2. Literature Review

2.1 Definition of Games and Game Teaching

Different people have different definitions for games. Spodie Bernard and Saracho Olivia (1994: 271) proved that games are different kinds of activities, which are highly structured and include specific rules to be followed. Brown H.D (1996:179) expressed “a game could be any activity that formulized a technique into units that can be scored in some way.” According to Longman Dictionary of Language Teaching and Applied Linguistics, “games” in language teaching can be defined as an organized activity that usually has the following properties: 1) a particular task or objective 2) a set of rules 3) competition between players 4) communication between players by spoken or written language. Flexner and Hauck say: “a game is a competitive activity involving skills, chance, or endurance in the part of two or more persons who play according to a set of rules, usually for their own amusement or for spectators” (Xiang Li,2011:49-51).  “The game is children’s nature, for children the game is life and the life is a game” (Li Xuejun，2004:63). Therefore, we know that game includes many factors such as rules, competition, relaxation, and learning, in particular.

Game teaching is a teaching method which is aimed at teaching and applying games in teaching (Hong Zirui, 1999). Game teaching is the combination of games and teaching, so it has the features of both game and teaching. Game teaching has following features. The first one, game teaching is designed by the teachers based on t he teaching aims and teaching content. What’s more, it’s aimed at serving for the teaching content. That’s to say, game teaching is not only an entertainment, but also a method to develop students’ recognition. The second one, game teaching usually designs the game situation based on the teaching content. Game teaching combines the games form and teaching content appropriately. The tasks of games are consistent with the teaching aims. Teaching aims are achieved in the games activities. ( Shu Dingfang,2003:54-62)

2.2 Studies Abroad

Due to the limitation of society and education, researches on game teaching before the period of Friedrich Froebel were not systematic and game teaching was mainly used in kindergarten and seldom in primary school (Zhang Zhengdong,2003:57-58)．From Froebel on, the researches on game teaching gained new development. Froebel was the German educator of the 19th century, he was the father of children’s education. Froebel chose the German term kindergarten because he intended to make children in his school grow as freely as flowers in a garden. He wanted his school to be a garden where children unfolded as naturally as flowers. He thought games are the characteristics of children’s activities, games and languages are elements of the children’ lives. Through a variety of games, children’s inner life and activities become independent and self-directed, external self-performance, so that they can gain happiness, freedom and satisfaction, and can maintain the balance of inner and outer. Children’s game activities are often accompanied by the expression of the language, which is beneficial to the development of the children’s language.

However, from the view of present game, Froebel’ game teaching was only called teaching practice rather than game teaching or teaching model.

In the late 20th century, Maria Montessori who was Italian physician, her methods of early childhood education have become internationally popular. Montessori’s curriculum emphasized three classes of activity: 1. practical, 2. sensory and 3. formal skills and studies. Such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners are introduced to children. Montessori is an expert who achieved an everlasting contribution to children’s education and game teaching theory after Froebel.