| In secondary vocational schools,students are trained and taught for cultivating their comprehensive quality and improving their professional competence in employment.English learning is often placed in a less important position.Because of the poor foundation,students do not understand the language points and become more unwilling to listen to the teacher.The teaching effect is unsatisfactory naturally.Among all the language points,a whole system of English grammar makes the teachers and students in secondary vocational school in awe especially.With these objective reasons,teachers are less willing to pay attention to the English grammar teaching.However,English will be tested in the adult college entrance examination and will also benefit students’ future working life.It is no doubt that English grammar is an indispensable part of English and a foundation for learning English well.For this purpose,as teachers of the secondary school,we are devoted to find ways to promote students’ interest in learning English grammar and improve effect of students’ English grammar learning.As an effective auxiliary teaching method,game-based teaching has successfully entered the different subjects and different classes.We can see from many classes that a well-designed game will enable students to devote themselves to teaching activities.Because game-based teaching can arouse students’ enthusiasm for learning and grammar learning is more boring than other knowledge,so the application of game-based teaching in English grammar class is imminent.The methods,proportion and effect of application are all the objects which English teachers should struggle to study.With its unique charm,game-based teaching can fully mobilize students’ various language skills ranging from listening,speaking,reading,writing to other abilities.As a result,English grammar learning can become concrete,interesting and vivid.In this paper,two classes of Chengdu Technician School are taken as samples for research.The author firstly consulted and collected a large number of documents and materials,and combined with teaching practice,summarized the application form of game-based teaching method in English grammar class in secondary vocational schools.Preparing activities before class,operational activities in class and extended activities after class are all included in the game-based teaching.Secondly,in order to understand the application of game-based teaching in English grammar class of secondary vocational school,questionnaire,tests,survey and interview are also adopted in this paper.Through questionnaires and interviews with students and teachers,the author finds out games can stimulate students’ interest and enthusiasm in learning.The teaching effect and class atmosphere is improved drastically.In the actual teaching process,it can be observed that students’ enthusiasm and interest in learning are improved drastically,which are as same as the results of the questionnaires and interviews.Game-based teaching is implemented and analyzed in the experimental class to design the teaching cases.With the help of games,many students become positive towards English learning.More and more students take part in the activities in the class and learn English after class spontaneously.The results of the tests show that the teaching effect of different grammar points with games is different.When it comes to the simple past tense and object clause,there are marked differences between the two grammatical items.However,in the grammar item of comparative level and superlative level,the difference between two classes is only 0.76 points.Although there are many benefits of game-based teaching,the author suggests that teacher should handle the relationship of games and teaching carefully.Students must be placed in the most important position because students are the main body of teaching.Finally the deficiency is summarized in the process of research and some problems which need to be studied further are put forward.The author is looking forward to providing some certain reference values with similar secondary vocational English teacher in future English grammar teaching. |
