Dominant Teaching Methods Of Montessori's Game Teaching In Montesori

Dominant teaching methods, such as interpretation method, practice method, whose traditional teaching method is monotonous and boring, having low teaching effect and obvious gap with the new curriculum requirements. Primary School English Schema (Kang Yun,2014) indicates: “interest is the best teacher to learn a language. However, as a primary school English teacher, how to make students fall in love with the boring language? That is a question. First of all, arouse the interest of students’ learning English, which is also an important task of the current primary school English teaching.” In recent years, game teaching in primary school English class has showed strong vitality, and this new teaching method is popular among both teachers and

She thinks the game is a kind of unconscious activity to perform a certain actions, the spontaneous activity of impulse. In terms of game teaching, Montessori emphasizes the importance of designing and using a variety of teaching aids. She considers that kids’ sensory training must be controlled by children themselves, and each sensory training should be associated with corresponding teaching aids. In this way, Montessori’s game teaching theory pays more attention to the role of teaching aids than Frobel, but she also ignores the teacher’s personality and students’ interaction in the teaching, and hence is not

Primary students’ age is usually between 6 and 12 years old, and at this age they are just away from their parents’ arms and into formal campus life, being difficult to adapt to the monotonous life. At this time, they own some characteristic like curiosity, good activity, and loving performance. So the game just meet their little “vanity”. In the classroom, playing games either let children learn some new knowledge, also let each of them actively participate in classroom, which is good for their body growth and