关于用游戏教授高中英语语法的教学方法的探究
论文作者:www.51lunwen.org论文属性:推荐信 Recommendation Letter登出时间:2017-05-03编辑:lgg点击率:5512
论文字数:38579论文编号:org201705021825384202语种:英语 English地区:中国价格:$ 22
关键词:高中英语教学论文游戏高中英语语法教学方法
摘要:本文是一篇高中英语教学论文,本文将探讨学校游戏使用的相关性、教育价值以及如何在游戏教学中开发和运用游戏。在这项研究中检查的问题与游戏的使用对课堂习得的语法的影响。
Chapter One INTRODUCTION
1.1 Background of the Study
The reform at the core of English courses and teaching materials builds a good foundation for all-sided English education since the 90’s. Teaching methods have been modernized, classroom equipment such as tape recorders, projectors, multi-media files, smart boards and so forth have been viewed as increasingly important. Many schools have language laboratories, some schools have set up multi-media library and reading rooms, and some have started teaching online. Great efforts have been made to develop English curriculum and teaching material. China has witnessed considerable progress in the quality of English education. However, English education in China still has many problems. Schools in China are evaluated and financed based on the grade and personal ability of students, resulting in teaching styles that are geared towards the skills being tested. Therefore, skills such as learning grammar rules become more focused on memorization instead of implementation. This problem is further reinforced through the college entrance examination, where 80% of the test is the writing component, 20% of the test is listening, and speaking was only required for the English major students. As a result, most teachers focus more on Grammar rules than in other aspects in teaching as it is considered an important element of language learning. Ur (1988) states that a person who knows grammar is one who can express himself/herself in what would be considered an acceptable language format. In fact, many people feel that learning grammar is boring since they have to memorize unfamiliar things which resemble math formulas.
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1.2 Objectives of the Study
When we teach our toddlers how to speak, appropriate social interactions, logical thinking skills, reasoning strategies and how to follow rules and procedures, we patiently and joyfully played many games with them. If games can teach our kids this much in the early stages of childhood development, then surely games could be used in our language classrooms for teenagers who are learning to talk in a foreign language, just as they do for toddlers. In the last few years I have been nurturing the wish to study the relationship between what I have gained from my learning and teaching experience and the results of a more formal inv
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