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加拿大工业工程代写论文:游戏练习学习

游戏表明,通过练习,学生可以更容易地学习第二语言,提高记忆力。有句名言:“熟能生巧”。如果学生不使用语言,他们就不能掌握它。游戏不仅是一种愉快的练习方式,而且还能帮助学生更好地记忆。有证据表明,游戏让学生集中足够好,更好地学习。例如,重写一个故事的背景下,结合一个挑战的学生克服(换句话说,把它变成一个游戏)显着提高儿童的学习表现。游戏也支持维护学生学到的东西。当学生们玩得开心时,他们所听到和使用的语言更容易给人留下记忆的印象,因此在将来很容易被人记住。在词汇教学中,这一领域似乎吸引了众多研究者的注意。U(1998)进行游戏的介绍和使用词汇修改实例。在该研究的第一部分,他评价在呈现词汇游戏,乐于助人。他比较了两组研究内容相同,但方式不同。他用第一组的演示游戏和其他翻译和上下文猜测。结果是通过游戏学习词汇的组表现明显好。然而,这是特别有趣和令人惊讶的是,第二组也获得了高分的游戏。在第二部分,他比较了两组,一个使用匹配和定义练习修改词汇,而第二个使用跨词。经过小测试,结果显示,第二组表现稍好。

加拿大工业工程代写论文:游戏练习学习

Games are indicated that they make learning second language easier and improve retention because students learn through practice. There is a famous saying: “Practice makes perfect”. Students can not master a language if they do not use it. Games are not only one pleasant way of practicing but they are also help students remember better. There is evidence showing that games allow students to focus well enough to learn better. For instance, rewriting a lesson with a story context combined with a challenge for the student to overcome (in other words, making it into a game) significantly improves the learning performance of children. Games also support maintaining what students have learned. When students are having fun the language that they hear and use is more likely to make an impression on their memory and so be easy to recall in the future. In teaching vocabulary, it seems that this field draws many researchers’ attention. Uberman (1998) proceeded practical examples of using games for vocabulary introduction and revision. In the first part of the research, he evaluated the helpfulness of games in presenting vocabulary. He compared two groups which studied the same content but in different ways. He used a presentation game with the first group and with the other translation and context guessing. The result is the group which had learned vocabulary through games performed significantly better. However, it is especially interesting and surprising that the second group also received high scores for the game. In the second part, he compared two groups; one use matching and defining exercises to revise vocabulary while the second one use cross-word. After a small test, the result showed that the second group performed slightly better.

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