The new curriculum reform emphasizes fully embodying students' dominant position in the classroom and giving full play to teachers' leading role. Therefore, in English teaching in primary schools, teachers should combine the actual needs of students and the contents of textbooks, and appropriately use game teaching methods to stimulate students' interest in learning and arouse their initiative and enthusiasm. This paper mainly discusses the application strategy of game teaching method in primary school English teaching. First, the game teaching method plays an important role in English teaching in primary schools
(A) to cultivate the ability of cooperation
In participating in English classroom games, teachers can effectively cultivate the teamwork ability of primary school students. In addition, English games, such as role-playing games, need the participation of many students and also play an important role in promoting primary school students to establish a good sense of cooperation. Game teaching method can create a relaxed and happy English learning atmosphere for students and help them learn English knowledge in the process of cooperation with others.
(B) to cultivate critical thinking ability
Primary school English teachers can skillfully use the game teaching method to fully stimulate students' subjective initiative and cultivate their good critical thinking ability. Teachers need to actively encourage students to use their own knowledge to participate in the game, so that they can learn to actively acquire and accumulate relevant knowledge in the game, while teachers only act as "knowledge guides" to provide students with necessary guidance and help.
(C) enhance learning ability
The fundamental purpose of primary school English teaching is to help students improve their comprehensive English ability, which includes not only the accumulation of theoretical knowledge such as vocabulary, but also English spelling ability, reading ability and oral expression ability. Therefore, teachers can help students deepen their understanding and cognition of the content of the textbook and strengthen their English learning ability through game teaching method, such as guiding students to play roles according to the content of the text.
Second, the application strategy of game teaching method in English teaching in primary schools
(A) closely linked to the teaching content
The application of game teaching method in English teaching in primary schools requires teachers to deeply analyze the contents of textbooks, choose teaching contents suitable for arranging games, and then implement game teaching method in combination with the game forms that students like at present. For example, in the lesson of ColoursLesson in the first volume of Senior One, teachers can complete the teaching of color vocabulary in the form of turntable games. In this game, the teacher needs to set several colors on the turntable in advance, and then mark the corresponding color word cards on the periphery of different colors. Then, the teacher divided the students into several groups and asked them to put the vocabulary cards together in the right color in the shortest time by means of time trial. In this way, on the one hand, it can effectively improve students' reaction ability, on the other hand, it can also help them deepen their understanding and memory of color words.
(B) the combination of teaching difficulties to set up games
Proficient use of syntax, sentence patterns and other knowledge has always been the focus and difficulty of English teaching in primary schools. When teaching this knowledge, teachers can skillfully use the game teaching method and set up related games to help students break through difficulties in a relaxed and pleasant atmosphere and fully understand and master the knowledge content. For example, in the teaching of NumbersLesson, the first volume of Grade One, in order to help primary school students accurately understand and remember English numbers, teachers can arrange English numbers into songs that students like, and match them with corresponding gestures, so as to stimulate students' interest in learning English in speaking, singing and moving, and deepen their understanding and memory of English numbers.
(C) the use of games to practice and consolidate
When English teaching in primary schools enters the stage of practice consolidation, teachers can carry out targeted and interesting game activities to make boring exercises lively and interesting. For example, teachers can organize students to play guessing games when they help students review words in different parts of the human body in BodyLesson. That is, teachers point out a certain part of the body at will and ask primary school students to say and spell the corresponding English words quickly and accurately. Using this game can effectively enliven the classroom teaching atmosphere, let every primary school student participate in English classroom teaching, stimulate the initiative and enthusiasm of primary school students to learn English, and help them strengthen their understanding and memory of what they have learned.
(D) Effectively grasp the game process
When using game teaching method in primary school English classroom teaching, teachers should always pay attention to the organization and management of classroom teaching, especially to control the game process reasonably and effectively. Only in this way can the game teaching method give full play to its role in improving the quality and efficiency of English classroom teaching. In addition, teachers should scientifically organize management games time and discipline of students' participation in games, guide students to acquire corresponding English knowledge from games in time, and prevent students from paying full attention to games instead of English learning.
Third, the conclusion
In the context of globalization, the importance of English is self-evident. Therefore, in English teaching in primary schools, teachers should closely follow the teaching content and the knowledge of important and difficult points to set up games, integrate games into practice, effectively grasp the game process, make the game teaching method really play a role, stimulate students' interest in learning English, and improve students' English level and teachers' teaching quality.
extreme
1, Foreword The primary school stage is a critical period for students to lay a foundation for learning and form good study habits, and it is also an important stage for students to form a learning outlook and outlook on life. Therefore, primary education is not only the enlightenment education for students, but also the basic education for students. Primary English is an important subject in primary schools. English teaching in primary schools not only requires students to master knowledge, but also requires teachers to pay attention to the cultivation of students' English language sense in the teaching process, so as to maintain students' enthusiasm for learning English, especially discourse teaching is the core of English teaching in primary schools. However, through research and investigation, the author finds that there are still many deficiencies in English discourse teaching in primary schools in China, and these unreasonable places have become the key to suppress students' enthusiasm for learning. Therefore, the author carries out this research, hoping to put forward some reference measures for primary school English discourse teaching, and then promote primary school English teaching to achieve greater results.
2. Analysis of the problems in English discourse teaching in primary schools.
Pay more attention to words than understanding;
Through investigation, it is found that there is a deficiency in English teaching in primary schools, that is, it focuses on the interpretation and spelling of words and ignores the understanding of the text. Many teachers believe that words are the basic unit of a text, and only by understanding the meaning of words thoroughly can we know the meaning of the whole article. There are also some teachers who pay attention to students' memory of words and sentences, and regard getting college entrance examination scores as the main purpose of English teaching, while ignoring the cultivation of students' interest and the expansion of their thinking. There are some reasonable points in their views, but they are not completely correct. First of all, we can't ignore the understanding of the text because of the importance of words. Second, students should not be made to think that learning English is simply memorizing words, which will make students feel that learning English is boring and gradually lose interest in learning English. To prepare for students' long-term study, we should try our best to keep students' interest in learning and gradually realize the benefits of learning English to life.
Pay more attention to structure than thought;
In the process of teaching, teachers only pay attention to the analysis of structure and ignore the analysis of overall thought, which seriously affects the progress and development of English discourse teaching in primary schools. In detail, a large number of teachers pay too much attention to structural analysis when teaching texts, and regard the division of subject, predicate, object, attribute, adverbial and complement as the most important thing, so that complex sentence patterns can be clearly analyzed. However, their analysis is fragmented, and the whole article is not analyzed and explained as a whole, and the central idea of the article is not clear. This is extremely unfavorable for cultivating students' English thinking, and it also makes students' understanding of the whole article very vague. Through investigation and study, the author found that many primary school students can clearly distinguish complex sentences and correctly express the general meaning of some complex sentences, but often they can't deeply understand the overall idea of the article, and even some primary school students can't understand the most basic meaning of the article.
Emphasize the topic, relaxed and humorous:
There are still some shortcomings in English teaching in primary schools, such as paying attention to topic explanation and ignoring humorous elements implied in the semantics of the article. Many teachers are always bound by exam-oriented education in teaching, and the ultimate goal of English learning is to solve after-school problems. In fact, many English articles reveal the humor complex of westerners, which can add many interesting things to English learning and strengthen students' enthusiasm for learning. In English discourse teaching, a large number of teachers only pay attention to the explanation of related topics, but forget the interest and humor of English itself. What's more, some teachers put the problem-solving part in the first place in the process of discourse teaching, which makes the language interest of English subjects not play well.
3. Optimization measures of English discourse teaching in primary schools.
The so-called discourse refers to the language units actually used. Discourse is a whole language composed of a series of consecutive paragraphs or sentences in the process of communication. From the perspective of its function, a text is a communicative act. Generally speaking, a text consists of more than one paragraph or sentence, and all the components are connected in form and coherent in semantics. Therefore, in order to optimize English discourse teaching in primary schools, we must optimize teaching methods and stimulate students' interest in learning, so as to continuously improve the quality of English teaching in primary schools. After deep thinking, the author puts forward the following measures to optimize English discourse teaching in primary schools.
Wonderful introduction to stimulate interest:
Whether students show active participation and active thinking in class is a criterion for the success of classroom teaching. Through long-term practice, it is found that a wonderful lead-in link is very important to stimulate students' interest in learning and inspire students' divergent thinking. Therefore, English teachers must complete a wonderful introduction through careful teaching design before class, which will arouse pupils' strong curiosity about new knowledge and content. In order to start a new class with concise language or action, passionate introduction is essential, and the success of introduction is related to the success or failure of a course. Because English is not the mother tongue of our country, students will have some difficulties in learning and understanding. Therefore, it is more necessary for English teachers to skillfully introduce course content into English discourse teaching to keep students' attention.
Grasp the whole article, set doubts and solve doubts:
The core of English learning is not language expression, but understanding of English thoughts. Therefore, in the process of English discourse teaching, teachers must pay attention to the overall thinking of the discourse, and put forward some questions to students appropriately to ensure the logic of the questions, so as to effectively stimulate students' thinking, let students understand English context, semantics and word order more thoroughly, and achieve the good effect of drawing inferences from others. At the same time, in the process of reading the original text, encourage students to organize their own language to answer questions. In the process of students' self-expression, there may be some irregular expressions and improper words, but such an attempt can make students realize the fun of English, reduce their sense of resistance to English, and then improve the efficiency of English learning.
Give priority to encouragement and study easily:
Primary school students are in an emotional sensitive period. Children in this period hope to get more encouragement from teachers and don't want to be criticized by teachers. Teachers must pay more attention in teaching. Teachers can use some words of praise and encouragement in the teaching process and try not to use some negative words. When students have some minor problems, they must be encouraged to correct themselves. For some students who have no talent for understanding English texts, they may be under greater psychological pressure because they don't understand the learning content. Therefore, in teaching, teachers must try their best to create a relaxed learning atmosphere and strive to make every student gain something.
4. Conclusion
Primary school is very important, and English learning should not be underestimated. English discourse teaching in primary schools is not only related to students' English learning foundation, but also affects their enthusiasm for learning English in the future. Therefore, it is necessary to develop good study habits in primary schools. The author first analyzes the three main problems existing in English discourse teaching in primary schools, and then puts forward three suggestions for optimizing English discourse teaching in primary schools, which is of great help to improve the efficiency and quality of English teaching in primary schools in China.