Game Teaching Method and its Influence on Children's Chinese Learning

YiFang Guo

doi:10.60027/ijsasr.2024.3572

Authors

Guo Yifang Master of Bilingual Education, Rangsit University, Pathum Thani, Thailand https://orcid.org/0009-0002-5627-4265

DOI:

https://doi.org/10.60027/ijsasr.2024.3572

Keywords:

Game Teaching; , Chinese Language Education; , Pedagogy; , Early Childhood Education

Abstract

Background and Aims: This article delves into the pedagogical method of game teaching in the context of Chinese language education for children in the Xinjiang region of China. Rooted in the historical context of game teaching, which has its origins dating back to the 19th century with educators like Froebel, the study explores the impact of game-based teaching on children's Chinese language learning.

Methodology: The research combines literature analysis and field research, involving 150 students and teachers. Key findings include high student participation in game-based teaching, teachers' support and positive views on this method, and notable improvements in students' Chinese language skills.

Results: the study also highlights a potential issue of over-reliance on certain types of games, leading to a "homogenization" of teaching content. The article concludes with recommendations for schools, teachers, and parents to foster a more diverse and comprehensive game-teaching environment.

Conclusion: To sum up, with the implementation of the "edutainment" policy in China, game teaching is gradually integrated into China's education and teaching system. At the same time, the diversity and high comprehensiveness of game teaching are also constantly attracting more Chinese children's Chinese teachers to explore their development direction. Opportunities and challenges coexist, which is the biggest gift that game teaching brings to the Chinese children's education circle, and also the biggest charm of game teaching.

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