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Game, or play has existed as a universal activity for a very long time, and it is still hard to give a clear and specific definition. But with the references above, it is easier to conclude that game refers to any activities for amusement and excitement with certain rules.
2.2 Advantages of game teaching
Game teaching has been applied both in PE class and English class, but in the latter one, it is more like a way to test whether knowledge has been well grasped.
Zhao Ying (2014) reckons that language acquisition is boring, appropriate use of games might help students learn English more easily and effectively.
According to the experimental result of Lyu Yangmin (1994), game teaching not only conforms to children’s cognitive rules and physically and mentally developmental rules, but also beneficial to the improvement of their level of attention. Liu Zhihui (2009) agrees with this finding.
Besides, Zhao Rong (2009) holds the view that game teaching is just a helpful method for learner to acquire grammar rules and adapt to target cultures in a concrete context by interaction and practice.
The experiment of Mania Moayad Mubaslat (2012) shows that games have a good effect on creating an interactive environment. Provided that games are appropriate and carefully chosen, and games ought to be employed at all the stages of the lesson, including preschool stage.
2.3 Relevant studies on game teaching at home and abroad
2.3.1 Relevant studies on game teaching abroad
Since Ancient Greece, foreign countries especially western countries have paid a lot of attention to children’s education. Many ancient educators like Plato, Johann Amos Comenius, John Locke and Rousseau were advocators of game application in teaching. Among them, Plato thought highly of games and thought games should not only be played but also combined with the moral education. However, the limitation of social and educational situations restricted him from forming a systematic theory about game teaching until Friderich Frobel’s great contribution.