Game teaching method

Game teaching method, as its name implies, is a teaching method that enables students to learn the contents of textbooks or the extracurricular knowledge they must master unconsciously in a relaxed atmosphere, in cheerful activities and even in fierce competition. Simply put, the game teaching method is a teaching method that skillfully combines "game" with "teaching" to stimulate students' interest in learning.

For a considerable number of students, their learning foundation is poor and their learning enthusiasm is not high. They feel that the current traditional teaching methods are boring and boring to learn, and they have an irresistible weariness of learning. Bruner, an American psychologist, said: "The best motivation for learning is that students have intrinsic interest in what they have learned, and the best way to stimulate students' intrinsic interest is to play games. "Today's education advocates entertaining. Game teaching method is undoubtedly the best interpretation of this educational principle.

Basic principles of game teaching

1. The game should have a certain purpose.

Games serve teaching and must be closely related to teaching content. When designing games, we should fully consider the teaching requirements of this course, such as teaching emphases and difficulties, and design games around the teaching purpose, so that the purpose of the game is very clear, rather than playing games for the sake of playing games.

2. The game should be interesting and enlightening.

Playing games is not only for learning, consolidating what you have learned and invigorating the classroom atmosphere, but also for developing students' intelligence and cultivating their abilities. Teachers can design some creative and challenging games. For example, guessing things by looking at pictures is a game to cultivate students' imagination and creativity.

3. The development of games should be diversified

As the saying goes, "tricks can't last long." No matter how fun the game is, it won't be fresh after playing it a few times, and it won't last long. This requires teachers to constantly design new games and constantly renovate their own game practices to meet the requirements of teaching.

4. The development of the game should be flexible.

Flexibility means that in teaching, we should pay attention to the timely and appropriate development of game activities, the adjustment and grasp of classroom atmosphere and rhythm in the game, the flexible handling of problems in the game, and the flexible handling of the relationship between teaching materials and games. Games should obey the teaching requirements and carry out game activities around the teaching content. Handle all links in the teaching mode flexibly and make appropriate adjustments as needed.

Let's take a look at the specific methods of game teaching.

Blowing balloons Students say words and make balloons. The sound varies with the size of the balloon.

Grow up? Students' pronunciation changes according to the teacher's gestures, and the voice changes from small to big.

Loud, loud? Students and teachers play naysayers, the teacher's voice is loud and the students' voice is small; The teacher's voice is small, and the students' voice is correspondingly loud.

Message? I believe everyone is familiar with this game, so I won't go into details here.

Ostrich game? Two students are back to back, and the teacher puts a card on their backs, counting 123. The students turn to look at each other's words at the same time, and the one who speaks the other's words first wins.

Radish squat? This game is also commonly used, so I won't explain it much. Similarly, there is a piano game, the difference is that radish squats down and jumps up while playing the piano.

Touch your nose? This is a game to train students to listen to words and react quickly. After learning all parts of the body, the teacher speaks these words quickly, and the students touch them with their hands to see who reacts fastest. Similarly, where the gum sticks, listen to the words and play action games.

Pan Pan said? The teacher gave the instruction, but the students only carried out the instruction that Pan Pan said ... Without the instruction that Pan Pan said before ... a classmate carried out that instruction, and that classmate was out.

Bingo? Each student prepares a piece of paper, draws a tic-tac-toe on it, divides the paper into 9 squares, and then the teacher casually says 9 words related to this lesson. Students write the words in the grid while listening, and then the teacher confuses the order and says the nine words again. Students circle the words they hear. When the circle is horizontal, vertical or diagonal, students can shout "bingo" for the teacher to check. The first person to shout "Ice Dog" and write it accurately wins.

Looking for a pair? The teacher put the picture of 10 on the blackboard, put the answer sheet corresponding to 10 on the podium, and then let the students draw cards and stick them behind the corresponding questions on the blackboard.

The box? Put some glass balls in the box, shake the box and ask the students: How many balls are there in the magic box? Is it used by seven students? If you guess this sentence pattern, you can get a glass ball.

Man-eating shark? One group is a man-eating shark, and the other is a good swimmer. Draw a picture on the blackboard. Man-eating sharks are ten steps away from swimmers and swimmers are ten steps away from home. The teacher can ask two groups of questions related to this lesson. If you get it right first, you can roll the dice and move the steps to see whether the man-eating shark eats the swimmer first or the swimmer goes home first.

Hot potato? The teacher asked questions related to this class and then threw the ball to a student. The student who catches the ball must answer the question and ask the next question within a limited time, and then throw the ball to the next child. If it is overtime or mistakes, it will be ruled out. Teachers can list the questions they can ask on the blackboard for children's reference. Similarly, there are parcels.

Matters needing attention in the implementation of game teaching

1. Game teaching should be graded.

Lower grades should pay attention to interest, middle grades should be concrete (that is, you can rely on appearances to imagine, remember and think), and upper grades should pay attention to sociality (authentic language and realistic context).

2. Carefully design games according to the content and purpose of teaching.

3. Pay attention to the type and timing of the game in a class.

4. The difficulty of the game should be layered, so that students can be selective.

5. The evaluation of the game should be encouraging.

Of course, there are many game methods that can be used in teaching. As long as we find and discover the games that students like, and then try to apply them to teaching, I believe that soon, we will realize the great changes that games bring to teaching.