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一、背景阐述在课程游戏化建设的不断推进中,教师们逐步的意识到:游戏作为幼儿的基本活动,是幼儿的一种内在动机行为,我们应尊重幼儿游戏的自由、自主、愉快、创造的精神。随着这一理念的建立,在学习借鉴别人游戏组织经验的基础上,大家尝试着放手,将游戏真正还给孩子。教师通过观察游戏了解幼儿,通过环境的创设和适当的介入支持幼儿的游戏。但是在实际的教育教学中,如何让这一理念转化为具体的行为,怎样做好幼儿游戏的观察,教师们困惑了。
First, the background description In the process of game-based construction of continuous progress, teachers gradually realized that: the game as a child’s basic activities, is an inherent motivation of young children, we should respect the freedom of children’s games, autonomy, pleasure, creation the spirit of. With the establishment of this concept, based on learning from the experience of other people’s game organizations, we try to let go and give the game back to children. Teachers learn about young children through observation of the game and support young children’s play through the creation of the environment and appropriate intervention. However, in the actual education and teaching, how to make this concept into concrete behavior, how to make the observation of early childhood games, teachers are puzzled.