ApplicationofGameTeachinginPrimarySchoolEnglishClassroomAbstract:InprimaryschoolEnglishclassroomteaching,gameteachingmethodsareveryimportanttostudentsandarewidelyusedbyteachers.Primaryschoolstudentsarestillimmatureintheirpsychologyandphysiology,andgamesaretheirfavoritewayoflearning.Gamesareanindispensablepartofchildren'slives.UsinggameteachingmethodstocarryoutEnglishclassroomteachingcanactivatetheclassroomatmosphere,enhancestudents'interestinlanguagelearning,eliminatestudents'psychologicalpressureonlanguagelearning,andeffectivelymobilizestudents'learningenthusiasm,therebyimprovingclassroomteachingefficiencyandrealizingtheconstructionoflearners'classrooms.Thisarticleexpoundstheconcept,classification,characteristics,importanceofgameteachingmethodandtheproblemsthatneedtobepaidattentiontointheapplication,inordertoprovideteachingreferenceforprimaryschoolEnglishKeywords:Englishteachinginprimaryschools,GameteachingAsweallknowthosewhoknowthatlearningarenotasgoodasthosewholovetolearn,andthosewholovetolearnarenotasgoodasthosewhoenjoylearning.ThereisalsoasentenceinEnglish:Educationmustbefun.TheMinistryofEducationpromulgatedthe"EnglishCurriculumStandards"forthefull-timecompulsoryeducationphase,whichstates:"Interestisateacherwholearnsthelanguagewell.ForprimaryschoolEnglishteachers,stimulatingstudents'interestinlearningEnglishisanimportanttaskofcurrentprimaryschoolEnglishteaching."[1]Thestandardemphasizes:"Englishteachingshouldcombinestudents'learninginterests,levelandlifeexperience,advocateexperience,practice,cooperationandcommunicationlearningmethodsandtask-basedteachingmethods,andcultivatestudents'comprehensivelanguageability;thepurposeofthenewcurriculumstandardspayattentiontostudentspersonalexperienceandlearninginterest,focusonstimulatingstudentslearningenthusiasm,andcultivateandimprovetheirindependentlearningability.”Interestisthekeytolearningalanguagewell.Inspiringstudents'interestlearningEnglishhasbecomeanimportanttaskofEnglishForelementaryschoolstudents,gamesarelife,andlifeisgames.Inthegame,childrencanactivelyparticipateinavarietyofwayssuchaswatching,listening,painting,singing,andplaying,sothatstudentscanexperiencethejoyoflearningandobtainsuccessfulsatisfaction.TheuseofgameteachingmethodsintheprimaryschoolEnglishteachingclassroom,andtheintegrationofgameactivitiesintotheentireEnglishteaching,notonlycangreatlyincreasechildren'sinterestinlearningEnglish,butalsogivefullconsiderationtothepsychologicalcharacteristicsofchildren'sResearchTheConceptofGameTeachingthegameconcept:thegameisthebasiccharacteristicsofteachinginthestimulatestudents'learningmotivation,sothatstudentsinarichteachingsenseandteachinggoalcleargameactivitiesintrainingorfindandachievedpositiveeffectofeducation,teachinggamesemphasizeteaching,hasaclearteachingtargetandthespecificteachingcontent,andaftercarefulscrutinyandsummarizestherulesofthegame.[4]Instructionalgamesdescribedinthispaperarederivedfromthisconcept.Instructionalgamescanbeusedforbothindividualteachingandgroupteaching.Intheimplementationofgames,teachersshouldpayattentiontoguidanceandinspiration,soastohelpstudentspayattentiontoeducationalcontentandachieveeducationalgoals.ClassificationofGameAccordingtodifferentclassificationstandards,educationalgamescanbeclassifiedinavarietyofways.Theauthorcomparestheclassificationofpredecessorstogethisownunderstanding.Itcanbedividedintoknowledge-basededucationalgamesandpuzzle-basededucationalgamesaccordingtodifferenteducationalgoals.Accordingtothedifferentmedia,itcanbedividedintoonlineeducationalgamesandofflineeducationalgames.Accordingtothedifferentteachingcontent,itcanbedividedintosingledisciplineeducationalgamesandmulti-disciplineeducationalgames.Thereisnohardandfastlinebetweeneachdivision,andtheremaybesomerelationshipbetweeneachother.First,Inthefieldofeducation,students'learningisgoal-oriented.Educationalgoalsrefertothestandardstowhichapersonshouldbetrained.Accordingtothegoalofeducation,itcanbedividedintoknowledge-basedgamesandpuzzlegamesWhenstudentsarelearning,educatorsalwayshaveasetoftrainingplans.Assumingthatthegoalofthecourseistolearnacertainkindofknowledge,theteachermustfocusonthedescriptionofknowledgepointswhendesigningtheeducationalgamesofthiscourse,sothatstudentscanaccumulateknowledgeintheprocessofplayinggames,soastoachievethepurposeofeducation.Forexample,themathematicaldisciplineforthepracticeofnumericalcalculationabilityofthenumbergame,[5]intheinformationtechnologyclassfamiliarwiththeWordoperationofthesavedeletegame.Gamesplayaroleindevelopingstudents'intelligence.Foryoungerstudents,mostoftheirlearningisaimedatdevelopingtheirintelligence,improvingtheirinterestinlearningandstimulatingtheirthirstforknowledge.Thepuzzlegameistoexercisethebrain,eyes,handsandsoonforthepurposeofthegame,sothatpeopleinthegametoimprovethelogicalanalysisability,thinkingagilityandhand-eyecoordinationability,thecontentinvolvesmanydisciplinesknowledge,extremelyextensive.Puzzleeducationalgamescanfindabalancebetweeneducationandentertainment,andhelpchildrenbuildself-confidencethroughindependentexplorationofconceptdesign.suchas,thepuzzleeducationalgames;PrimaryschoolmathematicsinthecustomsMazegames,Inthesecondstep,itcanbedividedtwocategoriesaccordingtothemedia.Communicationmediaarealsoknownascommunicationchannels,communicationtools,etc.,arethecarriersofcommunicationcontent.Intheprocessofeducation,themediareferstothemeansofdisseminatingtheteachingcontent.Accordingtodifferentmedia,educationalgamescanbedividedintoonlineeducationalgamesandofflineeducationalgames.WiththedevelopmentoftheInternet,theemergenceofMOOChasstimulatedstudents'enthusiasmforonlinelearning.However,withthecontinuousdevelopmentoftechnology,boringonlinecoursescannolongersatisfythegrowingenthusiasmofstudents.Onlinecoursesarebecominganinevitabletrendofonlinelearning.one.Thedirectionofthegameandthistrendgavebirthtoonlineeducationalgames.OnlineeducationalgamesusetheadvantagesoftheInternettotransferknowledgetostudentsinasituationalmanner,soastoachievethepurposeofeducation[7].Theonlinecounterpartisofflinelearning.Offlineeducationalgamesarecommonandneedtobecarefullypreparedbyinstructors.Pupilstendtolosetheirattentionandbedistractedbyotherthingsduringface-to-faceteaching.Atthistimetocarryoutappropriateclassroomgameactivities,helptostimulatestudents'enthusiasmforlearning,improvetheteachingsituation.Forexample,role-playinggamesintheCurrenteducationgamebasedonasinglesubjecteducationpriority,educationclasseducationgamesimilartothemultidisciplinaryeducation,thereisnocleardisciplinaryboundaries,subjectcombinationisdifferent,awiderange,involvinglargegamescenes,gameshowrichchange,thehighcost,notsuitableforschoolsandotherinstitutionsofeducationdevelopment,inthecurrentonlineeducationgames,isusuallyabigcompanydesignanddevelopment.[8]AlthoughEnglishteachingattheelementarylevelseemstobearelativelysimpleandelementaryteachingtask,itstargetiselementaryschoolstudents.Theirpsychologicalcharacteristicsaremorecomplicated.,Self-controlabilityisnotyetperfect,whichmakesprimaryschoolEnglishteachingbecomethemostspecialintheprocessofEnglisheducation.Notonlyisitrequiredtoattractstudents'attentioninclassandmakestudentsinterestedinEnglish,butalsotoletstudentsgetstartedassoonaspossibletoachievetheirlearninggoals.Attentionistheorientationandconcentrationofacertainobjectintheprocessofperception,thinking,memory,etc.Fortheyoungerpupils,theirattentionislargelyguidedbytheteacherandattractedbytheintuitiveteachingsituation.Aimingatthischaracteristicofprimaryschoolstudents,weincorporatestoriesorsongsthatprimaryschoolstudentslikeintothedesignofthegame,andcreateaclassroomatmospherethroughgameteachingtomaintainthestabilityofstudentsattentionduringclass.ThecharacteristicsofgameThebasiccharacteristicsofgameteachingmainlyinclude:purpose,education,entertainment,regularity,competition,challenge,fantasy,safety,etc..Thesecharacteristicsdistinguishgameteachingfromothertypesofteachingsoftware,thatis,themorethesefeaturesProminent,thegameismorelikealearningactivity,sothatpeoplecandistinguishwhatisagame.However,therearecontradictionsbetweentheentertainmentcharacteristicsofgamesandthepurposeofteaching.Inordertoresolvetheirconflicts,theabilityofgamedesignersmustbebroughtintoplay.Thebasiccharacteristicsofgameteachingareanalyzedasfollows:Thefirstcharacteristicispurpose.Itisthefinalresultthatthegameparticipantswanttoobtain.Thepurposeofthegamehasmanymanifestations,suchastherevealthediscoveryofthemystery,thefinalscoreandsoon.Thepurposeofthegameisdifferentfromthepurposeoflearningandthepurposeofteaching.Thepurposeofthegameexpresseswhathasbeenwon,whilethepurposeoflearninghighlightswhathasbeenlearned.Gameinstructionaldesigneristoconnectthepurposeofthegamewiththepurposeofteachingorlearning.Thesecondcharacteristiciseducational.Gameteachingisaseriousgame.Itisagamedevelopedspecificallyforspecificeducationalpurposes.Ithaseducationalcharacteristics.Itusesgamesasameansofeducation.Whendesigninggames,matureeducationaltheoriesareusedastheoreticalsupporttoachieveeducation.Balancegameplay,soastocompletetheproductrealizationoftheeducationalprocessthroughThethirdcharacteristicisstandard.Therulesaremadeartificially,whicharecertainrestrictionsandsomepermittedbehaviorsestablishedinthegame.Evenifthegamesimulatesrealityasmuchaspossible,itcannotbecompletelyconsistentwithrealThefourthcharacteristiciscompetitiveness.Competitivenessisnaturallythemostsignificantfeatureofthegame.Anygamehassomeformofcompetition,suchascompetingwithopponents,competingwithcomputersandsoon.Competitionisnotlimitedtoindividuals,butalsobetweenteams.Theconfrontationandcompetitioninthegameembodiestheminiatureandreappearanceofnaturalandsocialcompetition.Itisconsistentwiththedevelopmentofhumanadaptationtothenaturalsociety.Competitionandwinningorlosingarethemostessentialcharacteristicsofthegame.Competitioncannotonlystimulatelearners'enthusiasm,butalsostimulatelearnerstogeneratenewlearningmotivation.Inaddition,thecultivationofasenseofcompetitionisalsobeneficialforlearnerstoadapttosocietyinthefuture.Thefifthcharacteristicischallenging.Themostattractivefeatureofthegameisthechallenge.Challengingreferstohowhardtheparticipantscandotoachievethegoalsuccessfully.Simplyput,itisthe"passingthroughlevels"inmostgames.Participantsofthegamestartwithasimplelow-levellevel,andslowlylearntheskillstobreakthroughthelevelintheprocess,untiltheyfinallyreachthehighestlevelandsuccessfullycompletethetask[9].GamesinprimarySchoolEnglishThetypesofgameteachingusuallyhasthefollowingtypesofchallenges:comparisonspeed,comparisonreaction,comparisonmemory,comparisonobservation,comparisonimagination,comparisonthinking,etc.;thetypescanalsoincludelistening,speaking,reading,writingandvariouscombinationsofthem.Suchas:competitivelisteningteaching,diagnosticwordgameteaching,exploratoryvoicegameteachingandpracticegrammargameteaching.Becausenomatterhowfunthegameis,therewillbetimeswhenyouaretiredofplaying.Tokeepstudentsmotivatedtocooperateinteaching,gameteachingshouldbediverseandinnovative.Thespecifictypesareasfollows:Guesstheriddlegame:riddle-guessingisoneofthegameteachingactivitiesthatstudentslikeverymuch.Itisindeedaverygoodformofactivitytointegrateguessinggamesintotheclassroom.Studentsareveryinterestedinit.Itcannotonlyincreasestudents'Englishknowledge,butalsotraintheirlisteningandspeakingability,anddevelopstudents5intelligenceandcultivatetheirthinkingability.SomeEnglishriddlesthatcanbeusedforreferenceare:Letterriddles.Itismainlydesignedaccordingtothepronunciationoftheletters,thespecificmeaningsofthelettersandthepositionofthelettersinthewords[10].Vocabularygame:Firstly,theteachercandowordcompetitionforstudent.TheteacherproposesanEnglishletter,andthestudentspeaksthewordheadedbytheletteraccordingtotheletter.Theteachercanspecifythetypeoftheword.Whichstudentspeaksmorecorrectwordswillwinthevictory.ThesecondstepistoplayagameofmakingNewwords.Theteacherprepares78cards.Eachcardiswrittenwithoneletter.Atotalof26lettersarewrittenthreetimes,andthentheyareplacedinthereceivingbox,andstudentscandrawoutclevercards.Ofcourse,theremaybethreecardswiththesameletter.Underthecircumstances,studentsarerequiredtousethesecleverletterstocombinewords.Thenewcombinationofwordsusesasmanylettersaspossible.Intheend,thegroupthathasthemostcombinedwordsandthefastestisthewinner.Investigativetaskgame:LetstudentsuseEnglishtoperforminvestigationtasks,notonlycanexercisestudents'Englishapplicationability,butalsocultivatestudents'abilitytoanalyzeandsolveproblems.Inviewofthelimitedcontentofelementaryschoolstudents,wecandesignsimpleandeasy-to-implementsurveytasks.Forexample,afterlearningthewordsaboutcolors,youcandesignaquestionnairetoaskstudentstoinvestigatetheproportionoftheirfavoritecolorsamongtheirclassmates.Theclassisdividedinto4groups,andeachgroupmakesatablewiththenamesofthestudentsandthecolornames:White,Black,Red,Blue,Yellow,Green,Brown,Purple,askstudentstousethequestionnairetostarttheinvestigationwith"Doyoulike...?"inthegroup.Studentscanalsosuggestthattheymixdifferentcolorsintoanothercolorwhenreporting.T.P.Rgames:TotalPhysicalResponse(TotalPhysicalResponse)referstoateachingmethodinwhichteachersusebodybehaviorstoexpressthemeaningoflanguage[11],andatthesametimehavecloseinteractionbetweenbodybehaviorandlanguage,andteachEnglishthroughbodymovements.Thepronunciationexercisesusedinwordsorphrasesarerepresentedby"clap"onebyone.Intheteachingofnewwordsorphrases,teacherscanmakestudentsrememberthesewordsorphrasesbyrhythmicpronunciationandclappinghands.TheStepsofGameThegameactivitiesofelementaryschoolEnglishteachinghavethecharacteristicsofwidecontentandstrongvariability.Amongthem,theyfocusmoreontheprocessratherthantheresult,andencouragestudentstodevelopuniqueinterests.Gameactivitiesshouldbebasedonthethemebackground,contentselectionsuitablefortheagecharacteristicsofthestudents,designlivelyandinterestinggamecontentbasedonthestudents'existinglifeexperience,andorganizegameteachingaroundthedevelopmentofstudents'languageability.WhendesigningprimaryschoolEnglishteachinggameactivities,wecanimplementthemstepbystep.WhendesigninggameactivitiesforelementaryschoolEnglishteaching,wecanfollowthefollowingteachingsteps:Inthefirsttimetheteachercansetthepurposeoftheevent.Thelanguageknowledgeandtopicrangeforgameactivitiesisrelativelybroad.Whenwestudyanddiscussacertainlanguagetopicorusethelearnedlanguageknowledgetocompleteacertainactivitytask,wecanchoosetodesignthecorrespondingactivitygame.".Secondlytheteachershouldstimulateinterest.Whendesigningteachinggames,weshouldpresenttheleadingteachinggametopicsandtasksinawaythatisinterestingoracceptabletostudents.Inaddition,payattentiontothestatementoftherulesoftheeducationalgame.Forcertainregulargames,weneedtotellstudentswhattodoIntheendteachercanlaunchthegame.Afterstudentsunderstandtherulesofthegame,theycanstartthegame.Teachersandstudentshavetoparticipateinthewholegameprocessatthesametime.Teachersactasguides,organizers,andrefereesincompetitivegames.Studentsactastheleaderandimplementerinthegameprocess.TheRolesofGameGamecanconcentratethepupils'attentiononstudy.Animportantfeaturetonoteisselectivity.Undernormalcircumstances,adultshaveahighdegreeofselectivityforinformation.Theycanselectivelyfocusoncertainthingsaccordingtotheirneeds,andthenperformcognitiveprocessing.However,elementaryschoolstudentsarelessabletocontroltheirattention.Theylackflexibilityinthedeploymentofattentiontorelevantandirrelevantinformation.Thisisnotconducivetotheimprovementofstudents'learningeffects.Theintroductionofgamesintoteachingincreasestheinterestofteachingactivities.Inthisway,teachingactivitiesarenotonlyculturalknowledge,butalsointerestinggameactivities.Thiscanbetterattracttheattentionofprimaryschoolstudents,encouragestudentstofocustheirattentiononteachingactivities,andreducetheimpactofirrelevantattentiononprimaryschoolstudents.Therebyitisconducivetoimprovingthelearningefficiencyofstudents[12].Gamesareconducivetopupils’understandingofknowledge.Primarystudentslogicalthinkingiscloselylinkedtoperceptualexperience.Thebasiccharacteristicofelementaryschoolchildren'sthinkingistograduallytransitionfromtakingconcreteimagethinkingasthemainformtotakingabstractthinkingasthemainform.Toalargeextent,thiskindofabstractthinkingisstilldirectlypracticedwithperceptualexperience,andstillhasalotofconcreteandvividness.(ZhuZhixian,1979)Thischaracteristicofelementaryschoolstudents'connectionbetweenthinkingandconcreteimagesmakesitdifficultforelementaryschoolstudentstoacceptabstractthings,andtheyareeasytoacceptthingswithconcreteimages.Thegameisanimageactivity.Itcanimpartabstractknowledgetostudentsthroughspecificactivities.Inteachingactivities,elementarystudentsarefacedwithvividandconcreteactivities,chalkcharactersontheblackboard.Thiskindofteachingmodeissuitableforthethinkingcharacteristicsofprimaryschoolstudents,whichisbeneficialtotheirunderstandingofabstractknowledge,soastobetterlearnknowledge,andavoidthefeelingofbeingtiredoflearningbecausetheycannotunderstandknowledge.TheImportanceofGameInlearningEnglish,itisveryimportanttomotivateanddevelopthestudents5interest.InterestisakindofpowerwhatcandrivepeopletolearnactivelyandInthecontextofschooleducation,"game"and"learning"arenotopposites.GameclassroomteachingClassroomeducationgamingcanbringushappinessandreducenegativeemotions.Infact,gamesthemselvesareawayforchildrentolearn,andgamesareoftenusedinvariousstagesofproject-basedlearning.Today,letusstepintothegameandseehowtousethegametocreateasafe,positive,andcohesiveandhappyclassroomtolaythefoundationforstudents'higher-orderthinkingandlearning.Playisthechild'snature.Forgames,childrenalwaysenjoyit.Intheworldofchildren,ifthereisnogame,thenchildhoodwillbepainful.However,intoday'ssociety,thereareveryfewchildreninthefamily,mostofthemareonlychildren.Whichparentsdonot"hopeforachildtobecomeadragonandadaughtertobecomeaphoenix".Iwishmychildrenwouldsendthemtovariousschoolsassoonastheywalkedtolearnthisway,studythatway,thechildrendon'tevenhavetimetoplay.Thepressureonthesechildrenisreallygreatnow!Oureducationistoteachchildrentobechildren,nottoviolatethelawsofnature.Wecan'tletstudents'childhoodsbegray.Wemustnotonlyletthechildrenlearnhowtolearn,butalsoletthemhavetimetoplay.Infact,thereisnoconflictbetweenthetwo.Aslongaswebringgamestotheclassroom,itisenoughtoformagame-basedclassroomteaching.Motivationcanbedividedintotwotypes:comprehensiveandinstrumental.ofall,forelementaryschoolstudents,itseemsthatneitherinstrumentalnorcomprehensivemotivationisafactorthatenhancestheirforeignlanguagelearning.Themotivationsofkindergartenchildrentolearnforeignlanguagesmaybequitedifferentfromthoseofolderchildren,becauseyoungchildrenareusuallyreluctanttolearnforeignlanguages.Initially,theirmotivationcamefromtheirparentsattendingkindergartenEnglishcourses.Therefore,intheprocessofsecondlanguagelearning,parentalsupportandcurriculumencouragementarealsoveryimportant.Theimpactoflearningexpectationsandattitudestowardsparentsonlanguagewillalsoaffectchildren’slearningConsolidatetheLearningEffectofThecognitivecharacteristicsofprimaryschoolchildrenarethattheyacceptnewknowledgequickly,butforgetitquicklyatthesametime,soitneedstobeconsolidatedintime.Butsimplemechanicalrepetitionisdifficulttoachievetheidealpurpose,andandevenproduceresistance,fear,aversion.Accordingtotheresearchofgeneralpsychology,thehumanmemorylargelydependsonthenatureoftheactivitytask,whenthememorymaterialbecomesthedirectobjectofthehumanactivity,thememoryeffectisgood,letthestudentsdirectlyoperatethememoryobject,canimprovethememoryeffect.Appropriateuseofgameswithstronginterest,strongpurposeandstrongparticipationinEnglishclassroomteachingcanenablestudentstodirectlyuseandexperiencethememorizedcontent,andinthiswayimproveclassroomteachingefficiencyandconsolidatelearningeffecttoalargeextent.ProblemsofAttentioninGameThegamehasalonghistoryandrichcontent.Itisafavoriteactivityofchildrenandadolescents.Gamesareentertaining,imitative,competitiveandcreative.Throughgameteaching,studentscannotonlyentertain,cultivatenoblemoralsandgoodsentiments,butalsomaintainphysicalandmentalhealth.Therearegamecontentschoolteachinginmanycountriesintheworld.Inourcountry’sprimaryschoolEnglishclasses,gamesarealsowidelyused.Inordertomakethegameactivitiesreceivebetterresults,whenteaching,webelievethatthefollowingissuesshouldbepaidattentionto.CombineGameswithItisnecessarytocombinegameswithknowledge.Gamesinclassshouldbedifferentfromgamesafterclass.Thepurposeofclassroomgamesistoserveteaching.Therefore,teachersshouldbegoodatcombininggameswithteachingcontentsothatstudentscanplayandlearn,cultivatetheirinterestinlearningandimprovetheefficiencyoflearning.Let'stalkaboutaspecificexamplebelow.Thenameofthegameis"ListeningtotheAlphabetContest".Thisisagametotrainstudents'abilitytorecognizeletters.Theteacherfirstwritestheuppercaseandlowercaselettersthattheyhavelearnedonthecards,dividesthecardsintotwogroupsandsticksthemontheblackboardaccordingtothecase,andthendividesthestudentsintotwogroups.Atthebeginningofthegame,thefirststudentineachgroupwenttotheblackboardandwaited.Theteachersaidaletter,andthetwostudentsimmediatelytooktheletterreadbytheteacherandputitonthepodium.Onepickeduppercaselettersandtheotherpickedlowercaseletters.2pointsareawardedforthosewhoarerightandfast,1pointisforthosewhoarerightandslow,andnopointsareawardedforthosewhoarewrong.Whentheteacherreadsthefirstletter,thesecondstudentineachgroupshouldcomeforwardandwait,andthefirststudentafterpickinguptheletter,theteacherimmediatelysaidanotherletter,thegamecontinued,andthegroupwithmorescoreswasthewinner.Throughthisgame,studentshaveaclearerunderstandingofalphabetlisteningpractice.PayAttentiontotheSafetyofGameTeachersshouldpayattentiontothesafetyofthegame.Whenchoosingateachinggame,safetyfactorsshouldbeplacedinanimportantposition.Intheprocessofteachinggames,teachersshouldpayattentiontosafetyissuestoensurethatstudentscarryoutgamessafely.Ifforstudentshurtinthegame,roductionofeducationalgamesintoelementaryschoolmathematicsteachingcannotonlysolvedifficultteachingproblems,butalsoachievetheeffectofeducationalandBeforethegame,theteachershouldconsidertheobjectiveconditionsforteaching,explaintheprecautions,andpayattentiontotheagecharacteristicsofthechildren.Theyoungerstudentsarenotsuitableforsomeintensesportsgames,whichmayeasilycausesafetyhazards.UseTheRewardSystemofGameAdopttheuseofappropriaterewardmechanismsofgame.Suhomlinski,aneducatorintheformerSovietUnion,pointedout:Therearethousandsofwaystostimulatestudents'learningmotivation,butthemostimportantoneistogivestudentsasuccessfulexperience.Elementarystudentsarelimitedbytheircognitiveabilities,anditisdifficulttocorrectlyevaluatethemselves.Teachers'praiseandencouragementwillmakethemrealizetheirabilitiesandvalues,andfurtherincreasetheirenthusiasm.Butthefocusofpraiseandmotivationis"appropriate".First,itismainlybasedonpraiseandmotivationofgame.Ithasagreatereffectonstudentsthancriticism.Timelyevaluationisgenerallybetterthanuntimelyevaluation,becausetimelyevaluationcanenablestudentstoparticipateinlearningactivitiesmoreactivelyundertheeffectofjust"sweetness".Fullyaffirmtheenthusiasmofstudentstotaketheinitiativetoanswerquestions,givespiritualrewardsandinteractiveevaluations,reflectthediversityofevaluations,andallowstudentstoberecognizedforsuccess.Materialrewardsalsohavethepowertoencouragestudentstoworkhard,suchas:five-pointedstars,inscribedchildrenwithvariouspraisewords.However,iftherewardisexcessiveorunfair,itmayloseitseffectiveness,andevencausestudents'materialdesires,leadingtowronglearningmotivation.Thesecond,praiseandencouragementshouldbemoderate,notexcessiveorinsufficient.Excessiverewardscancausestudentstobecomeproudandignoretheirownshortcomings,whichcanleadtonegativeresults.Combinecriticismandrewards,pointoutthedirectionoffurthereffortswhilepraising,andaffirmitsprogressivewhenThirdly,teachersshouldalsopayattentiontothespecificrealizationofgamerewardsintheclassroom.Regardingthisproblem,Iusuallydothis,andtheentireclassshouldpromptlyevaluatetheinitiativeofstudents,continuetousewordstoencouragestudents,anduseclas