4. The problems and solutions in the game teaching
Game teaching is a kind of auxiliary means in order to realize the teaching goal, which suggests that not every class should design a game. Now the English classrooms focus on the fast pace and large capacity, only with precious 40 minutes, so teachers can’t causally spent limited time on the games.
4.1 The design of the game content and rules
In some cases, teaching game is completely equivalent to the general game, which does not have auxiliary teaching effect. There exist such prominent problems as: (1) the teaching game is only for game, for fun; (2) the practice of language is very limited, without any real language communication; (3) the uneven distribution of material and unclear rules, …show more content…
To a great degree a teacher’s ability decides the result of teaching. Game introduced is mainly to activate class atmosphere, just as an educational tool. However, most of the teachers do not fully understand the nature of the game teaching, just consider it as a means of stimulating class, and the design of the game is not enough comprehensive, systematic, lacking in focus, etc.. In addition, the limitations of teachers’ personal quality also makes game teaching method fail to give full play to its due utility. Some teachers just randomly collect several material examples applied to the teaching, so there are some specific problems as: (1) confuse the game teaching orientation with conventional teaching activity; (2) games purpose deviating from the intended target; (3) game design rely mostly on teaching material, instead of students’ actual life; (4) game activities are rather old, single and boring, difficult to attract students; (5) eugenics are eternal leading role in the games; (6) evaluation and feedback lacks scientific proofs or even …show more content…
If teachers cannot effectively control condition, which is difficult to reach the preset teaching targets. Thus teachers must be good at observation, to guide students to carry out the game, to maximize and optimize the effect of the game play in limited time.
In primary schools, it is clear that students depend their English learning on teachers, especially when they are in lower grades. If teachers can guide well, pupils can learn as well. So there are also some suggestions for teachers:(1) familiar with basic requirements for primary English course and make sure of the teaching aim as well as teaching task; (2) analyze the whole teaching purpose before the term begins and make training plans; (3) share their lesson preparation with their fellow teachers.
Similarly, in the teaching, the game just provide the raw material, and the rest depends on teachers’ personal technology. In this way teachers should pay attention to the following main aspects(Wei Hua,2003): first, have the ability to draw stick figures; second, have strong ability for oral expression; third, have cultural knowledge and English thinking ability; fourth, have the ability to use the teaching material and master varieties of games; fifth, have a sense of humor; six, grasp the rhythm of the game; seven, elaborate game with other
Game teaching is a kind of auxiliary means in order to realize the teaching goal, which suggests that not every class should design a game. Now the English classrooms focus on the fast pace and large capacity, only with precious 40 minutes, so teachers can’t causally spent limited time on the games.
4.1 The design of the game content and rules
In some cases, teaching game is completely equivalent to the general game, which does not have auxiliary teaching effect. There exist such prominent problems as: (1) the teaching game is only for game, for fun; (2) the practice of language is very limited, without any real language communication; (3) the uneven distribution of material and unclear rules, …show more content…
To a great degree a teacher’s ability decides the result of teaching. Game introduced is mainly to activate class atmosphere, just as an educational tool. However, most of the teachers do not fully understand the nature of the game teaching, just consider it as a means of stimulating class, and the design of the game is not enough comprehensive, systematic, lacking in focus, etc.. In addition, the limitations of teachers’ personal quality also makes game teaching method fail to give full play to its due utility. Some teachers just randomly collect several material examples applied to the teaching, so there are some specific problems as: (1) confuse the game teaching orientation with conventional teaching activity; (2) games purpose deviating from the intended target; (3) game design rely mostly on teaching material, instead of students’ actual life; (4) game activities are rather old, single and boring, difficult to attract students; (5) eugenics are eternal leading role in the games; (6) evaluation and feedback lacks scientific proofs or even …show more content…
If teachers cannot effectively control condition, which is difficult to reach the preset teaching targets. Thus teachers must be good at observation, to guide students to carry out the game, to maximize and optimize the effect of the game play in limited time.
In primary schools, it is clear that students depend their English learning on teachers, especially when they are in lower grades. If teachers can guide well, pupils can learn as well. So there are also some suggestions for teachers:(1) familiar with basic requirements for primary English course and make sure of the teaching aim as well as teaching task; (2) analyze the whole teaching purpose before the term begins and make training plans; (3) share their lesson preparation with their fellow teachers.
Similarly, in the teaching, the game just provide the raw material, and the rest depends on teachers’ personal technology. In this way teachers should pay attention to the following main aspects(Wei Hua,2003): first, have the ability to draw stick figures; second, have strong ability for oral expression; third, have cultural knowledge and English thinking ability; fourth, have the ability to use the teaching material and master varieties of games; fifth, have a sense of humor; six, grasp the rhythm of the game; seven, elaborate game with other