| According to English Curriculum Standards,cultivating interest in English learning has been seen as the main mission in elementary education.As curriculum reform progresses,it becomes increasingly important for teachers to cultivate middle school students’ interests in English learning.However,the traditional teaching method still spends a lot of time on memorizing words mechanically,and the effect is not good.Therefore,it is necessary for teachers to carry out teaching reforms.Game teaching method integrates games into teaching,which can enable students to actively participate in the learning process,improve students’ interest in learning English,enhance learning enthusiasm and strengthen learning motivation,and enable students to learn English in a relaxed and pleasant atmosphere.In recent years,many researchers have investigated the use of game teaching in the classroom.However,most of them are about classes in primary schools,and there are few empirical studies about the junior middle school level.Based on this,this study will explore and answer the two questions: What effect does the game teaching method have on students’ interest in vocabulary learning? What effect does the game teaching method have on the English vocabulary achievements of junior middle schools?This research took Motivation Theory,Constructivism Theory,and Frobel’s Principles of Game Education as theoretical foundations.In this research,102 students from two seventhgrade classes in Shandong Linyi Middle School are selected as the research subjects.The experimental class applied the game teaching method to teach English vocabulary,while the control class followed a more traditional teaching method.The teaching experiment lasts for two months.Following the experiment,the author analyzed and discussed the results of the tests,questionnaires,and interviews using the SPSS22.0 software.According to the results of the research,using the game teaching method to teach English vocabulary in junior middle school can really increase students’ interest in vocabulary learning and improve their vocabulary achievements.In particular,the students with relatively good English foundation improve significantly,with the number of students who scored more than 80 points in the experimental class has increased by 39.16%.In terms of gender differences,male students in the experimental class have better performance at vocabulary learning than female students,they are more enthusiastic and involved,and their grades improve by an average of8.18 points.If an English teacher can use games effectively in the classroom,he or she may greatly arouse students’ interest in the class.Moreover,students would focus on learning,and the game teaching method can motivate students to learn more efficiently.But three factors are needed to be noticed in the process of using the game teaching method.First,the game must be valuable and meaningful for students’ learning.Second,teachers should moderately control the game activities and try to balance the participance of the students and the nice order in the classroom.Third,teachers should pay attention to the timing of the games and the difficulty level of the games.A long-term follow-up survey after the experiment is also required in order to continuously adjust teaching strategies.Due to the influence of various factors in the process of experimental teaching,this research has some shortcomings.This research aims to draw some teachers’ attention to increasing students’ learning interests and increasing students’ learning achievements.Through this research,the author hopes to provide some valuable suggestions for guiding English vocabulary teaching in junior middle school. |
