興趣和創(chuàng)造既是小學學生最為活躍的心理因素

1、興趣和創(chuàng)造既是小學學生最為活躍的心理因素，也是推動他們學習行為的最直接的動力。 為了激發(fā)學生的興趣， 老師們嘗試著將游戲 學生喜愛的一種娛樂方式， 引入到英語課堂上來， 盡可能將枯燥的語言現象轉變?yōu)閷W會樂于接受的、 生動有趣的游戲形式， 使學生在學中玩， 玩中學， 利用游戲無意注意的特性， 培養(yǎng)學生形成正確的學習方法和來良好的學習習慣。Primary school students interest and creation is the most active psychological factors, but also to promote their learning behavior

2、 The most direct impetus. In order to stimulate the interest of students, teachers will try to play, enjoy a fun way, into the English classroom, as far as possible the boring language phenomena change vivid and interestinggameto learn to accept, to enable students to learn to play,play in the game,

3、 using the characteristics of involuntary attention, train the students to form the correct learning methods and good learning habits. 教育學家陳鶴琴說過： “游戲可以給孩子快樂、經驗、學識、思想、健康。 ”小學 英語課堂中成功的游戲， 除了能活躍課堂氣氛， 調節(jié)學生的情緒外， 最重要是培 養(yǎng)學生對英語學習的直接興趣。 所以游戲是一種教學手段， 也是較有效的教學方 法之一，在選擇游戲和做游戲的過程中要緊扣課本內容，堅持適度原則。Educator Chen Heq

4、in said: “the game can give children happy, experience, knowledge, thinking, and health.” To make the game success in the English class in junior middle school, in addition to enliven classroom atmosphere,adjust students' emotions, the most important thing is to motivate the students' direct

5、 interest in learning English. So the game is a kind of teaching method.小學生具有活潑好動，好模仿，好玩，好奇心強，自制力差，認識活動以具體形 象為主等特點。而在小學生的教育上如何抓住他們的注意力， 激發(fā)他們的求知欲 和興趣是每一位教育者所面臨的難題。游戲恰好解決了小學生學與玩”的矛盾,游戲本質上就是他們的現實生活，杜威指出，對于學生而言，生活即游戲，游戲即生活”。因此，在他們生長發(fā)育的每個階段，游戲活動均能幫助他們在身體， 智力以及社會各方面，去嘗試各種新的技能，并通過反復的實現去完善這些技能。 重要的是游戲是每個學生普

6、遍喜愛的活動， 它把英語語言知識的學習與英語語言 技能的訓練有機地結合在娛樂活動中，既可以改變英語教學枯燥，呆板的局面， 又可以培養(yǎng)學生學習英語興趣，激發(fā)兒童求知欲，還可以發(fā)展學生的智力與非智 力因素，起到 以趣激情，寓教于樂”的作用。另外還可以排除學生學習語言的心 理壓力，提高他們的聽說能力。所以玩游戲是孩子的天性，是兒童發(fā)展的需要， 游戲The junior middle school students are lively, good at imitation and having fun, full of curiosity, but poor self-control. In the

7、 education of this kind of students, how to grab their attention, motivate their curiosity and interest, is a problem for every educator. However, games solve the contradiction of "students learn and play", the essentiality of game is their real life. Dewey pointed out that, for students,

8、"life is a game, the game is life". Therefore, at every stage of their growth and development, game activities can help them in the physical, mental and social aspects. The most important thing is that game is students' favorite activity, it can combine the English learning with the en

9、tertainment activities, which can not only change the boring, dull situation of English teaching, but also can motivate students' interest in learning English. So the game is the child's nature, is the need of the development of children.總之，游戲是為教學而服務的，以游戲為切入口進行課堂教學，使嚴肅的課 堂變成生動活潑的英語場所，使枯燥乏味的語

10、言點變成學生樂于接受的、生動有 趣的游戲內容，給學生的學習帶來無窮的樂趣。他們在游戲中玩、在游戲中樂、 在游戲中學、在游戲中成長、在游戲中益智，使課堂煥發(fā)出一種新鮮的活力。 當然在運用游戲教學的同時，能把學?；虬嗉壍摹坝⒄Z角”在教師的幫助下成立 起來，效果會更好。因此，我們在教學實踐中應不斷提高自身素質，不斷探索新 的學習方法，聯系實際認真總結，才能更好地促進和推動小學英語教學。In short, the game serves the teaching. Using the game as an entry point for classroom teaching, will change

11、the serious classroom into a lively and vivid English place and bring endless fun to students. They were playing in the game, in the game, in the game, the growth of middle school music, in the game in the game, puzzle, make classroom radiate a new vitality. In the course of using games in the class

12、room at the same time, the school or class "English corner" in the help of the teachers was established, the effect will be better. Therefore, we should constantly improve their own quality in teaching practice, continue to explore new methods of learning, connection is actual conscientiou

13、sly sum up, in order to better promote the primary school English teaching. 成為教育的手段也是一種必然。我舉了幾個例子：如在教學“What' s your name? ”的對話時，設計了一個讓學生們 “認識新朋友” 的游戲， 手拿一個孩子們喜歡的手指木偶， 模仿木偶可愛的音調同學生問好，“ H，i I m Chip. What s your name? ” ，說的同時用手指著木偶的胸前， 來回反復強調幾遍， 用人偶對話的游戲方式自然而然地引入新課的教學，讓學生很快明白句子的意思，學會用“My name is ?

14、”或 “I m ”來介紹自己。 通過木偶與孩子們天真的對話， 使學生輕而易舉地記住了今天的新句子，同時這樣的 “談話 ”多練幾次后，學生也能不知不覺地學會用“What syourname? ” 來詢問他人的姓名，學習效果顯而易見。引課與游戲的結合，使教學內容輕松易學，效果事半功倍。For example, when teaches the sentence “What 's your name?”, designing a “make new friends game”, holding a children's favorite finger puppet, and imit

15、ating the puppet's lovely tone to askstudents Hi“, I' m Chip, what 's your name?” , at the same time with the finger pointing the puppet's itself, back and forth repeated several times, allowing students to quickly understand the meaning of the sentence, and learn to use the sentence

16、 "My name is." or "I' m." to introduce themselves. Through dialogue between the puppet and the students to enable students to remember the new sentence easily, at the same time, after the conversation practice, students can also imperceptibly to learn how to use "What &#

17、39;s your name?" to ask the classmate's name, the learning effect obviously. The combination of courses and the game makes teaching easier and has multiplier effect.俗話說：“把戲不可久玩”。再好玩的游戲，玩過幾次就沒有新鮮感了，因此，游戲教學要使學生樂于接受，樂于參與，教師就應不斷收集，設計新的游戲?？傊?， 趣味教學法和愉快教學法是當今英語教學的主要流向， 我們在英語教學中要設計各種符合小學生身心發(fā)展特點的游戲，

18、 讓我們共同探索， 積極創(chuàng)新， 讓游戲撐起英語教學的一片天，使每個學生都感到：“ English is easy, English is fun. ”As the saying goes: "no longer play tricks". Again divertive game, played several times without fresh sense, therefore, the game teaching to make the students willing to accept, willing to participate in, the teache

19、r should constantly collect, design new game.In short, interesting teaching method and the happy teaching method is the main direction of today's English teaching, we should design a variety of teaching English in accord with the characteristics of physical and mental development of children gam

20、es, let us together to explore, innovate actively, make the game up English teaching one day, make every student feel: "English is easy, English is fun"游戲教學貫穿教學的各個環(huán)節(jié)。一套游戲教學的基本模式，即：唱歌熱身 游戲引入 新知學習 邊說邊練 角色扮演 競賽鞏固。Game teaching through every link of teaching. The basic model, a set of game tea

21、ching singing warm-up game is introduced: new knowledge learning, practicing - Cosplay contest consolidation -.1 、 “良好的開端是成功的一半” 。 從兒童心理學的特征來講，唱歌能使學生感到松弛、愉快、滿足，產生興奮情緒。正因為如此，許多教師在一堂課的開始階段設想種種辦法， 吸引學生的注意力。 唱歌是進行組織教學的好方法， 它 可以使學生精神飽滿，思想集中，做好上課準備，緩解學生的緊張情緒，減少疲勞， 保持充沛的體力上好新課。 我覺得老師可以選擇根據中文歌改編的兒童英文歌 Twink

22、le star ：如 Twinkle twinkle little starHow I wonder whatyou are Up above the world so high Like a diamond in the sky Twinkle twinkle little star How I wonder what you are. 還有如：AppleSong ?，槵樕峡诘膬焊鑾Ыo學生們無窮的樂趣。事實上，在英語教學中，唱英 文歌也是給學生進行教學前熱身的過程。 我認為這個教學環(huán)節(jié)特別適應于三四年 級的學生， 在這個階段， 他們比其他年級的學生好動， 所以在唱歌的同時再加上 動作，他們會

23、都積極加入。 因此，老師在上課伊始讓學生們唱英語歌，唱歌時 還配上適當的動作， 一曲終了， 下課時渙散的心又回到課堂上來了， 并且進入了 一個英語的環(huán)境。1 , "a good beginning is half of success". From the characteristics of children's psychology, singing can make students feel relaxed, happy, satisfied, excited mood. Because of this, many teachers in the class

24、 start imagine all sorts of means, attract the attention of students. Singing is a good way to organize teaching, it can make students full of spirit, mind, ready to start class, ease the tension of the students, reduce fatigue, maintain the stamina of good new lesson. I think the teacher can be sel

25、ected according to the Chinese song adapted children English song "Twinkle star": such as the Twinkle twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle twinkle little star How I wonder what you are. "Apple Song" there are s

26、uch as. Easy to pronouncethe songsbring them endless fun. In fact, in the teaching of English, sing English songs but also give students teaching process before the warm-up. I think that the teaching process is especially suitable for the students of grade three or four , at this stage, they were be

27、tter than the other grade students active, so in singing at the same time plus action, they will actively join. Therefore, the teacher in class at the beginning to allow students to sing English songs, singing with the appropriate action, at the end of the song, class and heart back to the classroom

28、, and into an English environment.2 、利用游戲為新課搭橋鋪路，用游戲為新舊知識的銜接作好鋪墊。這是教學的第二個環(huán)節(jié) 游戲引入。 它是課堂教學的重要組成部分。 利用游戲巧妙地引入新課可以分散難點， 降低難度， 使學生們能在愉快的游戲中不知不覺學到知識。在這里，我舉了幾個例子：如在教學“ What s your name? ” 的對話時，設計了一個讓學生們 “認識新朋友” 的游戲， 手拿一個孩子們喜歡的手指木偶， 模仿木偶可愛的音調同學生問好，“ H，i I m Chip. What s your name? ” ，說的同時用手指著木偶的胸前， 來回反復強調幾遍

29、， 用人偶對話的游戲方式自然而然 地引入新課的教學，讓學生很快明白句子的意思，學會用 “ My name is ?” 或 “ I m ” 來介紹自己。通過木偶與孩子們天真的對話， 使學生輕而易舉地記住了今天的新句子， 同時這樣的 “談話 ”多練幾次后， 學生也能不知不覺地學會用“What s your name? 來詢問他人的姓名，學習效果顯而易見。引課與游戲的”結合，使教學內容輕松易學，效果事半功倍。3 、 新知學習是教學的第三個環(huán)節(jié)。在這個環(huán)節(jié)里，盡可能地用多變的手勢、豐富的表情、抑揚頓挫的語調來設計語言環(huán)境，運用掛圖、實物、多媒體課件、 簡筆畫進行教學， 使學生在愉悅的課堂氛圍中積極參與

30、教學活動。 如為了讓學生分清 in 、 on 、 under 的不同用法，采用 “猜一猜 ”游戲，讓一位學生把蘋果藏在桌子下面，讓其他同學來猜。這位學生問道“Where sthe apple ？ ”讓其他同學回答。有的說： “Is it in the desk ？ ”有的說： “Is it on the desk ？ ”“ Is it under the desk ？ ”在游戲中，學生們情緒高漲，分清了 in、 on 、 under 的 不同用法。 利用游戲學習單詞和句型， 符合學生的心理特征， 激發(fā)了學生的學習 熱情，通話時也使他們對新課的知識留下了深刻的印象。3, learning is

31、the teaching third aspects. In this section, with changeablegestures, facial expressions, tone of voice to speak inmeasuredtones design language environment as far as possible,using charts, real, multimedia courseware, sketch teaching, enable students to actively participate in teaching activities i

32、n a pleasant atmosphere in the classroom. As for different usage enable students to distinguish between in, on, under , using the "guess" game, let a student concealed the apple on the table below, let other students guess. The student asked "Where 's the apple?" Let other st

33、udents answer . Some said: "Is it in the desk?" Some said: "Is it on the desk?" "Is it under the desk?" In the game, the students in high spirits, to distinguish between the different usage of in, on, under. Use the gameto learn the words and sentence patterns, the psyc

34、hological characteristics of the students, the students learning enthusiasm, but also enable them to the new curriculum knowledge wasimpressedwhen the call.4 、 邊玩邊練是教學的第四個環(huán)節(jié)。此時是開展游戲活動的好時機，經過新知的學習， 學生對本課的內容有了一定的了解， 必須通過練習來消化。 用邊玩 邊練的方法， 可以使枯燥的練習變得趣味十足。 如在學會表示顏色的單詞后， 老 師設計一個“糾錯”游戲。老師在上課前先準備一些帶有不同顏色的卡片

35、，在游戲前將他們貼在黑板上， 然后按順序正確的帶讀一遍。 游戲的規(guī)則是學生一直跟老師讀， 但老師會在這個過程中故意讀錯某個單詞， 然后發(fā)現的學生給老師糾錯，通過這個游戲學生既可以熟讀單詞， 也可以使學生在大腦里通過圖片， 記憶起這 些顏色的單詞。4, a good practice is the fourth links in teaching. This is a good time to carry out the game activity, after new knowledge learning, students have certain understanding to the

36、course content, must be to digest through practice. Method for good practice, can make the boring drills become interesting. As in the society that the color of the word, the teacher to design a "correction" game. The teacher prepared with different color card before class, in the game bef

37、ore they will be posted on the blackboard, and then sequentiallyreadcorrect belt. The rules of the game are the students followedtheteacher read, but the teacher will be in the process of deliberately mispronounce a word, and then find the student to teacher correctionthrough the game, students can

38、read the new words, also can make the students through the images in the brain, the memory of these color words.5 、 角色扮演是教學的第五個環(huán)節(jié)，也是把知識轉化為能力的環(huán)節(jié)，是學生最興奮的時刻。 小學生活潑好動， 喜歡表現自己。 角色扮演正迎合了學生的這 種需求， 同時也使課堂氣氛活躍起來。 如學生能用動作將老師用英語說出的職業(yè) 表演出來， 能用肢體語言將教師用英語說出的動物表演出來。 同時， 也可以在這 部分讓學生上講臺進行對話練習表演，這樣也可以同時起到鍛煉學生口語的能力。 這

39、也是我在實習中向指導老師學到的課堂上的經驗之一。 我感覺這樣的訓練， 也能對學生背課文有幫助。5, COSPLAY is teaching fifth aspects, but also put the knowledge into the capacity of the link, is the student the most exciting moment. Primary lively, like to show off. Cosplay is to meet the needs of students, but also make the classroom atmosphere i

40、s active. If the students can use the action will the teacher say occupation act out, can use body language to English spoken animal show. At the same time, also in this part to let students practice the conversation performance, it can also play the ability of oral english. This is one of my in practice guidance teachers