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Introduction of the information
The pedagogical strategies may various， such as co-teaching， group discussion， educational game， role-playing， and some other kinds of methods. After classes， students can surf on the internet along with their teaching materials. The teachers may post some subject-related questions to the teaching activities with some supplemental materials. After comparing difference-in-differences teaching methods， we may draw an idea that the teaching methods should be developed in the following patterns： teachers’ training and supervision， textbooks’ revolution and structuring of curriculum content.
Feedback from co-teaching method
The co-teaching method includes pair work， group work， role-play and so on. We always say that to teach students how to study rather than only transfer the knowledge to the students in an efficiency way. Transfer knowledge to students may help the learners to absorb the points summarized by the teachers or instructors. The popular methods from co-teaching method are team work and role-play. Team work is the one which organize students to discuss and observe the experiential inside a group or team.
The method of role-play usually operated after the reading text， as American scholars， who mentioned that role-play is the one of the best teaching methods. Through role-play， the abstract knowledge turns to be more flexible and active. The benefits of choosing teaching method of role-play， which motivate students’ activities， stimulate their interests of participation， as well as enhance their ability in considering knowledge not only on vocabulary， but also social relationships.
The classification of co-teaching method includes station teaching， one teach， parallel teaching， alternative teaching and team teaching. No matter which kind of co-teaching method used in an actual classroom situation， the balance between the teachers and students should be considered at the beginning of the lesson. Teachers should be paid much attention to the communication between students， especially for some group discussion on the open questions.
The advantage of pursing co-teaching method in the classroom situation includes approach students’ ability in collaborating their friendships or partnerships. To which aspect to allocate the method of co-teaching， the former one may direct students to inform the knowledge and acknowledge the pathway of studying. Inside a group discussion， students try to predict the relationship ahead， such as conflicts and negotiation. Teachers ought to teach learners as a whole， in order to transfer the correct directions to others. Feedback from educational games
The traditional teaching method is to control students to attend the class， listening to an experienced teacher’s speech. Form collecting data through making questionnaires on analyzing different teaching methods， it is obviously demonstrated the existing challenges for using educational games. Most of people support the idea of using the educational games in the actual classroom situation， due to this method could arouse students’ interest in gaining knowledge continually.
Table 1： Analyzing the teaching methods among traditional teaching method， co-teaching and educational games
From analyzing the traditional teaching method in our classroom situation， especially in teaching listening and speaking， the audio or video materials have a positive effect on transferring knowledge. Based on the Table 1 above， the data collecting from the questionnaires and interviews， about 99% and 97% interviewees agreed the co-teaching and educational games are suitable for students’ practicing their listening and speaking. Moreover， it may also need to alone with the well-designed games in teaching listening and speaking.
There are an increasing number of scholars suggested to motivate students’ interests in studying English through exploring the benefits of educational games. The survey we discussed above which represent the challenges from designing educational games and implementation. In terms of this， the purpose of this report mainly focuses on evaluating how to design the educational games in order to deliver a positive learning outcome. In a board sense， the games used in education， refers to not just playing games that its purposes beyond pure entertainment （Backlund and Hendrix， 2014）.
Even though plenty kinds of educational games have been developed by the researchers， few of the educational games have been implemented. In other words， this point can be considered as a shortage of educational games. Moreover， it may appear the facts that the bias existed in today’s society， especially for the local education environments. In addition， both teachers and instructors have to pay attention to make a balance between the games and education.
The pedagogical strategies may various， such as co-teaching， group discussion， educational game， role-playing， and some other kinds of methods. After classes， students can surf on the internet along with their teaching materials. The teachers may post some subject-related questions to the teaching activities with some supplemental materials. After comparing difference-in-differences teaching methods， we may draw an idea that the teaching methods should be developed in the following patterns： teachers’ training and supervision， textbooks’ revolution and structuring of curriculum content.
Feedback from co-teaching method
The co-teaching method includes pair work， group work， role-play and so on. We always say that to teach students how to study rather than only transfer the knowledge to the students in an efficiency way. Transfer knowledge to students may help the learners to absorb the points summarized by the teachers or instructors. The popular methods from co-teaching method are team work and role-play. Team work is the one which organize students to discuss and observe the experiential inside a group or team.
The method of role-play usually operated after the reading text， as American scholars， who mentioned that role-play is the one of the best teaching methods. Through role-play， the abstract knowledge turns to be more flexible and active. The benefits of choosing teaching method of role-play， which motivate students’ activities， stimulate their interests of participation， as well as enhance their ability in considering knowledge not only on vocabulary， but also social relationships.
The classification of co-teaching method includes station teaching， one teach， parallel teaching， alternative teaching and team teaching. No matter which kind of co-teaching method used in an actual classroom situation， the balance between the teachers and students should be considered at the beginning of the lesson. Teachers should be paid much attention to the communication between students， especially for some group discussion on the open questions.
The advantage of pursing co-teaching method in the classroom situation includes approach students’ ability in collaborating their friendships or partnerships. To which aspect to allocate the method of co-teaching， the former one may direct students to inform the knowledge and acknowledge the pathway of studying. Inside a group discussion， students try to predict the relationship ahead， such as conflicts and negotiation. Teachers ought to teach learners as a whole， in order to transfer the correct directions to others. Feedback from educational games
The traditional teaching method is to control students to attend the class， listening to an experienced teacher’s speech. Form collecting data through making questionnaires on analyzing different teaching methods， it is obviously demonstrated the existing challenges for using educational games. Most of people support the idea of using the educational games in the actual classroom situation， due to this method could arouse students’ interest in gaining knowledge continually.
Table 1： Analyzing the teaching methods among traditional teaching method， co-teaching and educational games
From analyzing the traditional teaching method in our classroom situation， especially in teaching listening and speaking， the audio or video materials have a positive effect on transferring knowledge. Based on the Table 1 above， the data collecting from the questionnaires and interviews， about 99% and 97% interviewees agreed the co-teaching and educational games are suitable for students’ practicing their listening and speaking. Moreover， it may also need to alone with the well-designed games in teaching listening and speaking.
There are an increasing number of scholars suggested to motivate students’ interests in studying English through exploring the benefits of educational games. The survey we discussed above which represent the challenges from designing educational games and implementation. In terms of this， the purpose of this report mainly focuses on evaluating how to design the educational games in order to deliver a positive learning outcome. In a board sense， the games used in education， refers to not just playing games that its purposes beyond pure entertainment （Backlund and Hendrix， 2014）.
Even though plenty kinds of educational games have been developed by the researchers， few of the educational games have been implemented. In other words， this point can be considered as a shortage of educational games. Moreover， it may appear the facts that the bias existed in today’s society， especially for the local education environments. In addition， both teachers and instructors have to pay attention to make a balance between the games and education.