本研究旨在探讨游戏教学法在英国小学生中文学习中的应用效果。通过实证研究法，分析游戏教学法在提高学生中文学习兴趣、积极性以及提高学习效果方面的影响。研究对象为来自洛校和欧校的两个三年级班级，共六十名学生，分为A班（对照组）和B班（实验组），均已学习中文两年，年龄、中文水平大致相当，并且都是英语母语者。

本研究采用了对比实验研究法，以A班为对照组，B班为实验组。实验组在教学过程中引入了数字游戏，而对照组则使用传统游戏。研究持续一个学年（四个学期），通过对比两个班级的中文学习成绩、学生参与度和课堂纪律等方面的表现，评估传统游戏和数字游戏在英国小学生中文学习中产生的不同效果。本研究使用了课堂观察表、前后测对比、学生自评表和游戏评价表等几个工具搜集数据，在初步获得量化数据后，本研究使用SPSS 23.0统计软件进行深度处理。主要的统计方法包括描述统计、相关分析、T检验以及独立样本单因子方差分析等。这部分内容是本文的第二章，研究的设计背景、设计思路和数据搜集方法都在其中。

之后，本研究对数据进行分析。结果显示，经过一个学期的实验，实验组的中文学习成绩、学生参与度以及课堂纪律与对照组整体来看差别不大，这从测试的总分中可以看出。但是A班和B班在口语、听力、阅读等语言技能方面存在着差异。传统游戏对口语能力和交际能力的提升更加有帮助，而数字游戏则对阅读、听力更有帮助。这意味着，中文教师在进行游戏选择和设计的时候，可以根据学生的特点以及不同的课型进行针对性的选择。

同时，本研究发现了在游戏教学法实施过程中的一些问题：1.游戏设置与教学目标不符；2.游戏实际时长难以控制；3.游戏活动中课堂纪律不佳。并且，针对这些问题，本研究提出了相应的解决策略，以供中文教师参考：1.在游戏设计和实施过程中要不断强调教学目标，对于与教学目标无关的项目和交流要及时停止和纠正；2.将游戏细分为不同小节，每个小节按计划进行，并且要留有一定灵活处理的时间；同时要保证游戏规则简单易懂，避免学生不理解游戏规则而难以推进流程的情况；3.纪律问题可以多向当地教师请教和求助，新手教师尤其要设立明确的课堂纪律，和学生保持恰当的关系，保护自己的权威；多多利用奖惩机制，尤其是集体性的、本地化的机制，借助学生之间的互相督促，维持秩序。

The purpose of this study is to investigate the effectiveness of the game teaching method in Chinese language learning for elementary school students in the UK. Through the empirical research method, the impact of the game teaching method in increasing students' interest and motivation in Chinese language learning as well as improving learning outcomes was analyzed. The subjects of the study were two third grade classes from School L and School O, with a total of sixty students, divided into Class A （control group） and Class B （experimental group）, all of whom had studied Chinese for two years, were of roughly equal age and Chinese level, and were native English speakers.

In this study, a comparative experimental research method was used, with Class A as the control group and Class B as the experimental group. The experimental group introduced number games in the teaching process, while the control group used traditional games. The study lasted for one academic year （four semesters） and assessed the different effects of traditional games and digital games in Chinese language learning of British elementary school students by comparing the performance of the two classes in terms of Chinese language learning achievement, student participation and classroom discipline. Several instruments were used to collect data, including classroom observation forms, pre～ and post～test comparisons, student self～assessment forms, and game evaluation forms. After obtaining preliminary quantitative data, this study used SPSS 23.0 statistical software for in～depth processing. The main statistical methods include descriptive statistics, correlation analysis, t～test, and one～way ANOVA for independent samples. This part is the second chapter of this paper, in which the design background of the study, design ideas and data collection methods are presented.

After that, this study analyzes the data. The results showed that after one semester of the experiment, the experimental group's Chinese language learning performance, student participation, and classroom discipline were not significantly different from the control group as a whole, as shown by the total scores of the test. However, there were differences between Class A and Class B in language skills such as speaking, listening, and reading. The traditional games were more helpful in improving speaking and communicative skills, while the number games were more helpful in reading and listening. This implies that Chinese teachers can target their game selection and design according to students' characteristics and different class types.

At the same time,, this study found some problems in the implementation of the game teaching method: 1. the game settings did not match the teaching objectives; 2. the actual length of the games was difficult to control; 3. classroom discipline was poor during the game activities. And, in response to these problems, this study proposes corresponding solution strategies for Chinese teachers' reference:1. constantly emphasize the teaching objectives during the game design and implementation, and stop and correct the items and communication that are not related to the teaching objectives in time; 2. subdivide the game into different sections, and each section should be carried out according to the plan, and leave a certain amount of flexible processing time; at the same time, ensure that the game rules are simple and easy to understand, so as to avoid the situation that students do not understand the rules of the game and have difficulty in advancing the process; 3. discipline problems can be solved by asking more advice and help from local teachers, and novice teachers especially should set up clear classroom discipline, maintain appropriate relationships with students, and protect their authority; make more use of reward and punishment mechanisms, especially collective and localized ones, to maintain order with the help of students' mutual supervision.