笔者在英国伦敦 Invicta 小学教授汉语时面临在进行词汇教学时如何能够既有趣味性又能确保有效性的问题。在分析了 Invicta 小学实施趣味性课堂活动的必要性、重要性和可行性后，笔者遵循教学目标为导向、内容贴合生活、形式丰富多样、设计简单有趣重参与、操作合理可行的设计原则，设计、实施了 6 个歌曲类课堂活动、8 个传统游戏类课堂活动和 4 个网络游戏类课堂活动。

笔者以两个学习风格不同的班级为主要观察对象，从两个班的课堂参与行为、测验成绩和调查问卷进行有效性的分析。学生的课堂参与行为从学生的应答情况和参与人数进行分析。测验包括听力和阅读两部分，成绩结果从总成绩、识读成绩和听力成绩进行分析。调查问卷包括学生对各个活动的评分以及参与意愿。根据上述结果，笔者得出以下结论：借助歌曲和游戏类的课堂活动能够帮助不同学习风格的班级学习词汇；各个活动的参与度情况有差异；趣味性的课堂活动对识读的帮助大于对听辨的帮助；游戏类的课堂活动比歌曲类的课堂活动更受学生欢迎。
对此，笔者对各个类型的课堂活动提出改进建议，歌曲类课堂活动可有针对性的使用展示方式、选择合适的歌曲；传统游戏类课堂活动可在同伴练习中引进竞争机制、增加集体应答的安排；网络游戏类课堂活动需要教师做好预判、提高课堂管理意识和方法。笔者给出使用建议：使用不同类型的课堂活动；善用参与度不同的活动；控制好活动中的生生互动；注意教师语言。

When teaching Chinese at Invicta Primary School in London, the author was faced with the problem of how to make vocabulary teaching both interesting and effective. After analyzing the necessity, importance and feasibility of implementing interesting classroom activities in Invicta Primary School, the author follows the design principles of target-oriented teaching, content fitting life, diversified forms, simple and interesting design emphasizing participation, and reasonable and feasible operation. Designed and implemented 6 classroom activities of song, 8 classroom activities of traditional games and 4 classroom activities of online games.

The author takes two classes with different learning styles as the main objects of observation, and analyzes the effectiveness of classroom participation behavior, test results and questionnaires of the two classes. The students' classroom participation behavior is analyzed from the students' response and the number of participants. The test consists of two parts: listening and reading, and the results are analyzed from the overall scores, literacy scores and listening scores. The questionnaire included students' ratings of each activity and their willingness to participate. According to the above results, the author draws the following conclusions: Classroom activities with songs and games can help students with different learning styles to learn vocabulary; The participation of each activity is different; Interesting classroom activities are more helpful to reading than listening; Game class activities are more popular than song class activities.

In this regard, the author puts forward some suggestions for the improvement of various types of classroom activities. The song class activities can be targeted at the use of presentation methods and the selection of appropriate songs; Traditional game class activities can introduce competition mechanism and increase the arrangement of collective response in peer exercises. Online game class activities need teachers to do a good job in anticipation, improve the classroom management awareness and methods. The author gives some suggestions: use different types of classroom activities; Make good use of activities with different levels of participation; Control the interaction between students and students in activities; Pay attention to teacher language.