幼儿园教学游戏常见问题的再思考  

Rethinking on Common Problems in Kindergarten Teaching Games

作　　者：贾慧慧[1] JIA Hui-hui(Shanxi Datong University,Datong 037009,China)

机构地区：[1]山西大同大学教育科学与技术学院,山西大同037009

出　　处：《当代教研论丛》2023年第6期63-66,共4页contemporary Teaching and Research

基　　金：2019年山西省高等学校哲学社会科学研究项目:山西省农村地区学前教育保教质量监测体系研究(2019W110);2019山西省教育规划课题:普惠性民办幼儿园教育质量体系构建研究(GH-19058)。

摘　　要：教学活动游戏化是实现“幼儿园以游戏为基本活动”的必要组成部分,但由于教师对教学游戏主体、对象、内容存在认识上的偏差,在实践中会出现教学游戏是部分幼儿的“战利品”、教学活动的“装饰品”和教师的“专属品”的情况。文章认为,教师对教学游戏内涵的理解要注重融入游戏精神,游戏活动主体上要赋权儿童,游戏内容的来源要对标教学目标,游戏对象要面向全体。The gamification of teaching activities is an essential part of realizing the goal of“playing games as the basic activity in kindergartens”.However,due to teachers’misunderstanding of the subject,object and content of teaching games,in practice,teaching games become the“trophies”of some children,the“decorations”of teaching activities and the“exclusive products”of teachers.This paper holds that teachers should pay attention to integrating game spirit into their understanding of the connotation of teaching games,empower children in terms of the subject of game activities,benchmark the source of game contents against teaching objectives,and face all children in game objects.

关 键 词：幼儿园 教学游戏 游戏精神 

分 类 号：G612[文化科学—学前教育学]