本文以游戏教学法在新西兰罗伯森路小学的具体应用为研究主题，通过课堂观察、问卷调查、访谈和案例分析等研究方法，来论证游戏教学法在汉语教学实践中的必要性和有效性，为日后赴海外进行汉语教学的教师提供有关游戏活动设计与实施的参考。

目前，国内研究者对新西兰汉语游戏教学法的研究还在探索阶段，缺乏理论方面的研究，相关论著以汉语教师的教学实例总结为主。新西兰汉语课堂游戏活动设计多为课堂活动设计和言语技能训练的补充，缺乏专门性的汉语课堂游戏教学法的研究。所以，很有必要专门针对游戏教学法，通过收集与归纳相关的教学实践，探究其在新西兰汉语课堂中的运用并从中提炼经验与教训。

本文从心理学、教育学和二语习得三个角度出发，分别选取了建构主义学习理论、沉浸理论、情感过滤假说作为游戏教学法的理论依据。然后结合新西兰的教育风格和罗伯森路小学学生的特点，同时依据相应的游戏设计原则和设计思路，设计了16种适用于本土汉语课堂的游戏活动。不同于前人多按照语言知识类型划分游戏活动，本文主要依据课程环节设计对游戏活动进行了整理和分析：复习旧课/导入新课游戏、操练新知识游戏、巩固知识游戏、课堂管理游戏。这样分类既保证了汉语课不同环节的协调有序地进行，也为游戏活动设计提供了新思路。接下来，对该校师生的调查与访谈结果进行了统计分析，总结这16种游戏活动对汉语教学的辅助有效程度，包括是否激发学生的学习兴趣、是否帮助学生学习汉语语言、是否帮助学生学习中国文化，然后进一步分析其背后的原因。最后，本研究得出对新西兰汉语课堂游戏活动设计的一些启示并尝试提出建议。

通过实践和研究发现，将游戏教学法运用到新西兰罗伯森路小学的汉语课堂能取得较好的学习效果。但是在具体游戏活动的设计和实践过程中，教师们不仅要把握好知识点，更要将其进行合理的教学游戏设计，结合当地教学的特点，充分发挥游戏教学法的优越性，让游戏教学法因地制宜。

Based on the subject of the application of game teaching method in Robertson Road School of New Zealand, the paper attempts to demonstrate the validity and necessity of game teaching method through its application in the teaching practice, supplemented by the analysis results of classroom observation, case study, questionnaire and interview, in order to provide references for teachers of Chinese language teaching in the future.

Domestic scholars’ research on Chinese game teaching method of New Zealand is still in the exploring stage where relevant works are the summaries of teaching examples by experienced teachers, in lack of theoretical research. The design of game in Chinese class of New Zealand can be mostly seen as a supplement to the design of class activities and the training of speech skills, in lack of specialized research on Chinese game teaching method. Therefore, for game teaching method, it is necessary to collect and summarize the practical experience of Chinese game teaching method overseas based on different countries and discuss it within theory.

From the perspectives of psychology, pedagogy and second language acquisition, the paper selects Constructivism, Flow Theory and Affective Filter as the theoretical basis of game teaching method. Then, according to the principles and ideas of game design, 16 kinds of games are designed for Chinese class, based on the education style of New Zealand and features of the pupils of Robertson Road School. Different from the predecessors who classified class game based on the type of language knowledge, the author sorts out and analyzes the game according to the design of class procedure: game of reviewing the knowledge already known and introducing new lessons, practicing new knowledge, enhancing knowledge and class management. Such classification ensures the coordinated progress of different procedures of Chinese class and provides a new idea for the design of games of Chinese class. Based on the statistical analysis of the survey and interview of the students and teachers in the school, the paper summarizes the effectiveness of those 16 kinds of games in supporting Chinese teaching, including whether they stimulate students’ interest in learning, whether they help students learn Chinese language, and whether they help students learn Chinese culture, and then further analyzes the reasons behind them. At last, the author draws inspiration from the study on the design of game in Chinese class of New Zealand and tries to offer some suggestions.

Through the study, it is found that game can be used in the Chinese teaching class of Robertson Road School of New Zealand to achieve good results. However, in the game design and practice, teachers are required not only to grasp the knowledge, but also design the game appropriately. Considering the characteristics of local teaching, teachers should give full play to the superiority of game teaching method and make it adapt to the local environment.