1. The proposal and theoretical basis of Chinese classroom game teaching. Classroom game teaching is organically composed of teaching content and game rules. It is one of the important organizational forms for situational and communicative Chinese teaching. It is an auxiliary means of classroom teaching, with the basic characteristics of encouraging students to actively participate, active thinking, and active practice, and a new teaching means with the purpose of promoting the comprehensive improvement of students' overall quality. At the beginning of the 20th century, the famous American educationist Dewey also started from the "activity" theory and emphasized that young people should use games to "learn from experience." He believes that games, competitions and other activities are most in line with the psychological characteristics of teenagers. They can discover, analyze and solve problems in relaxed game activities. Through game activities, their intelligence can be fully developed, and they can promote the thinking of lower-level students from low levels to high-level development. Psychological research also shows that low-grade students are full of curiosity and are easily interested in Chinese classroom games, because games make boring and mechanical language vivid and lively, making students full of joy in the process of learning Chinese. But game teaching is not simply about playing for the sake of playing. It directly serves teaching and integrates knowledge into games so that students can learn through play and enjoy learning.
2. The importance and role of using games in classroom teaching
1. The importance of games. In a sense, teenagers grow up in games. They learn language in games, develop intelligence and increase knowledge in games. Therefore, game teaching is more suitable for lower middle school students. Chinese game teaching also reflects the teaching requirements of “teacher-led and students-centered”. In games, teachers are the organizers of activities, but students are the main body and main participants of the activities. Game teaching allows students to actively use their brains, discuss with each other, and truly become the masters of learning.
2. The age characteristics and psychological characteristics of students determine the necessity of using classroom games for teaching. Students in lower grades of middle school are still relatively young, have difficulty concentrating, and have poor self-discipline. Psychological research shows that the attention of lower middle school students can only last about 20 minutes at a time. Therefore, during classroom teaching, due to various reasons, it is difficult for students to concentrate on listening for 45 minutes. Therefore, it is very necessary to introduce game teaching in Chinese classes. Game teaching can arouse students' depression and fatigue, stimulate their excitement, and make students energetic and full of vitality in the classroom.
3. Classroom game teaching can give full play to each student’s potential in learning Chinese. At present, in Chinese teaching in our district, students have a fear of learning Chinese well. Some students think that Chinese is difficult to learn and have no interest in learning Chinese. This is mainly because traditional classroom teaching does not choose teaching methods suitable for students. If game teaching is cleverly integrated into Chinese classroom teaching, it will not only dispel students' fear, but also stimulate students' learning potential. Games are about "enjoyment". Chinese classroom game teaching can provide students with a relaxed and free "enjoyment" space and a platform for free expression, so that students can gradually accept Chinese in happiness, gradually cultivate their interest in learning Chinese, and actively and actively develop Chinese language skills. Stimulate students' learning potential in a relaxed learning environment.
3. Several issues that should be paid attention to when carrying out Chinese game teaching in the classroom
1. The content of the game must be targeted and scientific. All activities in classroom teaching must be carried out around the teaching objectives, rather than pursuing form one-sidedly and playing purely for the sake of playing. Teachers should carefully design teaching games according to the specific teaching content, so that the design of the games can serve the learning, mastery and application of language knowledge.
2. Game activities should be age-specific and ideological. When teachers design and select games, they should pay attention to making the games conform to the actual situation of the students and make them have stage characteristics. For junior high school students, if the game is too simple and the skills are too low, they will feel it is a waste of time, and the game will lose its own fun function. Therefore, teachers should design games according to students of different ages and stages. The arrangement of games should not only be staged, but also incorporate knowledge in moral education, aesthetic education, etc., so that students can learn knowledge and acquire the value of life through games, thereby promoting students' all-round development.
3. The design of the game must be interesting, competitive and disciplined. The primary goal of Chinese courses is to stimulate students' interest in learning Chinese. When teaching games, teachers should try their best to stimulate students' interest. When students become interested in learning, they will naturally actively participate in Chinese learning. To cultivate students' interest, we must take into account students' psychological characteristics of curiosity and competitiveness. Therefore, the game activities carried out by teachers in the classroom should be novel, interesting, and competitive, so that students can chase after each other and be positive in the game. learning atmosphere. For example, the Chinese whispering game competition mainly tests which group can communicate quickly and accurately, which not only activates the classroom atmosphere, but also mobilizes the enthusiasm of students. In addition, in order to achieve effective results in Chinese game activities, teachers, as game designers and organizers, must clarify the rules to students before playing, requiring students to abide by certain disciplines, relax in a moderate manner, and develop the ability to follow orders and act accordingly. Good classroom habits that are forbidden.
(Author’s unit: Xinjiang Kashgar Normal School)
(Responsible editor: Yangzi)
Text: Shen Chuan
Steaming a few cages, "pushing them together", heating a few pots of rice wine, eating snacks, and drink