandusedtoanalyzetheproblemsintheapplicationofgameteachingmethodinprimaryschoolEnglishteaching2.2ResearchResultsTable2.1toTable2.4showthestudents'reactiontotheuseofEnglishgamesintheclassroom,including:students'loveofEnglishclassroomgames,theroleofgamesinEnglishclassrooms,thestatusofstudents'participationinclassroomgames,andstudents'disinterestingamesTherearefourreasonsfortheproblem.Throughtheanalysisofthesurveyresults,itisfoundthatmoststudentslikeEnglishgames,andthinkthatgamescanhelpEnglishlearningtoacertainextent,butmoststudentsareafraidofmakingmistakesandareafraidtoparticipateinthegame,resultinginlessenthusiasmforstudentstoparticipateingamesTable2.1StatisticsofAttitudetoEnglishClassfrequencyProportion（%）like27372general10528dislike00Itcanbeseenfromthetable2.1thatgamesareverypopularinelementaryschoolEnglishclasses.28%ofstudentslikeEnglishclassroomgamesverymuch,and28.6%ofthemthinkthatingeneral,72%ofstudentslikeEnglishclassroomgames.Obviouslymoststudentsdon'tlikegames.Thisfullydemonstratesthecharacteristicsofactivelifeinelementaryschool,andlikestoparticipateinactivities,soteachersshoulddesignmoregamesintheteachingprocesstoactivatetheclassroomatmosphere.Table2.2TheroleofgamesinEnglishclassroomfrequencyProportion（%）Activeclassroomatmosphere8322Improvelearningefficiency23061noeffect6517Itcanbeseenfromthetable2.2thatmoststudentsthinkthatgamesareusefulinprimaryEnglishclassrooms,accountingfor83%ofthetotalnumber,ofwhich22%believethatEnglishgamescanactivatetheclassroomatmosphere,and61%thinkthatEnglishgamesareeffectiveforimprovinglearningefficiency.Only17%ofstudentsthinkthatgamesareuselessinelementaryschoolEnglishclasses.ThisshowsthatgamesareveryhelpfulfortheteachingofEnglishclassrooms,andstudentsalsorecognizeEnglishgames.Table2.3StatusofstudentsparticipatinginclassroomgamesfrequencyProportion（%）participateactively4712Indecisive26670Notinterestedin6518AlthoughmoststudentsaffirmedtheuseofgameteachingmethodandthoughtthatgamesarehelpfulforEnglishlearning,itcanbeseenfromthetable2.3thatstudents'participationingamesisnotoptimistic.Moststudentsshowed70%ofthetotalnumberofpeoplewhowantedtoplaygamesbutwereafraidofmakingmistakes.Only12%ofstudentsactivelyparticipatedinthegame,andafewstudentsshowednointerestinthegame,accountingfor18%ofthetotalnumber.Thisshowsthatstudentslackself-confidencewhenparticipatingingames,andneedteachers'activeencouragementandproperguidanceTable2.3ReasonswhystudentsarenotinterestedingamesfrequencyProportion（%）Difficult18148Toosimpleandnotchallenging349Nochancetoparticipate16343AsurveyofstudentswhowerenotinterestedinEnglishgamesfoundthat48%ofstudentsthoughtthattheclassroomgamesdesignedbyteachersweredifficultandwouldnotdoit,sotheylostinterestinEnglishclassroomgames.Only9%ofstudentsthoughtthegamewastoosimpletobebothered.Inaddition,43%ofstudentsthinkthattheyalwaysdonotwanttoparticipatewithoutopportunities.Thisshowshowimportantitisforteacherstochoosetherightgamesbasedonthestudents'actuallevel.TeachersshouldchoosegamesofmoderatedifficultyandinvolvemoststudentsinthegamestokeepstudentsinterestedingamesandlearningEnglish.3ResultsAndDiscussion3.1ProblemsInUsingGameTeachingMethod（1）TeacherscannotgivethoughtfulattentiontoallstudentsAccordingtothedataanalysis,theauthorfoundthat42.9%ofstudentsthoughtthattheyalwaysdidnotwanttoparticipateinthegameanddidnotwanttoparticipate,andlostinterestinthegame.Itcanbeseenthatteachersshouldtakecareofthemajorityofstudentsduringthegame,sothatstudentscanmaintaintheirinterestingamesandEnglishlearning.Whendesigningagame,teachersshouldalsotrytochooseagamethatallowsmoststudentstoparticipate.（2）StudentsareconfusedduringthegameTheteacherplaysaleadingroleintheclassroomgameteaching.Iftheteachercanmakeagoodplanforthegameandcontrolthegameprocess,thegamecanbecarriedoutsmoothly,sothatstudentscanmasterThepurposeofknowledgecancompletethecorrespondingteachingtasks.However,byobservingtheresultsofthestudents,theauthorfoundthatmostoftheclasseswereinachaoticstateduringtheactualdevelopmentofgameteaching.Theseeminglylivelyscene,infact,mostofthestudentswhoareunabletoparticipateinthegamewillappeartobeinastateofslackanddosomethingthatisnotrelatedtothegame,andmanyteachershavenotimetotakecareofthissituation,butjustpaytoomuchattentiontoparticipatinginthegameofstudents.Accordingtothestatisticalresultsof"Students'ObservanceofDisciplinesWhilePlaying",itcanbeseenthatalmostahalfofstudentsrespondedthattheclassorderwasnotverygoodwhenplayinggamesinEnglishclasses.ThroughcommunicationwithsomeEnglishteachers,theauthorfoundthatinthecourseofgameteaching,almostallclassesshowedsignsofclassroomdisorder.Atthistime,teachersneedtoproperlycontrolthebalancebetweenclassroomdisciplineandgameactivities.Ateacherinthesecondgradeofjuniorhighschoolalsoraisedthisconfusion:sometimeshepreparedanicegamebeforeclass,butitwasdifficultinthespecificimplementationprocess.Ontheonehand,thestudentsintheclassbecamemoreandmoreChaos,ontheotherhand,isadifficulttasktotakecareofallthegroupofstudentsduringthegame.Theconsequenceofthisisthebreakdownofclassroomchances.Themainreasonfortheabove-mentionedsituationisthatthegamesdesignedbyteacherscannotattractstudents'attentionandlackeducationalwisdom.Whendesigningclassroomgames,wemustpayattentionthatgamesarenotjusttorelaxstudents,butmoreimportantlytoenablestudentstoachievethepurposeof"educationandfun"andreallylearnthecorrespondingEnglishknowledgeduringthegame.3.2GameTeachingMethodsInTheUseOfOralEnglishTeachingInJuniorHighSchool（1）Teacherssetupavarietyofclassroomwarm-upactivitiesTheemotionalmobilizationofstudentsatthebeginningoftheclasswillundoubtedlymakechildrenhaveastrongerlearningenthusiasminthelaterlearningprocess,especiallyforjuniorhighschoolEnglishcourses.Becausetheemphasisofeachlessonisdifferent,teacherscanThecontentoftheteachingistocreateacertainstory,anditistoldtothestudentsbeforethecoursestarts,whichattractsthestudents'attentiontothegreatestextent.Inaddition,insomeofthemoreflexibleclassroomteachingprocesses,teacherscanalsosetcertainteachingscenariostoallowstudentstoimpromptutellstoriesinEnglishbeforethecoursebegins,thatis,totrainthestudents'speakingskills,andalsoallowstudentstoquicklyIntotheEnglishatmosphere.Theexistenceofthesewarm-upactivitiesintheclassroomcanwellstimulatethestudents'emotions,whichisveryhelpfulforthesubsequentteachingactivities.（2）TeachersandstudentsdefineclassinstructionstogetherInordertomaketheclassroomorderly,asetofrewardmechanismsmustbeestablished.Teacherscanaddonestartostudentswithgooddisciplineanddeductonestartostudentswhoviolatediscipline,andcountonceaweek.Tenstarscanbeexchangedforamoon,andtenmoonscanbeupgradedtothesun.,Studentswhoarepromotedtothesuncanbethegroupleader,andthegroupleaderexercisescertainrights.Elementaryschoolstudentsareverycompetitiveandwanttobeteamleaders.Thismodeofrotationofgroupleadersenablesstudentstoexerciseself-disciplineandconsciouslyobserveclassdiscipline.Inadditiontorewards,appropriatepunishmentisrequiredforstudentswhoviolateclassroomdiscipline.Thisrequiresteacherstoavoidpositiveconflictswithstudentswhileretainingtheirself-esteem.Mr.TaoXingzhi,awell-knowneducatorinChina,intheprocessofeducatingstudentsinacertainway,euphemisticallyallowedstudentstorecognizemistakesinrewards.Thismovehasdevelopedthestudents'futureawarenessofrightandwrong.Thatisextremelyimportant.Inclassgames,ifaclassmateviolatestherulesoftheclassroom,firstofall,theteachercanusethecollectivepowertoindirectlyinformtheerringstudents.Inaddition,forsomeminorfaultsthataffectthescope,theteachercanadoptthewayoftalkingafterclass,whileensuringStudywithoutdelayandretentionofstudentself-esteem.Forsomebadbehaviors,teacherscanpunishhimappropriately,forexample,letthestudentswritewordsortexts,sothatthestudentswillreceiveacertainreviewoftheEnglishknowledgetheyhavelearned.3.3ResultsofTheSurveyThereisanEnglishproverb:Educationmustbefun.TheteachingofgrammaticalstructureinEnglishclassesinourcountryfarexceedstheteachingofvocabulary.Althoughsometeachersrealizetheimportanceofvocabularyteaching,duetohistoricalreasons,theyareoftheunderstandingofvocabularyteachingtheoryandresearchonstudentlearningstrategies,thustheyCan'tscientificallyguidestudentstolearnmoreeffectively。Fromtheaboveseriesofdata,itcanbeseenthattheapplicationofgameteachingmethodtoEnglishclassroomisfeasible,andtheeffectisrelativelysignificant.Butinthecourseoftheexperiment,theauthorencounteredmanypracticalproblems:thesubjects'Englishexpressionlevelswereuneven,andintrovertedstudentswouldnotbewillingtoactivelyparticipateintheclassbecausetheywereafraidthattheirpronunciationwouldnotberidiculedbytheirclassmates.Inaddition,teachersmaynotbeabletoradiateallclassmatesinclassroomgameactivitiesbecauseoftimeallocation,difficultyofgamedesign,andotherissues.Thesefactorsareagreatchallengetotheteacher'sabilitytoorganizeteachingintheclassroom,andalsocausetestresultslimitation.However,thisarticlethroughthequestionnaires,experimentsandotherrelatedresearchmethods,thepreliminarydemonstrationoftheeffectivenessofthegameteachingmethodintheteachingofEnglishvocabularyinthefirstgrade.Introducingsimple"puzzlegames"intovocabularyteaching,effectivelyavoidingthedullnessoftraditionalvocabularyteaching,andgreatlyreducingstudents'annoyanceandresistancetowords.Students'personalparticipationinEnglishclassroompracticecanallowstudentstoappreciatethealternativeinterestsofEnglish,helptheauxiliaryunderstandingofboringEnglishknowledge,andmakestudentsmoreactiveinclassthinking.4Conclusion4.1ResearchConclusion1.Theproperandappropriateuseofproperlydesignedgamescanstimulatestudents'enthusiasmforlearningandimprovelearningefficiency.Thefirstgradeisthebeginningofjuniorhighschool.Tolearnabrandnewsubject,teachersmustfirstconsiderhowtokeepstudents'enthusiasmandinterestinEnglishlearning.Colors,sportsequipment,andotherobjectsthatcanbeeasilyaccessedbyjuniorhighschoolstudentsinreallife.Teachersshouldchoosetofocusonvisualgamesforteaching,suchasshoppingandaskingfordirections.Typegamesaremoresuitable.Evenifitisthesamecontent,differentgamesareinterspersedduringtheconsolidationofthenewlessonteachingandreviewtostimulatetheirnewinterestsandachievebetterteachingresults.2.Effectivegamescanreallypromotetheinteractionbetweenteachersandstudentsandcultivatethespiritofcooperationbetweenstudents.Today'sclassroomsrequirechangingthestateofstudentsandteachersinthepastclassroomteachingprocess.Comparedwiththetraditionalteachingmodeofthepast,theclassroominteractionismoreprominent.Moretargetedandbroadercurriculumcoveragecanenableallstudentstoexperienceasmuchfunaspossibleinthegame,gainknowledgeinthegameandrealizecooperativelearning.3.Incorporatingteachingideasintogameteachingandimprovingtheclassroomdesignabilityofteacherscanwetrulyachieve"entertainmentthrougheducation".Thegamesintheclassroomarenotpurelyfun.Iftheteachingmaterialsandthestudents'abilitylevelsarenotcloselylinked,thescientificmethodsandtheoriesareusedtoguidetheteachinginthegames,andtherichandreasonableactivitiesareusedforteaching,thepurposeoflanguageteachingcannotbeachieved.4.2LimitationsofResearchIn