GenTleManLzz游戏法在中学英语课堂的应用研究（英文）

DirectoryTOC\o"1-3"\h\u246221Introduction IntroductionInrecentyears,withtherapiddevelopmentofeconomyandthestrengtheningofinternationalcompetition,thenationaldemandfortalentsisalsoinanincreasingtrend,andmoreandmoretalentgapshavebecomeacommonproblemallovertheworld.Underthecurrentsocialsituationofrapiddevelopmentinourcountry,activelyexploringthetrainingoftalentshasalsobecomeanimportantpartofthecurrentnationaltalentplan.English,asthelanguagebasisforthecultivationofinternationalcompoundtalents,hasgraduallyattractedtheattentionofsociologists,psychologistsandeducators.Andinrecentyears,withtheincreaseofthefrequencyofeconomicandtradecooperationandinternationalexchangesinChina,Englishhasbecomeanecessarybasisforinternationalcommunication.EnglisheducationinmiddleschoolisacriticalperiodfortheimprovementofEnglishlanguageability,soEnglishinmiddleschoolhasalsobecomeanimportantsubjectinthisstageofeducation,andthenationalrequirementsforthequalityofEnglisheducationandteachingarealsoimproving.TheincreasingdemandforEnglishbythestateandsocietyandtheimportancethatschoolsattachtoEnglishteachinghaveputforwardnewandhigherrequirementsforteachers'classroomteaching.However,inthepracticeofEnglishteachinginmiddleschoolsatthepresentstage,therearestillsomeproblems,suchastheformofEnglishteachingissingle,thecontentofclassismonotonous,andthemodeofclassroomorganizationismoreimportantthanformandsoon.Inthisenvironment,howtoexplorenewmethodsofstudents'Englishlearning,enhancestudents'interestinEnglishlearningandimprovetheeffectivenessofteachers'Englishteachinghavegraduallybecomethefocusofeducationalandtheoreticalresearchinourcountry.ithasalsobecomeakeyissuethatmustbepaidattentiontointheprocessoftalenttraininginourcountry.Therefore,thispaperisofgreatsignificancetothestudyofeffectiveteachingmethodsintheprocessofEnglishteachinginmiddleschools.Asabasicteachingmethod,gameteachingplaysanimportantroleinstimulatingmiddleschoolstudents'interestinEnglishlearningandimprovingteachingquality.Itistheproductofthecombinationofclassroomeducationandgameformundertherequirementsofthenewcurriculumteaching,andhasgraduallybecomeoneoftheimportantformsofmodernmiddleschoolclassroomeducation.Itsriseisarevolutionarychangeinthefieldofmoderneducation.itbreaksmanytraditionalstandardsandwaysofthinking,andmakestheteachingtheoryofteachinginfungetfurtherdevelopment.atthesametime,italsocombinesEnglishteachingwithgamelearningsocloselyforthefirsttime.Therefore,ifwecanrealizetheeffectiveapplicationofgameteachingmethodintheprocessofEnglishlearninginmiddleschoolandrealizetheeffectivecombinationofEnglishteachingandgames,itwillplayanimportantroleinpromotingstudents'interestinEnglishlearningandenhancingtheinterestofEnglishclassroom.Moreover,thisapproachwillalsoprovidemoreeffectivetechnicalmeansandmethodsforthereformandfurtheroptimizationofEnglishteachinginmiddleschoolsinChina.2Overviewofbasictheory2.1ThedefinitionofGameTeachingmethodThegameteachingmethod,popularlyspeaking,isthroughthewayofgames,sothatstudentscanunwittinglylearnthecontentsoftheteachingmaterialsinapleasantandrelaxedenvironment,incollectiveactivities,andeveninthefiercecompetition.ortheteachingmethodoflearningotherknowledgeinthisway.Inshort,thegameteachingmethodisateachingmethodthattalksabouttheorganiccombinationof"game"and"teaching"soastoimprovestudents'interestinlearning.Thegameteachingmethodisakindofteachingmethodwhichiswidelyusedinpracticalteaching,whichfullyimplementstheconceptof"teachinginfun",andthisteachingmethodhasbeenpraisedbythemajorityofstudents.Therefore,teachersalsousethiskindofteachingmethod."teachinginfun"isnotonlyamorehumanizedadvancededucationalconcept,butalsoateachingmethodmorerespectedbyteachersinthefuture.2.2ApplicationprinciplesofGameTeachingmethod2.2.1PurposefulprinciplePurposefulmeansthatwhenapplyingthegameteachingmethod,weshouldpayattentiontothatthegameteachingmethodisanauxiliaryteachingmethod,whichservesfortheteachinggoal,andshouldhaveacertainpurposeintheplanningandimplementationofgameactivities.Thedesignofthegameshouldbecloselycombinedwiththeteachingcontent,andthegameactivitiesshouldbedesignedaroundtheteachingcontentinordertoimprovetheclassroomefficiencyandenhancetheenthusiasmofthestudents,soastodeepenthestudents'understandingofacertainknowledgepointandreducetheboredomofimpartingsimpleknowledge.Englishsubjectisalanguagediscipline,aimingatvocabulary,grammar,syntax,function,languageknowledgeofdifferenttopicsanddifferentlanguageskillsoflistening,speaking,readingandwriting,thedesignofgameactivitiesshouldhavetheirownpertinenceandorientation.forexample,teachersguidestudentstopointoutthecorrespondingpicturesorobjectsbylisteningtotheinstructivewordsinthegame,whicheffectivelyachievesthefirst-levelgoaloflanguageskillsinthenewcurriculumstandards.2.2.2FlexibilityprincipleFlexibilitymeansthatwhenteacherscarryoutgameactivities,theyshouldtactfullyandskillfullyadjustthegameactivitiesintimeaccordingtotheteachingcontent,teachingobjectives,students'characteristicsandclassroomconditions.Toachieveadegreeofrelaxation,putinandputfreely,grasptheclassroomrhythmandthechangesofstudents'mood.Thedevelopmentofgameactivitiesisnotlimitedtoaspecificstageofclassroomteaching.Beforeclass,wecanintroduceanewlessonbylisteningtoanEnglishsongandplayingashortclassicEnglishmovietostimulatestudents'interestinthenewlesson.Whenstudents'attentionhasdeclinedinthemiddleofthecourse,teachingcanarousestudents'curiosityandattentionthroughEnglishMiniGame,whichgreatlyimprovestheefficiencyoftheclassroom.Inaddition,theflexibilityoftheapplicationofthegameteachingmethodisalsoreflectedintheteachers'constantupdatesandchangestotheformofthegameitself.ifoneclassorseveralclassesusethesamegameandthesamemethodofplay,itwillgreatlyreducethestudents'interest.itwillalsomakestudentsfeelunfresh.Therefore,thisrequiresteacherstohaveacertaintheoreticalbasisandpracticalexperiencetocarryoutgameteachingactivitiestimelyandappropriately.2.2.3HeuristicprincipleTheenlighteningprinciplereferstothedevelopmentofvariousabilitiesthroughactiveparticipation,positivethinkingandexerciseintheprocessofthegame,sothesettingofgameactivitiesshouldbeenlightening.Thepurposeofusingthegameteachingmethodintheclassroomistoalleviatetheclassroomatmosphere,improvetheclassroomefficiency,enhancethestudents'learningenthusiasmandimprovethestudents'subjectivestatus.Therefore,intheprocessofusinggameactivities,teachersshouldpayattentiontothefactthatthepurposeisnottoplayforthesakeofplaying,anditismoreimportanttodevelopstudents'intelligenceandcultivatetheirEnglishcomprehensiveabilityintheprocessofplaying.Inspirationisreflectedinthatteachersshouldpayattentiontoguidestudentsintheprocessofimplementinggameactivitieswithstudents,letstudentsfirstlearntothinkactively,usetheirbrainsactively,andimprovetheirabilitiesinallaspectsintheprocessofplayinggames.Inaddition,theenlightenmentisalsoreflectedinthatwhenplayingclassroomgames,teachersshouldpaymoreattentiontoobservethebackwardorshystudentsintheclass,andguidethemtoactivelyparticipateintheclassroomgamesalittlebit.thecombinationofinspirationandinductionandstepbysteptoincreasetheirself-confidenceandinterestinEnglishsubjects.3Thefunctionofgameteachingmethod3.1StimulateinterestandintroducebeforeclassDifferentteachersinclass,classroomintroductionmethodswillbeverydifferent,evenifthesameteacherinclass,inthefaceofdifferentteachingcontent,introductionmethodsarealsoverydifferent,avarietyof,notlimitedtoonestyle.Choosingtointroducenewknowledgethroughgameactivitiescangreatlyintereststudentsandintroducestudentsintotheclassroom.Interestisthebestteacher,becausechildren'sself-controlislimited,theywillnotparticipateinthingstheyarenotinterestedin.Theuseofgameteachingmethodcanenhancestudents'interest.Beforeclass,teacherscanuseaMiniGametostimulatetheinterestofthewholeclassandsetarelaxedandhappytoneforthewholeclass.Forexample,teacherscanintroducenewlessonsbyplayingEnglishsongs.Englishsongsnotonlyplayapositiveroleincultivatingstudents'senseoflanguage,butalsohelptocultivatestudents'emotionalexpression.ThepronunciationinmanyEnglishsongsisverystandard,whichcanbettercultivatestudents'languageexpressionabilitythanreadingthetextaloud.Forexample,therearemanybasicpronunciationssuchaswantto=wannaandgoingto=gonna,andstudentswillfollowsuit,thusimprovingthesenseofthelanguage.Onlythroughtheformofgameteaching,stimulatestudents'interestinthegame,letstudentsparticipateinthegame,gameactivitiesarealsoforteachingservices,sothatstudentscanbecomethebestembodimentof"learningbydoing",sothatstudentscanlearnknowledgeinarelaxedandpleasantatmosphere.3.2enliventheatmosphereinclassEnglishclassisalanguagesubject,alotofwords,sentencepatternsneedtobememorizedandunderstood,itiseasytomakestudentsinHongKongandMacaoboring,thewholeclasswillinevitablyhaveadullclassroomatmosphere,students'interestisnothighphenomenon.Addinggamestotheclassroomcannotonlystimulatestudents'interest,butalsodevelopstudents'observationability,memory,imaginationandthinkingability.Teachersshouldpayattentiontocontrollingtheclassroomrhythmintheprocessofteaching.whentheclassroomatmosphereisdullortheknowledgetaughtistooboring,itistimetoplaytheeffectiveroleofthegameteachingmethod.Teacherscansetupcompetitivegameactivities,whichcaninspirestudents'spiritandmakestudentsthinkactivelyandparticipateactivelyinthisatmosphere,whichnotonlyalleviatesthedullclassroomatmosphere,butalsodeepensstudents'understandingofknowledgeinamoreeffectiveway.Learningdependsonunderstandableoutputandacertainamountofoutput,whilegameactivitiesstudentsinteractwithvariouslanguageskills,soastoensuretheoperationofthegame,ensuretheunderstandabilityofinput,andactivatetheclassroomatmospheretoagreatextent.3.3ConsolidatenewknowledgeafterclassByparticipatingingameactivities,studentscanmakeeffectiveuseofthetimeinclasstolearn,consolidatewhattheyhavelearnedinthegame,andtransfernon-learningactivitiestoin-classteachinggoals,soastoimprovelearningefficiencyinanall-roundway.Gameteachingcanmakestudentsfeelarelaxedandpleasantatmosphere,inwhichstudentscanhavemorepositiveemotionalexperience,communicatewitheachotherandlearncooperatively.Intheprocessofinteraction,studentscanimprovetheirabilitiesinallaspects,suchasthemostbasicgameteachingactivities.Intheprocessoforaldialogue,peerscommunicatewitheachother,cooperatewitheachother,andplayroles.Itnotonlyexercisesthestudents'abilityoforalEnglishexpression,butalsoexercisestheabilityofcooperationandcoordinationbetweenthestudentsandtheirpeers.Inaddition,forexample,awordguessinggameneedstwostudentstocompletetogether.Onestudentperformsaperformancetodescribeawordagainsttheblackboardorabigscreen,andtheotherpeerguessesawordorphraseaccordingtoeachother'sperformanceanddescription.Inthisway,itexercisestheabilityofthetwostudentsparticipatinginthegameatthesametime.Ontheonehand,itnotonlyexercisesthestudents'handsandbrains,externalexpressionandoralexpressionabilityoftheperformancedescription.Italsoexercisesthestudents'thinkingandcomprehensiveabilityofEnglishsubjects.Therefore,theimplementationofgameteachingactivitiescancultivatestudents'abilitiesinallaspects,facilitatetheirphysicalandmentaldevelopment,andenhancetheirinterestinEnglishlearning,soastoimprovetheirEnglishperformanceandachievetheirteachinggoals.4theproblemsexistingintheapplicationofgameteachingmethodinmiddleschoolEnglishclassroom4.1Thetraditionalgamemodeisdeeplyrooted"whenplayinggamesinclass,Iwillaskthestudentstorole-playthedialogueineachunit.Forexample,whentherearetwocharacters,youPeter,measLisaandsoon,letyourdeskmateworkinpairs,andthenraiseyourhandtospeak."teacherAsaidtome."Iwillaskthestudentstopracticedialogueandcombinefreelyineachclass,sothattheywillnotonlybefamiliarwiththetext,butalsopracticetheiroralEnglish.IwillalsodospellingexercisesonthewhiteboardMiniGame,thatis,awordtogiveafewletters,thehorizontallinetoaskthestudentstogivetherestoftheletters,sothatthespellingintoacompleteword,letthestudentsrushtoanswer.Butthisisnotagameplayedwithoutclass,onlyintheunitreviewclass,therearenoothergames,"teacherBtoldme."TeacherAnandteacherBarebothyoungerfront-lineEnglishteachers,andwhenIaskedthemwhatEnglishMiniGametheywoulddowiththeirstudentsinclass,thegamestheyusedallpointedtothesametheme-dialogue-playing.thisseemstobethemainwayofEnglishgamesinclass.Ofcourse,thisisalsorelatedtotheparticularityofthemainbodyofthegame.Everyday,role-playinginEnglishclassiscarriedout,andintheprocess,almostallstudentsareshownintheformofrecitation,itisverydifficulttohavetheelementof"acting",whichreallydoesnotachievetheeffectofthegame.it'sjustanotherwayofimpartingEnglishknowledge.4.2Neglectofclassroommanagementintheimplementationofgames4.2.1StudentsdonothaveastrongsenseofdisciplineinclassAftertheteacherfinishedthewholegame,alargenumberofstudentsquarreledaboutwhathappenedinthecourseofthegameandwhattheyboughtfromeachotherinthecourseofthegame.Somestudentsevenfishintroubledwaters,talkingaboutthingsthathavenothingtodowiththeclassroom.Itcanbeseenthatthishaslittletodowiththisclass.Moreover,intheprocessofsortingoutteachingaidsandrectifyingclassroomdiscipline,teacherstakeuppartofthetime,whichobviouslyresultsintwicetheresultwithhalftheeffort.Inthisway,itisdifficulttodrawthestudentsbackfromthejoyofthegame,anditisdifficulttocreatetheoriginalclassroomatmosphere.Afterthestudentsarequiet,theteacherswillimpartknowledge,andtheefficiencyofstudents'listeningwillbegreatlyreduced.JustlikethestudentsafterPEclass,theydonotpayenoughattentioninanyclass,andtheclassroomabsorptionrateisnotashighasthatofthefirsttwoclassesinthemorning.Therefore,itisveryimportantforstudentstounderstandthepurposeofteachers'gamesandadjusttheirphysicalandmentalstateinashortperiodoftime.Ifthetraditionalclassroomteachingactivitiestaketheteachers'teachingasthecenter,theclassroomtrendsareallundertheteachers'control.Inthewholeteachingprocess,itiscontrolledbytheteacheralone,instillingknowledgeinalargearea,andtherearenotoomanyteachingmethods."theimplementationofthenewcurriculumbreakstheinherentmaintenanceofclassroomdisciplineandmethods,andadvocatestheteachingandactivitymodelofteacher-studentinteractionandstudent-studentinteraction.Classroomorderhasanewconnotationandform.Thenewtypeofclassroomteachingisbasedonstudents'development,takespromotingstudents'developmentastheorientation,andpaysattentiontostudents'independentpracticeandexploration."Middleschoolstudentsareinthetransitionalstageoftheconnectionbetweenkindergartenandmiddleschool,andtherearesomedifferencesbetweenearlychildhoodeducationandmiddleschooleducation.Becauseofthelackofroleawarenessofmiddleschoolstudents,teachersareeasytomakemistakesinjudgingsomeunexpectedsituationsintheclassroomwhenorganizinggameactivities.Ifteachersintheimplementationofgameteachingstudentsmovearoundatwill,teachersmistakenlythinkthattheydonotabidebyclassroomdiscipline.Enteringthemiddleschoolclassroomgames,thestudents'awarenessofcompliancehasnotbeenfullyformed.Teachersneedtoguidecorrectly,innovateclassroommanagementmethods,anduseappropriateclassroommanagementmethodstobetterorganizeEnglishgameteaching.Studentsstillneedteachers'correctguidanceinobeyingclassroomdiscipline,findappropriateclassroommanagementmethods,andbetterorganizegameteaching.4.2.2TheteacherfailedtofaceallthestudentsInthetraditionalclassroomteaching,teachersarethemainbodyoftheclassroom.Mainlyadoptstheclassroomteachingmodeofinstillationteaching,aslongasstudentslearntheknowledgetaughtbyteachersanddotheirhomeworkathome,thelearningtaskwillbecompleted.Thereisnoneedforteacherstoorganizetoomuchclassroomdisciplineandchangeclassroomrhythm.Modernclassroomteachingmodelemphasizesthatteachersoftendonotadheretoasingleteachingmodel,andarenolongerblindlymanipulatorsoftheclassroom.Instead,weshouldtakestudentsastheleadingandcore,activelydevelopstudents'subjectliteracyandcultivatestudents'abilitiesinmanyaspects.Thephenomenonofdisciplineconfusionintheclassroommainlyreflectstheteachers'lackofabilitytocontroltheclassroomrhythmandtheabilitytoorganizestudents.Intheinterview,mostoftheteachersthinkthatthestudentsareveryactiveintheclassroom,butatthesametime,therearesometimesdisciplineproblemsintheclassroom.DuetotheflexibilityofEnglishgameteachingitself,thecharacteristicsofmiddleschoolstudentsarelivelyandactive,andtheirconsciousnessisnotstrong,classchaoswillinevitablyoccurintheimplementationofclassroomteachingactivities.ifteachersarenotawareoftheseriousnessofclassroomdisciplineanddonotimproveitintime,itwilleasilyleadtoclassroomoutofcontrol.4.3Thereserveofteachers'gamematerialsisinsufficient"usuallythegameaboutthetextinclassisrole-playing.ifitisawordclass,Iwillpreparewordcardsandtakethemoutforcompetitioninclass.Scoreingroups."abouttheteacher'suseandreserveofgamematerialsusedintheclassroom,teacherAsaidtome,"theclassroomgamesIknowandusuallyuse,includingplayingEnglishsongsandwatchingEnglishmovies.Roledialogue,etc.,tellashortstoryinEnglish,andsoon."TeacherBtoldmeabouttheanswertothisquestion.TheyoungteachersofteacherAnandteacherB,whobelongtothefrontlineofteaching,donotdenytheimportanceoftheapplicationofgameteachingmethodinEnglishclassroomteaching.however,itisnotdifficulttoseethatteachersdonothaveenoughmasteryandreserveofclassroomEnglishgamematerials.itislimitedtoafewwell-knownsimplegames.Inthewholeprocessofclassroomteaching,teachersplaytheroleofguides,playaleadingroleinthewholeteachingprocess,andstudentsplayamainrole.Therefore,therearecertainrequirementsforteachers'knowledgereserve,includingtheapplicationofvariousteachingmethods."ifyouwanttogivestudentsabowlofwater,youmustfirsthaveabucketofwater."Thissentenceisalsousedhere.Whenteachersusethegameteachingmethodforteaching,theymustfirsthaveacertainreserveofgamematerials,andhaveanin-depthunderstandingofclassroomgameactivitiesinordertomakethegameteachingmethodplayagreaterrole.Letstudentsparticipateintheclassroomandimproveclassroomefficiency.Onthecontrary,iftheyhavelessgamematerials,theapplicationisnotcomprehensiveenough.Thegameteachingmethodcannotplayabetterrole.5StrategiesforimprovingtheproblemsexistingintheapplicationofgameteachingmethodinmiddleschoolEnglishclassroomatpresent5.1StrengthentheunderstandingofgameteachingmethodAsteachersunderthenewcurriculumreformstandards,especiallymiddleschoolEnglishteachers,theymustestablishtheconceptoflifelonglearningandconstantlyimprovetheirEnglishprofessionalquality.Thereisalawinteaching,butthereisnodefinitemethod.Therearemanyteachingmethods,butnomatterwhichteachingmethodisused,theteachingshouldbestudiedthoroughlyandclearly.Theconceptofteachersadvocatedbythenewcurriculumreformrequiresteacherstoplacethemselvesintheteachingsituationwiththementalityofresearchersandconstantlyadjustandreflectontheteachingmethods.Theprimaryreasonfortheproblemsforteachersisthatteachersshouldstrengthentheirunderstandingofthegameteachingmethodandstrengthenthereadingofrelevanttheories.Englishteachersinmiddleschoolsshouldlearnmoreaboutthevalue,functionandprinciplesofgameactivitiesingametheory,makeitclearthatgameactivitiesserveteachingactivities,andimproveclassroomefficiencythroughgames.Improvestudents'interestinEnglishlearningandusegameactivitiestocultivatestudents'abilitiesinmanyaspects.Gametheoryisveryimportant.Gameteachingtheorycanguideteacherstoclarifytheteachingcontentandmaketeachersconstantlyreflectonwhethertheirteachingprocessisateachinggoal.Byconstantlydeepeningtheunderstandingofgameteachingmethodandstrengtheningthereadingofgametheory,middleschoolEnglishteacherscannotonlypromotetheirownprofessionaldevelopment,butalsobetterteachingandreasonableplanningofgameactivities.letstudentshaveeveryEnglishclassinapleasantatmosphere.5.2embodythesubjectivestatusofstudents5.2.1Fullycultivatestudents'EnglishsubjectliteracyTeachers'impartingknowledgetostudentsshouldnotonlystayintheshort-termgoalssuchasexaminationsandfurtherstudies,butshouldcomprehensivelydevelopstudents'coreliteracyinmanyaspects,suchasthinkingquality,languageability,culturalcharacterandlearningability.Theknowledgeexaminedintheexaminationpaperisverylimited,butmanyeducationalandideologicalteachingmaterialscanbefoundintheteachingmaterials.Teacherscancultivatestudents'thinkingqualityandlearningabilityaccordingtothecontentsofthematerials.Forexample,ifstudentsarelearninghowtoexpresstheirgratitudetoothers,whatotherwaystoexpresstheirgratitudebesides"Thankyou"?Whatarethesituationsofexpressinggratitude?Whatotheremotionscanweexpressbesidesexpressinggratitude?Andsoon,accordingtotheideologicalconnotationofthetextbook,combinedwiththeactualsituationofstudents,teachersadoptflexibleandvariousmethodstodevelopstudents'thinkingqualityandlearningability.Teachersshouldalsotakeintoaccountstudents'languageabilityinEnglishteaching,notonlytoguidestudents'pronunciationstandards,butalsotocultivatestudents'abilityofEnglishcommunicationandexpression.Forexample,whenthegameiscomingtoanend,teacherscanguidestudentstotalkbrieflyabouttheirowngainsandfeelingsinthecourseofthegame,suchascooperationwithclassmates,ortheirownviewsontheresultsofthegame,accordingtothepurposeandprocessofthegame.Inaddition,students'languageabilityisnotonlylimitedtotheEnglishclassroom,butshouldalsoensurethatstudentscanuseandgivefullplaytotheirabilitytolisten,speak,readandwriteEnglishlanguageoutsidetheclassroom,andpracticeexpressingandunderstandingemotionsinEnglish,sothatstudents'languageoutputcanbemorepowerful.AnothersignificantadvantageofEnglishsubjectsisthatwhilelearningEnglish,studentshaveabetterunderstandingofChineseandWesterncultures.Throughteachers'questions,students'guessing,shortstoriesormultimedia,wecanlearnaboutthehistoryandhumanitiesoftheWest,suchasfoodculture,traffichabits,livinghabitsandsoon.Inthisway,thestudentsnotonlymasterthecontentsofthebooks,butalsounwittinglyaccepttherelevantculturalknowledge,cultivatethestudents'culturalcharacter,andlayafoundationforthestudentstolearntheculturalknowledgeofothersubjectsinthefuture.5.2.2Respectstudents'individualdifferencesEachstudentisaseparateindividualwithuniquepersonalitycharacteristics.ThedevelopmentofstudentsisthestartingpointanddestinationofEnglishcurriculum.Teachersshouldnotpaytoomuchattentiontounityandstandardingameteaching.Onthebasisofthewhole,takeintoaccountthestudents'interests,personalitycharacteristicsandtheabilitytolearnEnglishandsoon.The2011versionoftheNewEnglishCurriculumStandardforMiddleSchoolsrequiresteacherstopayspecialattentiontostudentswhoareintrovertedorhavelearningdifficultiesandtocreateasmanyopportunitiesforthemaspossibletopracticethelanguage.Forstudentswithlearningdifficulties,gameteachingcanattracttheirattentionandstimulatetheirinterestinlearningmorethanlecturingteaching.Teachersshouldpaymoreattentiontotheactualsituationofstudentswithlearningdifficulties,appropriatelyreducethedifficultyofthegame,andprovidemoreperformanceopportunitiesforstudentswithlearningdifficulties.Improvetheirparticipationinthegame,throughthepositivestrengtheningofteachingmethods,bothcanguidethemtounconsciouslymasterlearninggoalsinthegame.Itcanalsostimulatethelearninginterestofstudentswithlearningdifficulties,improvetheirlearningabi