TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH --- ∞0∞--- LÊ THỊ TRÂM ỨNG DỤNG PHƯƠNG PHÁP DẠY HỌC BẰNG TRÒ CHƠI VÀO THIẾT KẾ GIÁO ÁN MÔN NÓI SƠ CẤP TIẾNG TRUNG QUỐC CHO NGƯỜI HỌC VIỆT NAM
绪论
选题缘由及研究意义
In recent years, the surge in interest for the Chinese language has created numerous opportunities for the Chinese language teaching industry, while also presenting several challenges The increasing demand for Chinese language learning highlights the vast potential for growth in this field However, learners are raising their expectations, seeking not only quantity in their education but also a greater emphasis on quality.
Quality is a crucial aspect of Chinese language courses, particularly in speaking classes, where learners must transform language knowledge into practical skills Effective spoken Chinese instruction, regardless of the stage, requires a focus on "in-depth teaching and extensive practice." Traditional, monotonous teaching methods can lead to passive learning, diminishing students' interest, especially in speaking skills Therefore, teachers should implement engaging, communicative, and easily applicable teaching methods to create a relaxed classroom atmosphere while stimulating learners' enthusiasm for Chinese Among these methods, game-based teaching is one of the most frequently used approaches by educators.
The author observes that teachers can enhance language acquisition and skill implementation by organizing engaging game activities, allowing students to actively participate while achieving educational goals This article serves two primary purposes: first, to provide Chinese language teachers with practical teaching references on how to effectively integrate game-based learning into speaking lessons, particularly in environments with limited Chinese exposure; and second, to boost the interest and enthusiasm of Vietnamese learners in studying Chinese, thereby promoting their oral proficiency By facilitating easier mastery of language knowledge and skills in speaking classes, the approach aims to improve learning efficiency Consequently, the author has designed a lesson plan based on the content of "Experiencing Chinese: Short-Term Course," specifically from Lesson 3: "How Much is This Sweater?" and has implemented a practical teaching segment for beginner conversation students at the SHZ S8 branch of a business Chinese training center.
研究综述
The theory of game-based teaching has its roots in the West, with a rich and extensive history of development The concept was first introduced by the renowned ancient Greek philosopher Plato, who laid the groundwork for this educational approach.
Plato's work "The Republic" emphasizes the importance of creating an engaging and pressure-free learning environment for children, where they can explore their curiosity and enthusiasm for the world He advocates for diverse educational methods to help children develop a deeper understanding of their surroundings through play and active participation.
Herbert Spencer, a British educator, introduced the concept of "happy education," emphasizing the importance of learner initiative in the educational process He highlighted the role of "interest" in teaching, advocating for a teaching approach that encourages children to explore and infer on their own rather than relying solely on instruction Spencer's core educational principles include promoting scientific education over classical methods, advocating for self-directed learning instead of rote memorization, and emphasizing the importance of joy and interest in education while rejecting approaches that ignore the developmental needs of students The game-based teaching method emerged as a systematic educational philosophy during the Renaissance in Europe from the 14th to the 16th century, with Jean-Jacques Rousseau being one of its early proponents.
In "Emile" (French: Émile), the author advocates for a "naturalistic education philosophy" that emphasizes stimulating students' interest in learning as the primary goal Additionally, it focuses on imparting effective learning methods to students, ensuring that education aligns with their physical and mental development Practically, Vittorino da Feltre in Italy established the "Happy School," which aims to create a joyful learning environment for students, embodying the school's core mission.
The concept of "game education" has evolved into various schools of thought, notably influenced by Immanuel Kant and Friedrich Schiller, who posited that human literary and artistic activities stem from playful behavior They argue that psychological processes are vividly expressed through play, suggesting that play, like art and literature, embodies a sense of freedom Additionally, Jean Piaget's contributions to game theory emphasize its significance, as he conducted extensive experimental research to support his findings Piaget asserted that during childhood, the primary purpose of play is to reinforce existing cognitive structures rather than to innovate new ones, while also providing children with opportunities for emotional expression and communication.
The concept of "game-based education" has a long-standing history of formation and development in China In ancient times, games were the fundamental activities for children, initially referred to as "xi" or "xi," highlighting their significance in early childhood learning and development.
“游嬉”。古人认为，教育儿童要先从游戏做起。据《论语》中有记载：
Confucius stated, “Those who know are not as good as those who love learning, and those who love learning are not as good as those who find joy in it.” This highlights that the highest level of learning, according to Confucius, is rooted in joy In recent years, innovative educational methods have rapidly evolved, with game-based learning being integrated into educational systems worldwide This approach has garnered significant attention from researchers, particularly in areas such as early childhood education, elementary education, and foreign language teaching The application of game-based learning in teaching Chinese as a foreign language focuses primarily on designing relevant games that analyze language elements and teaching processes Zhou Jianping (2002) emphasized in his work that teaching should be viewed as a game, asserting that “games are not merely recreational activities; they hold significant educational value.” By incorporating games into teaching, educators can enhance interest and capture children's attention, thereby enriching the learning experience.
Zhou Jian (2009) compiled relevant teaching cases and techniques in "325 Examples of Chinese Classroom Teaching Skills." The book includes 40 examples related to Chinese phonetics, 58 on vocabulary, 61 on grammar, 57 on Chinese characters, and 73 on communication Each case is highly practical, serving not only as a resource for new teachers to gain teaching experience but also helping them effortlessly manage the classroom atmosphere.
Peng Xiaohui (2010) in "The Application of Game-Based Teaching Methods in Zero-Starting Point Chinese Speaking Classes" argues that game-based teaching methods incorporate game elements into the learning process, allowing students to enhance their speaking skills through participation in various game activities This approach is often regarded as more engaging and enjoyable, effectively stimulating students' interest in learning and improving their overall learning outcomes.
Song Lulu (2014) explores the application of game-based teaching methods in beginner Chinese language courses for foreigners and discusses how to design lesson plans that effectively facilitate language learning.
The author endorses the use of game-based teaching methods in introductory Chinese courses, highlighting their effectiveness in making language learning more enjoyable and engaging for students Her research significantly contributes to enhancing the effectiveness of Chinese language instruction.
In her 2019 study, Xing Beibei explores the application of game-based teaching methods in beginner Chinese language instruction, grounded in immersion theory and constructivist learning theory The research presents 21 game case designs focusing on vocabulary, grammar, structured expression, and simulated communication The findings highlight that student interest is a crucial factor in language learning, emphasizing the importance of teachers effectively utilizing game-based methods to engage and motivate students.
In her 2021 article, "The Application of Game-Based Teaching Methods in Intermediate Chinese Speaking Classes for Foreign Learners," Wang Bing emphasizes the importance of adhering to principles of relevance, diversity, applicability, and fairness when implementing game-based teaching methods By following these principles, educators can achieve effective teaching outcomes in their classes.
(2015)《汉语口语速成ã基础篇》中第 11 课的内容进行具体的教学设计，以
The implementation of game-based teaching methods has proven effective in enhancing students' learning interest, fostering closer relationships among classmates, diversifying teaching formats, and bridging the gap between classroom learning and real-life experiences.
Currently, research on country-specific game-based teaching methods in Chinese language instruction primarily focuses on learners from Korea, Thailand, Russia, and overseas Chinese who have spent significant time in China However, there is a scarcity of studies specifically targeting Chinese language learners in mainland Vietnam While several Vietnamese researchers, such as Pan Qionghua, Wu Minghong, Zhang Jinying, Pan Jinlian, and Li Biyu, have explored game-based teaching from various perspectives, their primary aim has been to assist preschool and elementary students in enhancing memory and developing cognitive and language skills in mathematics, with fewer studies designed specifically for adult learners.
研究方法
This article examines the application of game-based teaching methods in beginner Chinese speaking classes for Vietnamese students, drawing on previous research and practical teaching case studies Utilizing a questionnaire survey conducted in a commercial Chinese language setting, the study aims to evaluate the effectiveness of these methods in enhancing language acquisition and engagement among learners.
The SHZ S8 branch's teachers and students conducted an analysis of the feedback on teaching effectiveness, which will inform future improvements in initial training programs.
级口语教学提供可参考的意见。以下三种研究方法是本文所用之方法：
1.3.1文献研究法
This article utilizes a literature review method to gather relevant research on the application of game-based learning in teaching Chinese as a foreign language It analyzes, organizes, and summarizes beneficial insights from the literature, aiming to provide a comprehensive and accurate overview of the research questions at hand.
The author actively engages in teaching activities by designing lesson plans that incorporate specific games into the classroom, while also evaluating the effectiveness of the teaching methods employed.
1.3.3问卷调查法
In the context of teaching Chinese as a foreign language, both "teaching" and "learning" play essential roles The teacher's mission is to effectively guide students in acquiring knowledge After the teaching phase, a questionnaire is distributed to gather feedback, which is then analyzed to assess the effectiveness of game-based teaching methods in Chinese speaking classes Ultimately, the findings aim to benefit local businesses.
华语培训中心SHZ S8分校的教师提出建议。
研究对象
The research subject is central to the entire study, determining its scope, depth, and direction Selecting an appropriate research subject not only clarifies the research objectives but also provides clear guidance for subsequent research efforts.
This article focuses on game-based teaching methods, which have gained significant attention as an emerging educational approach With their clear rules, simplicity, and engaging nature, these methods effectively stimulate learners' interest and reinforce learning outcomes.
Bài viết này kết hợp chặt chẽ thiết kế trò chơi với nội dung giảng dạy, chú trọng đến tính mở và khuyến khích học sinh tích cực tham gia và sáng tạo, phù hợp với đặc điểm nhận thức và sở thích của sinh viên Việt Nam Để xác minh hiệu quả thực tiễn của phương pháp giảng dạy qua trò chơi, nghiên cứu đã được thực hiện với sinh viên lớp hội thoại tiếng Trung cơ bản tại trung tâm đào tạo thương mại S8, sử dụng phương pháp nghiên cứu thực hành để khám phá sâu hơn về ứng dụng của phương pháp này trong giảng dạy tiếng Trung.
This article aims to explore the effectiveness of game-based teaching methods in Chinese language education, offering new perspectives for enhancing language instruction.
研究内容
本文共有七个主要部分，具体内容区分如下：
第一部分为引言部分，分为四个小节，主要阐述本文选题的背景、研究 意义、研究方法；概述有关游戏教学法研究现状和前人研究成果。
第二部分为本文研究的理论基础，也是游戏教学法的理论支撑。主要分 为三个小节，分别是游戏教学法的定义和游戏教学法的相关理论。本文针对 对外汉语口语课，总结对外汉语口语课堂中游戏教学的优势及遵循原则。 第三部分 因传统教学方法一直存在着诸多问题，其中最让教师头痛的问 题是，怎样才能不仅有效的提高学生学习并掌握，同时也能有趣的将教学内 容融入到课堂各个环节？怎样活跃课堂气氛？激发学生的积极主动性？而这 些问题恰好可以利用一些新型教学法来解决，如游戏教学法。本文以“寓教 于乐”为头等要求，为证明游戏教学法在韩语初级口语课中起到的效果举例 分析。以高等教育出版社出版，朱晓星、岳建玲、吕宇红、褚佩如主编的
This article analyzes the content of the "Short-term Chinese Language Course: Life Edition" textbook, focusing on phonetics, vocabulary, and grammar It proposes suitable games designed to enhance learning, primarily referencing Zhou Jian's work from 2009.
Bài viết này đề cập đến một số tài liệu liên quan đến kỹ thuật giảng dạy tiếng Trung, bao gồm "汉语教学课堂技巧 325列" của Bao, V S., Bao, S., & Tian, J (2010), "中文游戏大本营：课堂游戏 100 例", và "做游戏学汉语" của 丁迪蒙 và 李白坚 (2007), cùng với "我的课堂活动设计笔记" của 丁安琪 (2013) Một số trò chơi được điều chỉnh từ những trò chơi có sẵn trong quá trình giảng dạy thực tế, trong khi một số khác được lấy cảm hứng từ các chương trình truyền hình giải trí.
第四部分 通过问卷调查方式从汉语学习者和教师的角度了解游戏教学法 在口语课堂中的适用性以及其在教和学两方面存在的问题。结合调查结果与
The article evaluates the feasibility of applying game-based teaching methods in beginner Chinese speaking classes, focusing on the content of the "Experiencing Chinese" textbook It explores how these interactive strategies can enhance language acquisition and engagement among students.
第五部分 第六部分为本论文的核心内容。针对《体验汉语•短期教程》生活片教材中第三课《这件毛衣怎么卖？》口语课教案设计的详细探讨，以
This article presents the teaching practices implemented in a zero-based class for non-native Chinese speakers at the Pingyang branch of the Municipal Business Chinese Training Center Following the classroom instruction, students were given a questionnaire, and Chinese language teachers were consulted to share the challenges they encountered and their experiences with game-based teaching methods The records of the teaching practice and the survey results aim to address the initial questions posed in this paper The findings provide a thorough analysis of the effectiveness of game-based teaching in Chinese language instruction and reflect students' genuine perceptions of this method This approach not only advances a student-centered teaching philosophy but also offers recommendations for Chinese language educators, with hopes that the research findings will inspire other researchers in the field.
In conclusion, this article summarizes the findings from the previous five sections, highlighting the research results of using game-based teaching methods in Chinese speaking classes, while also acknowledging the limitations present in this study.
游戏教学法的定义与概述
游戏教学法的定义
The academic community has long held varying definitions of the term "game-based teaching method," yet they all converge on the fundamental goal of "learning through play." So, what exactly does this teaching method entail? We can gain insight into it by examining several representative definitions.
Before the game-based teaching method entered the educational research field, the concept of "play" was introduced through simpler definitions German educator Friedrich Froebel (1826) viewed play as an inherent nature of children and a quintessential mental activity of humanity in relation to the world Through play, individuals experience joy, excitement, and fulfillment Jean Piaget explained the essence of play using cognitive development terminology, suggesting that play should be understood as an activity where assimilation outweighs accommodation Assimilation involves integrating external elements into existing action schemas, thereby enriching one's actions.
曾健（2006）在《游戏在二语习得和教学中的应用》中将游戏定义为：
Game-based teaching methods broadly encompass all organized language teaching activities in second or foreign language classrooms More specifically, they aim to stimulate students' desire to learn Chinese and reinforce their language knowledge through engaging, flexible, and diverse activities during the learning process.
Wang Heling (2007) in "A Brief Discussion on the Application of Game-Based Teaching Methods" states that "games are structured activities with rules, goals, and enjoyment." Game-based teaching employs this concept, allowing students to unconsciously grasp content and knowledge from the curriculum while competing and experiencing excitement, thus enjoying the learning process Specifically, in the context of teaching Chinese as a foreign language, game-based teaching methods refer to the strategies used by instructors to teach relevant aspects of the Chinese language, including pronunciation and vocabulary.
In language education, various game-based teaching activities are implemented to help students understand and master essential grammar skills across vocabulary, grammar, reading, listening, and writing segments.
In their 2008 article, Zhu Liang and Liang Liang define the game-based teaching method as a classroom approach that utilizes games to help students reinforce their learned knowledge This method not only introduces key knowledge points for practice but also enables students to apply what they've learned in real-life communication Furthermore, the practice process fosters a relaxed and enjoyable learning atmosphere, allowing students to consolidate their knowledge in a pleasant environment.
Game-based teaching methods are recognized as engaging activities that allow students to acquire knowledge in a pleasant environment Wang Heling defines this approach within the context of teachers imparting knowledge, while Zhu Liang and Liang Liang view it as a means for students to consolidate and apply what they have learned Although these definitions capture aspects of game-based teaching, they do not provide a comprehensive understanding In contrast, Zeng Jian offers a broader and more nuanced definition, addressing both the theoretical and practical dimensions of game-based teaching methods This highlights the scientific and accurate nature of these methods, whether in teaching language knowledge or training language skills.
游戏教学法的理论基础
吕必松(1995)在《对外汉语教学概论》曾经提到：“对外汉语教学的学科
Theoretical frameworks possess an interdisciplinary nature, comprising two main components: foundational theory and applied theory Foundational theory encompasses language theory, language acquisition theory, communicative culture theory, and general educational theory In contrast, applied theory focuses on teaching theories and pedagogical methods.
姜丽萍(2008)在《怎样教外国人汉语？》中从对外汉语教学的角度，在
The foundation of teaching practice highlights the profound impact of four disciplines—linguistics, education, psychology, and modern educational technology—on the teaching of Chinese as a foreign language.
The theories proposed by the two scholars highlight the intersectionality of language game teaching methods in Chinese This article analyzes the game teaching method through the common frameworks of linguistic theory, educational theory, and psychological theory established by these scholars.
2.2.1 心里学理论
1975年，米哈里ã契克森米哈(Mihaly Csikszentmihalyi)首次提出沉浸理
论(flow theory)，解释当人们在进行某些日常活动时为何会完全投入情境当中，
To achieve a state of immersion, it is essential to focus attention and filter out irrelevant perceptions This immersive experience is characterized by nine key factors: having clear goals for each step, receiving immediate feedback on actions, balancing challenges with skills, merging action with awareness, eliminating distractions, freeing oneself from the fear of failure, experiencing a loss of self-consciousness, distorting the perception of time, and engaging in actions that possess intrinsic purpose.
In her 2005 work "Immersion Theory and Foreign Language Teaching," Sun Yanshu emphasizes that successful immersion experiences in language learning require students to have clear learning objectives, strong motivation, independence, and timely feedback while minimizing external distractions Teaching Chinese as a foreign language leverages these principles, allowing learners to fully engage in activities like games, where they assume predefined roles for oral communication and content practice Throughout the gaming experience, participants can effectively practice spoken communication, organizing their language according to their expressive needs and transitioning from internal thoughts to verbal Chinese expressions This approach significantly alters learners' preconceived notions of Chinese as a difficult language, enabling them to shed these mental burdens and experience a loss of time awareness during gameplay This loss of time perception, where participants become unaware of how long they have been engaged, represents the pinnacle of language learning and the ultimate goal of language classrooms, contrasting sharply with the tedious cycle of "input-output-feedback," which often requires double the time to achieve similar outcomes.
2.2.1.2 建构主义理论
Constructivism theory was first proposed by Jean Piaget, a highly influential psychologist in the field of cognitive development and the founder of the Geneva School Piaget's fundamental perspective on constructivism leans towards material dialectics, emphasizing the interplay between internal and external factors in the cognitive development of children He believed that children develop their cognition through interactions with their surrounding environment.
In the learning process, individuals build their understanding of the external world by integrating new, meaningful information with their existing knowledge structures This development occurs within a specific context, often with the assistance of teachers and peers Learners experience a journey from discovery to creation, reflecting a continuous construction of knowledge Additionally, constructivism posits that the knowledge acquired by learners is transient, subjective, and constantly evolving As learners encounter new cognitive insights in different environments, the interplay between their existing knowledge and new experiences prompts them to reorganize and transform their cognitive structures, ultimately achieving a new state of equilibrium.
In the teaching process, educators should create opportunities for games, as engaging in these activities stimulates learners' brains and encourages them to actively seek and acquire knowledge This approach not only activates and enhances students' existing knowledge structures and cognitive awareness but also provides space for individuals to explore and take initiative Teachers play a crucial role in constructing new knowledge systems; they are not just knowledge transmitters but also act as facilitators in game-based learning By designing game scenarios that connect with real-life situations, teachers can spark students' interest in learning and foster a positive classroom atmosphere.
建构主义理论强调学习环节有四个主要的要素：“情境”、“协作”、
In Chinese language teaching, the creation of specific "contexts" is a distinctive feature of the game-based approach Teachers craft particular scenarios that immerse students in designated times, settings, and communicative content, serving as a starting point for students to consider and analyze their surroundings This leads to the organization and output of specific language, providing effective feedback "Collaboration" plays a crucial role in Chinese teaching, especially in speaking classes, involving cooperation not only between teachers and students but also among students themselves Effective communication and action are essential for completing tasks in these relationships "Conversation" is central to game activities, representing the ultimate goal of teaching Chinese speaking skills During these activities, conversation is indispensable, with teachers explaining game rules and guiding the direction of play, while students communicate with teammates or others based on these rules.
"Construct" refers to students utilizing their prior knowledge, including aspects like phonetics, vocabulary, and phrases, during the "conversation" phase This process involves reconstructing and reflecting on the new knowledge gained from their experiences in the game to successfully complete the tasks presented within it.
2.2.2 语言学理论
2.2.2.1 第二语言习得理论
Second language acquisition theory has achieved significant milestones in the West, particularly through the influence of Stephen D Krashen in the 1980s, who is regarded as one of the most impactful language educators According to Krashen, second language acquisition occurs in two ways: "learning" and "acquisition." "Learning" refers to the conscious process of mastering a second language in a school setting with the guidance of specialized teachers, while "acquisition" happens unconsciously through natural language environments and communicative activities The game-based teaching method utilizes games as a teaching tool, enabling students to acquire language skills while enhancing their ability to express themselves and apply knowledge Krashen's Input Hypothesis has made a significant contribution to linguistics and serves as the core of his second language acquisition theory, advocating for the "i+1" formula, where "i" represents the learner's current language level, and exposure to slightly more advanced language input facilitates acquisition.
Emotional factors play a significant role in filtering input during Chinese language learning, as psychological influences can lead to decreased motivation, lack of confidence, and feelings of anxiety among learners These psychological barriers negatively impact the effectiveness of language acquisition To address this, teachers can incorporate game-based teaching methods in Chinese language classrooms to create a relaxed and enjoyable learning environment, helping to alleviate students' psychological obstacles The introduction of game-based learning has become a common practice in teaching Chinese as a foreign language, fostering a friendly and collaborative atmosphere.
Năm 1965, Chomsky đã lần đầu tiên giới thiệu khái niệm "khả năng ngôn ngữ" trong tác phẩm "Khảo sát lý thuyết cú pháp" Ông định nghĩa "khả năng ngôn ngữ" là kiến thức tiềm ẩn của người sử dụng ngôn ngữ về hệ thống quy tắc ngôn ngữ, còn được gọi là ngữ pháp nội tâm; trong khi hành vi ngôn ngữ là việc áp dụng ngôn ngữ trong bối cảnh cụ thể, tức là cách mà cá nhân sử dụng ngôn ngữ trong cộng đồng ngôn ngữ nhất định Chomsky cho rằng nhiệm vụ của các nhà ngôn ngữ học là tìm ra hệ thống quy tắc tiềm ẩn mà người sử dụng ngôn ngữ nắm vững từ các dữ liệu ngôn ngữ thực tiễn.
In the 1970s, sociologist Dell Hymes disagreed with Noam Chomsky's concept of "linguistic competence," arguing that it only considered the intrinsic features of language and ignored the external factors influencing language use in real social contexts Hymes introduced the theory of "communicative competence," which emphasizes that language extends beyond the internalized rules mastered in one's mind, enabling effective communication in genuine social environments He asserted that linguistic research should not only focus on a speaker's linguistic ability but also prioritize the development of communicative competence This includes understanding "when to speak, when not to speak, and how, where, and with whom to discuss specific topics." Consequently, the theory of communication serves as the foundation for applied sociolinguistics, highlighting the essential social function of language as humanity's primary tool for communication.
The teaching of Chinese as a foreign language emphasizes the principles of "communicative theory," aiming to enhance learners' speaking skills and oral communication abilities through engaging and authentic activities The use of game-based teaching methods effectively reduces anxiety and discomfort among beginner learners, while simultaneously increasing their willingness to speak This approach facilitates the transformation of knowledge into practical expression, allowing learners to apply their learning objectives in real-life situations Game-based methods not only make the content enjoyable and flexible but also create a natural language environment that helps students navigate the language communication process with ease.
游戏教学法在对外汉语口语课的优势及应用的原则
2.3.1 游戏教学法在对外汉语口语课的优势
The use of game-based teaching methods is becoming increasingly significant in Chinese as a foreign language speaking classes By transforming the learning process into engaging games, these methods stimulate students' interest and enhance learning efficiency Given the theoretical support and positive evaluations of game-based teaching, several specific advantages can be highlighted.
Game-based teaching methods can ignite learners' interest and enhance motivation by making language training engaging and enjoyable The fun elements of games effectively capture learners' attention, transforming monotonous lessons into lively experiences Features like levels and challenges provide students with a sense of achievement, boosting their confidence Additionally, the interactive nature of games encourages active participation, fostering a proactive learning environment Rooted in Gardner's theory of multiple intelligences, educators should assign roles in games based on students' intellectual strengths, allowing each student to express themselves fully, thereby cultivating a love for the Chinese language and presenting it as an exciting subject.
Game-based teaching methods can enhance students' engagement and active participation in the classroom Both group and individual games incorporate a level of competitiveness that motivates students to strive for victory By participating in these activities, students are drawn in and encouraged to actively engage, which reduces instances of silence and passive learning during lessons.
Games can alleviate the learning burden and reduce student stress by creating a relaxed and enjoyable learning atmosphere In a fun gaming environment, students are more likely to feel at ease, minimizing their fear of making mistakes and encouraging them to engage more boldly in speaking exercises This enjoyable classroom setting not only helps students relax but also enhances their overall learning efficiency.
Game-based teaching methods enhance learners' speaking skills by simulating real communication scenarios through role-playing and dialogue practice These activities foster students' communicative abilities and provide ample opportunities for oral practice in a relaxed environment This approach helps students overcome psychological barriers to speaking Chinese, ultimately improving their fluency and accuracy in verbal expression.
Utilizing game-based teaching methods reinforces knowledge and deepens understanding by integrating various forms of games into practice sessions This approach allows students to grasp abstract concepts more effectively through contextualized play, catering to diverse learning needs Repetitive practice within games enhances memory retention of key knowledge points, while also broadening students' perspectives and promoting intellectual development.
Teachers can foster students' sense of cooperation and team spirit through game activities Many games require teamwork, encouraging communication and interaction among classmates, which helps develop their collaborative mindset For instance, role-playing games allow students to learn how to work together and accomplish tasks collectively.
2.3.2 游戏教学法在汉语口语课应用的原则
In his book "Introduction to Teaching Chinese as a Foreign Language," Liu Xun (2000) defines teaching principles as guidelines derived from specific educational and instructional objectives These principles are grounded in practical teaching experiences and informed by an understanding of effective pedagogical strategies.
Bài viết đề cập đến các yêu cầu cơ bản trong công tác giảng dạy, được xác định dựa trên nhận thức về quy luật khách quan của quá trình Bao, V.S., Bao, S., và Tian, J (2010) trong cuốn sách "Trung Quốc Game Đại Bản Doanh: 100 Ví Dụ Về Trò Chơi Trong Lớp Học" đã nêu rõ các nguyên tắc thiết kế trò chơi, nhấn mạnh rằng trò chơi cần có mục đích, tính sáng tạo, độ khó nhất định và khả năng thực hiện.
In his 2014 work "Teaching Methods and Techniques for Listening and Speaking," Hu Bo emphasizes that speaking classes should prioritize student participation However, traditional teaching methods that rely on "transmission" and "feeding" often result in low and mechanical student engagement By incorporating games into the curriculum, teachers can significantly enhance student involvement, encouraging them to be more proactive in their speaking activities.
“寓教于乐”的效果，教师在运用游戏教学法的时候，一定要遵守原则。
2.3.2.1 针对性原则
When selecting or designing games for teaching Chinese as a foreign language, teachers must ensure a clear focus Given the varying Chinese proficiency levels among students, it's essential to start with simple games and gradually increase the difficulty to match their learning capabilities Additionally, game design should align with the teaching curriculum and not stray from the instructional content, avoiding an overemphasis on entertainment The primary goal is to assess and enhance students' speaking skills through these games.
2.3.2.2 趣味性原则
The fundamental characteristic of game-based teaching methods is their engaging nature, creating a relaxed and enjoyable learning environment for students While teachers should emphasize the fun aspect of games, they must also maintain a balance to prevent students from becoming overly absorbed in entertainment, thereby losing sight of the goal of practicing language skills Various game formats can be designed, such as role-playing, competitions, and riddles, using familiar life scenarios or topics of interest to enhance the appeal of the game content.
2.3.2.3 参与性原则
When designing game-based teaching methods, it is essential to ensure that every student is actively involved, preventing any individual from being marginalized Students should be the focal point of the activities, while the teacher acts as a facilitator To enhance engagement, teachers must assess each student's Chinese language proficiency and personality traits to assign appropriate roles that foster their intellectual development Game rules should be simple and easy to understand, allowing students to grasp them quickly and avoiding complications that could hinder gameplay Before starting the game, teachers should clearly explain the rules and the responsibilities of each role, and providing a demonstration can further aid students in understanding the game mechanics.
Understanding the game rules and individual tasks clearly leads to increased student engagement and participation in the game.
2.3.2.4 多样性原则
The initial impression of a Chinese teacher's teaching style is crucial for beginner learners, as it influences their engagement or reluctance in class Even games, if overused, can lead to student impatience, so teachers should avoid monotonous or repetitive activities When designing games, educators must consider the variety of game formats and frequency, adhering to the principle of diversity It is essential to adapt game designs flexibly based on students' age, interests, and learning levels to effectively capture their attention.
2.3.2.5 可控性原则