泰兴市家园一体幼儿英语教学游戏化的研究综述 ----以常周幼儿园为例

论文总字数：26969字

摘 要

随着社会的进步，时代的发展，英语已逐步作为第二语言被广泛地引入幼儿园教育。英语教学活动作为幼儿园语言教育活动的一种新类型，对幼儿第二语言的学习起启蒙作用。然而他们此时学习语言，兴趣和动机起重要作用。因此，幼儿园英语教学活动注重的是塑造幼儿轻松快乐地学习的气氛。游戏是幼儿喜爱的活动，它不仅能提高幼儿的学习兴趣，使幼儿注意力更集中，还是幼儿练习英语的最好方法。家长的教育观点将直接影响幼儿学习兴趣，而家长对于游戏更多看重的是孩子的愉快体验，认识缺乏系统性，因此需要与更有知识的他人---教师，一起致力于孩子的学习。英语作为一种语言学习，它需要更多的运用，而仅仅靠教师组织的教学是不够的，也需要家长的配合，包括词汇的复习，巩固日常用语，运用资料的提供以及环境的创设。

关键词：家园一体；幼儿英语教学；游戏化；常周幼儿园

Contents

1. Introduction………………………………………………………………1
2. Literature Review…………………………………………………………2

2.1 Home Integrated Games…………………….……………..……………...2

2.1.1Necessity of Home Integration…………………………………………..2

2.1.2 Home Integrated Games……………………........................................4

2.2 Effects of Gamification in Children’s English Teaching………………4

1. Analysis Based on questionnaire ……............……………………...5

3.1 Parents’ Attitudes towards Gamification in English Teaching………….5

3.2 Teachers’ Thoughts and Views on the Present Situation of Kindergarten

Language Instructions……………………………………………........6

3.3 Concrete Measures of Home Integration…….…………………………...6

1. Results and Discussion….........................……..................………….7

5. Conclusion..........................................................................8

5.1 The game facilities and types in kindergarten should be continuously

improved…………..............................................................8

5.2 The relationship between teaching and games Teachers should be dealt

with well by teachers.............................................................................8

5.3  The intimacy of home cooperation should be enhanced……………...……8

5.4 Gamification teaching method should be put into use…………………….9

5.5 Teachers’ personal ability should be improved………………………….10

Works Cited…………………………………………………………………...11

Questionnaire sample………………………...................................................13

1. Introduction

With the development of society and the improvement of living standards, more and more parents are unwilling to let their children lose at the starting line. They pay more attention to early childhood education. It is urgent for teachers to improve the quality of early childhood 

education. To improve the quality of preschool education, teachers should carry out extensive game activities according to the characteristics of students to promote children"s physical and mental health. Froebel, the father of preschool education, once said, "The occurrence of 

games is a pure spiritual product of children. Children often show joy, freedom, satisfaction 

and peace in games, and more often show the spirit of diligence, patience and sacrifice." A 

famous child educator once said, "Toys are children"s angels, and games are children"s companions." Game is the most time-consuming activity in children"s daily life and the main way for children to know the outside world. The survey found that in order to better understand 

children"s choices and promote the progress of research and education, predecessors classified children"s games in different ways. Because of this, teachers do not know how to choose the 

teaching method and content. Although there are many different names for the game, there are many similarities among them. During two months’ practice in kindergarten, I copied several teaching plans and found that they mixed different  kinds of game behaviors in the course of 

teaching, but maybe they took one kind of game behavior as the main one. For example, the game called “Eini-mini-mani-moo, catch the tiger by his toe”, includes role-play games(roles: captain、sailor), listen and repeat games, sports games(just as finding cards) and so on.

The thesis takes Changzhou Kindergarten as an example. Changzhou Kindergarten lies in a small village in Taixing, Taizhou where parents know little about English. Games can help them understand English better and cooperate with teachers effectively. From the perspective of children’s psychological development, children can’t concentrate on the whole class for a long time, so it is difficult to arouse their interest in the long-lasting way of teaching. If compulsory learning is practised, it will surely backfire. Therefore, in order to enable children to better integrate into the classroom and follow the teacher throughout, the application of correct teaching methods is indispensable. Chomsky, a great educator, believes in children’s agility in learning their mother tongue. Instead, gamification of English teaching creates the good learning environment for a second language. Gamification in preschool English teaching refers to a kind of teaching mode in which games are the main way to carry out English teaching activities. That is to say, children participate in the game as game characters under the game environment and teachers guide children"s English game activities with corresponding game instructions.

The thesis is mainly made up of five parts. The first part is the introduction, which  

introduces the reason why I select the topic, the relevant definition of keywords, the 

importance of the research and the related views and thoughts of predecessors. The second 

part is literature review that make a general summary on related thesis of predecessors . We search CNKI, websites and journals with key words, such as“home integrated” , “preschool English teaching” and “gamification”. More than 20 representative literature reviews were selected for in-depth study. The third part is the analysis of the questionnaire  which mainly 

involves three aspects: parents" attitudes towards gamification in English teaching, teachers" 

thoughts and views on the present situation of kindergarten language instructions and concrete measures of home integration. Parents of different classes are selected to conduct the survey 

in the form of questionnaires, including the current situation of games teaching.The fourth 

part is the conclusion of the research effect. The fourth part is the conclusion of the research 

effect.The fifth part, the main part of this study, introduces the implementation strategy of 

gamification in children"s English teaching, including the relationship between games and

 teachers, enhancing the intimacy of home cooperation improve Teachers’ personal ability and so on.

2. Literature Review

2.1 Home Integrated Games

2.1.1 Necessity of Home Integration
  Home integration is an effective way to improve children"s education quality. lt;The guideline for kindergarten education(trail)gt; states: "families are important partners for kindergartens.” In line with the principle of respect, equality and cooperation, we should strive for parents" understanding, support and active participation, and actively support and help parents improve their education ability. It has not played a guiding role for the parents or promoted the children to achieve remarkable development in the home Integration. "Home integration" has been a major innovation and breakthrough in preschool education since the beginning of the new century. A series of preschool education policies and regulations 

in China clearly point out that kindergartens and families must cooperate closely, pay close 

attention to the growth of children, give full play to their respective advantages in education 

and ensure the consistency and effectiveness of the impact of education. 

Cooperative education between family and kindergarten is conducive to giving full play to the common functions of kindergarten education and family education and ensuring the needs of children"s all-round physical and psychological development.

"Home integration" can realize the complementary function of family and kindergarten education. 
        Family and kindergarten, as the two main bodies of teaching, have their own unique functions. Kindergarten teachers have professional educational knowledge, rich educational experience and scientific educational concepts. As the primary caregiver of children, parents can provide more information about children for teachers to understand children more comprehensively and accurately. Through benign communication and interaction, both sides of the homeland exert their respective advantages and coordinate with each other to form a joint force of education. 
Home integration is conducive to the comprehensive and healthy development of children"s body and mind. 
     Whether it is family education or kindergarten education, the common educational goal of both is the comprehensive and healthy development of children"s body and mind. In children"s life, family and kindergarten are the two places with the most activities. Kindergarten education for young children is a scientific and systematic education for young children by professional preschool teachers in kindergartens. Family education occasions can also be social in addition to the family, its space has infinite extensibility, the content of family education is more life-oriented and socialized, and children can get more practical experience in family education. Only through home integration can children be provided with a more comprehensive educational environment and content.

2.1.2 Home Integrated Games

Home integrated game can be played through the interaction between teachers and 

children as well as between parents and children. There are two main ways. One is to use kindergarten as an interactive venue where parents, teachers and children can play together on the open day.Also in the game, group activities (different from family environment) are carried 

out. The other way is home cooperation that parents through close communication, 

understand the teaching content and then at home parents through games  help children 

consolidate what they have learned. The main effects can be listed as follows:

①Home integrated games enable parents to increase their awareness and initiative of the game.

In the process of activities, games can improve the ability of interaction between teachers and children, and parents can be closer to children. After repeated practise, parents know more about the game and cooperate with teachers more perfectly.

②Home integrated games improve teachers" self-quality and the ability to guide parents to 

develop their work.
      Through practice, the ability of teachers to organize games is constantly improving, and 

the ways of games are various. Home integration also makes it easy for teachers to interact 

with their parents to find and analyze problems together.

2.2 The Effects of Gamification in Children’s English Teaching

 Hartley and Davis have studied that 70% of what students can recall after a class is 

acquired in the first 10 minutes of the whole class and 20% in the last 10 minutes. Through 

the investigation and research in the teaching process, it is found that gamification in English

teaching is of great significance in all aspects of development.It can be listed as follows:

剩余内容已隐藏，请支付后下载全文，论文总字数：26969字