Question 2: How to observe the game? Children's play behavior is a reflection of children's development level, so any children's play behavior can be explained by development significance. Teachers observe randomly in the game, and pay attention to every ordinary moment of children according to their own understanding and experience of children's development, which is the basis for them to understand and guide children. The following points can be used as a reference for teachers to observe children's play behavior: children's interest, behavior type, behavior duration, behavior purpose, factors affecting behavior, behavior sociality, emotional state and so on. Do you want to design the observation content? There are two kinds of teacher's observation in the game: one is random observation; The second is purposeful observation. The so-called purposeful observation is mainly based on the preset indicators of the development level of children's various behaviors. So many times, according to the needs of education and research, we will design the observation content before the game, that is, to determine the target child (to observe a child purposefully) or to determine the target behavior (to observe a certain aspect of behavior purposefully), so as to determine the targeted education plan through observation and analysis. What should I do if my game plan often fails to be completed as I wish? Games are children's spontaneous and independent activities, and the rights of games are children's. Therefore, children are the masters of the game, and the role and position of teachers should be the creators of the game environment, the observers of the game process and the supporters of the game progress. Games are planned and developed by children in the process of activities, which has great uncertainty and teachers can't plan children's game process. The teacher's plan is only the focus of creating environment and purposeful observation. Its purpose is to understand the current development situation, individual differences and recent trends of children's development, and take this as the basis of education, so as to teach students in accordance with their aptitude and constantly adjust the education plan, instead of making a game plan in advance for children to implement. What is the appropriate frequency for observation and recording? Teachers always observe in games, but not all the observed contents should be recorded. What is worth recording depends on the needs of teachers' educational research, such as whether some behaviors of children involve adjusting teachers' educational behaviors and educational programs; On the one hand, it depends on the teacher's understanding of children's development characteristics. The more experienced they are, the more they can capture behaviors with typical development significance. The purpose of recording is to accumulate information. Even if only one case is recorded at a time, the teacher will certainly gain something if he persists. Observe how to write records quickly and well. There are two kinds of teacher records. One is the tabular method, which is to conduct targeted observation according to various behavioral indicators of children set in advance. Teachers only need to tick the form or simply record it according to the observation results. One is descriptive. Teachers must objectively record children's behaviors, but it is difficult for teachers to make detailed on-site records in class, relying entirely on brain memory, but it is easy to lose. In order to record quickly and with high quality, teachers can carry a note paper and a pen with them, only remember the main points of children's behavior on the spot, and then sort them out through memories afterwards. -Shanghai Education Publishing House
Question 3: The in-depth development of the game stems from the teacher's observation. First of all, with theoretical learning as the carrier, help teachers to interpret the connotation and significance of game observation. How to observe and what to observe in the game reflects the basic skills of teachers. Teachers who can observe can see the relationship between children's play behavior and development in the game, think about children's play behavior from the perspective of children's development, and record and analyze the observed phenomena in time. Therefore, in the research process, we first choose theoretical study, and lead teachers' development with advanced theories by collecting materials, searching materials and exchanging discussions. After many practical activities and discussions, we continue to explore methods. In practice, we have established the steps of observation: 1. Observe what? Second, when to observe? Third, what kind of observation method is used? Fourth, how to deal with observation data? Observation provides vivid and true first-hand information for teachers' reflection and is the basis of successful reflection. By grasping the main points of game observation, the purpose of teachers' observation is strengthened and the effect of observation is reflected. Only by understanding children's development status and individual differences, and carefully observing children's play behavior and making inferences can teachers truly understand children. Secondly, take practical observation as an opportunity to help teachers grasp the opportunity to intervene in children's games. Generally speaking, there are two ways for teachers to intervene in children's games: direct intervention and indirect intervention. Teachers should grasp the opportunity of guidance and intervene in time when the following situations usually occur. 1, children have to give up their willingness to play when they encounter difficulties and setbacks. Case: Ding Ding came to Gaomeihuazhuang Amusement Park to play a game today. He just walked a few times and accidentally fell down. Tintin consciously returned to the starting point to continue the challenge. But the second time I walked, I fell down because I passed three levels, and my face was covered. Hui Hui saw it and said contemptuously to Tintin, "Hum! Idiot. " Tintin was very angry. He kicked over the plum blossom pile and said angrily that he would not play. The teacher observed the loss of the child after failure, so he encouraged the child to "do nothing, try again, it will be successful" and "come on". When the child successfully passed the three levels, the teacher also applauded the child. Analysis: Some children are full of interest when they participate in a new game for the first time, but their interest soon wanes. There are two reasons: first, the gameplay is monotonous and repetitive, and children feel boring; Second, children encounter difficulties or don't know how to play the game, so it is difficult to go deep into the game. When this happens, teachers should intervene and guide in time to stimulate children's interest in further games. 2. When there is negative content in the game. Case: Xiao Yu, who was hospitalized, lay motionless in bed. He said to Xuan, I am dead, you should cry! Played the "dead man" game. Some people around you pretended to cry, some booed and some kowtowed. A child's action caught the teacher's attention. After listening to the reason, the teacher pretended to listen to Xiaoyu's chest and said: The patient is still saved, the doctor is saving, and everyone is busy playing the game of saving people. Analysis: Children can freely express their knowledge, experience and feelings about life and the world in role games, so sometimes there will be some unhealthy or unsuitable content for children, such as playing mahjong, gambling, burning incense and worshiping Buddha. Teachers should find out in time and give appropriate guidance. 3. When the game is unsafe. Case: The new cold drink ice cream from the dessert shop attracted many children, and the round ice cream teacher replaced it with an ocean ball. Kiki and Lele bought one each. They ate while walking and said it was delicious. Lele really licked it on the ocean ball. The teacher said: this ice cream is fake and can't be really eaten. They look at me and I look at you, pretending to eat with a smile. Analysis: Children often confuse illusion and reality in game situations. Therefore, when there are unsafe factors in the game, the teacher must intervene and guide at the first time. If children use dangerous goods to play games, or make dangerous moves during the game, they may be hurt. Teachers should find and stop it at the first time, explain the interests and ensure the health of children. 4. When children take the initiative to seek help, teachers should intervene and guide them in time. Case: A patient came to the "hospital" and asked for hospitalization, but there was no bed. The doctor asked the patient to be hospitalized next time, but the patient said that he was seriously ill and needed to be hospitalized immediately, otherwise there would be danger, and everyone didn't know how to solve it ... The teacher said: There are many patients today and there are no beds. Think about what can be replaced. Yue Yue said, let's put the little chairs together. Rui Rui said that a small table is enough, so doctors and nurses are busy with their work. Analysis: The activity room is an infinite space, while the imagination in children's games is infinite. When children talk to teachers & gt
Question 4: The role of observation in the game, how to describe this picture? The 20-point observation in the game needs playthings, time and space and transcendental experience as the premise.
And it is influenced by factors such as parallel game * * * and real scene explanation of the game.
Question 5: Observation Point of Small Class Role Games Child psychologists point out that role games are the most typical and important games for children aged 3-6. It is of great significance to children's life, study and development in this period. Children in small classes have strong imitation ability. In the process of role-playing, they constantly imitate the behavior of adults and creatively reflect the real life around them. Their language, actions, social interaction and life experience have all played a very good role in promoting. The children in small classes are characterized by being older, more casual, less experienced in life and new to games. Therefore, the ability to play the role is poor and the level of the game is low. So how to improve the level of small class role games? Based on my own teaching experience, I analyze the characteristics of small class role games and provide targeted guidance strategies.
Characteristics of a small class of role games
1. The game story is simple and scattered.
Because of the age characteristics of small class children: randomness. I have little life experience and just got into the game, so the content embodied in the game is relatively simple and the plot is single and scattered. Such as "mother" feeding the doll, holding the doll, dressing the doll or making a phone call, sweeping the floor, mopping the floor and other things that are often contacted in daily life. Or dad cooks, mom cooks, you feed the doll, and I feed the doll. The story of the game is fragmented and lacks contact with each other.
2. The actions of the game are repetitive and simple.
Due to the age characteristics of small class children, the development of small hand muscles is not perfect, and they like to do repetitive movements. Therefore, when children in small classes play games, most of them are simple repetitive actions, and less series of actions are based on their interest in operating materials. Such as repeatedly cutting vegetables, cooking, repeatedly receiving water and drinking water. But sometimes there will be a series of actions in the material of interest. For example, children will imagine that dolls are crying when they are hungry, so they will quickly soak and nurse.
3. There is less communication in game language.
Because small class children are self-centered, children's games are mostly parallel games, and children operate materials alone. For example, holding a doll and feeding a doll are often silent. When we play together, we all talk separately and concentrate on our own games. No one is around. Sometimes there will be some simple conversations, but they are all around imitation materials. For example, Keith said with a yogurt bottle, "Drink yogurt!" Han Rui took a sip of yogurt, said, "That's sweet", and then played his own game.
4. Lack of role awareness during the game.
The role played by children's games is often encountered in life. Such as: father, mother, grandmother, grandfather, etc. However, children are often satisfied with fiddling with operating materials without realizing their functions. Sometimes your role will change frequently. This is because the role of children is missing. Interest and attention to games are unstable and easily influenced by external factors. For example, when his younger brother saw that his father was very happy to play computer, he put down his broom to play computer. But he saw that it was interesting for his father to make tea to greet the guests, so he put down the keyboard and wanted to make tea to greet the guests.
5. The game is a game based on materials.
Because of the characteristics of children's thinking in concrete images, small class children usually use physical objects or concrete image materials. There is more action communication than language communication in the game. Rely more on toys to play games, be satisfied with playing toys, and lack communication skills. For example, the waiter in the tea shop is immersed in preparing milk tea and ignores the guests who come to buy milk tea.
Guiding Strategies of Class Two Role Games
According to the characteristics and goals of small class role games, I made some attempts to small class role games and summarized the following experiences.
(1) Enriching children's life experience is the premise of role-playing and plot development.
Role-playing is a reflection of children's real life. The richer the life experience, the more active the children are in the game, the more realistic the role-playing is, and the richer the plot is, the children will naturally have fun. On the contrary, the game will become dull and even unsustainable. Teachers should strengthen and enrich children's life and knowledge and experience according to their actual situation, and stimulate their desire to play a role. There are many rich channels.
First, guide children to observe their parents' activities. Because the theme of small class role games is mainly a doll's house. The content of the game mostly reflects the parents' care and love for the doll. So I remind children to pay attention to what their parents do at home and what their parents care about them, and then apply the observed content to role-playing during the game, so that children can gradually have a more direct understanding and experience of what their parents do at home, and the content of the doll house will be more abundant.
Secondly, guide parents to take their children to observe the surrounding environment. Careful observation in life, the richer the perception, the more real the role you play in the game. Therefore, at the beginning of school, the parents' meeting has already explained to parents the purpose and significance of small class children's role play ...
Question 6: Thinking about the lecture on game observation and guidance. One afternoon in early autumn, the sun shone on the ground through yellowed leaves. Our group came to Jianggan District Teachers' Training School to attend Du Lijuan's lecture "Insight Analysis-Interpreting Game Behavior and Improving Guidance Strategy". Mr. Du is a researcher in Jianggan District. He has accumulated rich educational and teaching ideas and work experience. He has his own unique views and countermeasures on the problems existing in preschool education, which is an example for us to learn. We all feel very honored to have the opportunity to listen to Mr. Du's lecture today.
Teacher Du first explained to us with a vivid fairy tale "Foxes Eat Grapes" that eighteen foxes can't eat grapes, and there will be eighteen kinds of mentality. Similarly, every child's inner world is different. As a child educator, we should use sensitive eyes and witty minds to analyze children's behaviors and help them play various games smoothly and effectively. Then Mr. Du listed the basic characteristics of the game, such as unreality, intrinsic motivation, free choice, attention to results and positive emotions.
In addition, whether children's games have educational significance depends largely on whether teachers' behaviors are in place and effective, which requires us teachers to be a "willing heart" when playing children's games. Teachers should select useful content from children's interest points, children's favorite themes, contents and other activity information to determine the content, objectives and materials used in the game. Teachers should also pay attention to what children say and do in the game, what difficulties they encounter in the game, whether they have solved them, and how to solve them to decide whether the game provided to children is appropriate, whether there is enough time and space, and whether there are problems in the provision of materials. These can be summed up in two words: observation.
So children's games don't need teacher intervention? There are several situations that require teacher intervention. For example, when children can't realize their game wishes because of difficulties and setbacks, teachers need to intervene; When children have unsafe tendencies in the game, when children actively seek help in the game, when children have excessive behavior in the game, and when children reflect negative content that does not conform to social norms in the game, teachers need to actively intervene and guide them correctly.
Hearing this, I was overwhelmed by the development of children's games in our class. In fact, I have never carefully observed the children's games in our class. I think as long as we prepare enough materials for them and preset the game scenes, the children can have a good time. In fact, guiding children to play games is really effective, and I don't know what children's needs are in the game. Through this lecture, I learned that teachers should have a pair of eyes to interpret children's game behavior, so as to improve children's guiding strategies in the game.
Through this activity, we further realized that wisdom is the expression of comprehensive quality and the embodiment of one's vision and mind. Knowing and discovering children is the greatest wisdom of teachers; Wisdom should be beneficial to people and linked to morality. Wisdom needs knowledge, but knowledge is definitely not the only one. So how to be a wise teacher? First of all, we should pursue the meaning of being a teacher, the meaning of life and loving life. Second, teachers should have personality charm, childlike innocence, equality and normality; Teachers should also find the greatest possibility of children's possible development from children. This activity improved my ideological understanding, changed my teaching concept, and was also a baptism of teacher's morality education like spring breeze. Let's try to be a clever teacher.
Question 7: The game meaning of building blocks inspires wisdom 1. When exercising hand-eye coordination, children need to use their hands skillfully, which can promote the development of fine movements. Stacking scattered building blocks into complex objects can also exercise hand-eye coordination. 2. Cultivate observation. Things like houses built by children are actually very common in life. They must first learn to observe, and then show what they observe in their daily life with building blocks during the play. Observation is cultivated unconsciously. 3. To cultivate communication skills, it is best to let children build blocks with other children, which is more interesting than playing alone. Moreover, children building blocks together will inspire each other, so they will play more seriously, which is also good for cultivating children's ability to get along with others. 4. The process of making children more confident in building blocks can be completely controlled by children themselves, which will bring satisfaction and self-confidence to children. Children can learn a lot of mathematics knowledge while playing with building blocks, and cultivate their sense of space, imagination, creativity and language expression ability. You should know that geometric building blocks are different in shape, size and length. Children can distinguish geometric shapes, such as cuboids, cubes, cylinders, etc. Standard building blocks have a certain size and proportion, and children can perceive different shapes, proportions, sizes, thicknesses, heights, lengths and so on when playing. 1. Build a pagoda, prepare some square and round building blocks for the child, and teach him the height of the yard. Then put a triangular or conical building block at the highest position as the roof. You must have at least 2 pieces to play, from 2 pieces to 3 pieces and 4 pieces, and the number is still increasing. Children will gradually understand that the more building blocks, the more complicated the objects that can be built; The higher it is, the easier it is to collapse. In the process of playing, the children know that the big building blocks are placed below and the small building blocks are placed above, so that the pagoda is not easy to fall down. Unconsciously, children understand the concepts of size, weight, height and so on. 2. Find a figure first, and teach children to know the building blocks of various geometric figures, such as circles, semicircles, triangles, rectangles, etc. Then you say a shape of building blocks, let him find it accurately from a pile of building blocks. You can also compete with children. Who can you see? Find it quickly and accurately. This can help children understand geometric figures, and it is also good for cultivating children's observation and memory. 3. Fold two identical rectangular building block pairs into squares, two triangular pairs into squares, two semicircular pairs into circles, and so on. This game can help children understand the relationship between different graphics and understand the concepts of parts and whole. Moreover, in the process of playing, children need to observe with their eyes whether different shapes of building blocks can be matched, which is very beneficial to the cultivation of observation. 4. Prepare a set of building blocks marked with numbers. You first code several blocks according to the numbers on the blocks, and then ask the children to put the corresponding digital blocks on them according to the next number. What if you put the wrong building blocks or put the original building blocks in the process? If the coded building block is knocked down, it will be lost. This game can help children understand the relationship between numbers and make their concept of numbers clearer. 5. Whose building blocks are mostly: give the mother and the child the same number of building blocks respectively, and then play the game of "rock paper scissors". Every time you play, the winner will get a building block from the other side. After playing for 3 times, count the number of building blocks owned by each party. This game can make children understand the difference between more and less, and have preliminary experience in addition and subtraction. Establish the concept of space. Children like to build beautiful buildings with building blocks. When building, he should imagine the position of each building block in the building, and then put each building block in the most suitable place, which is the basis of a sense of space. 1. The building block fell down. You stack the building blocks one by one. When the building blocks reach a certain height, let the children push down with their hands. Children usually laugh happily when they see the building blocks fall down. Although this is only a simple "destruction" game, it is an important activity for children to improve their spatial cognitive ability. 2. The winding path teaches children to arrange long building blocks at certain intervals, so that they can be connected into a winding path. Give the child a toy car and he can play along this "path", and it is best not to touch the building blocks. This can exercise children's ability to visually observe spatial distance and cultivate three-dimensional sense and hand-eye coordination. 3. Bowling is to arrange cylindrical blocks of different colors into an inverted triangle, then let the children leave a distance, roll a ball onto the blocks and knock them down. With the enhancement of children's ability, the distance can be gradually increased. This game requires children to have a sense of direction, which helps to improve their attention and exercise ... >>
Question 8: What are the observation fields of small class gamification observation records? However, at present, many preschool teachers don't know how to observe, but feel that observation records increase the workload. The following is why preschool teachers should make observation records and how to give guidance. First, the significance and value of observation records 1, to help preschool teachers find the bright spots in education. 2. It provides new opportunities for preschool teachers to reflect and promotes teachers' professional reflection ability. 3. It is conducive to the improvement of teachers' scientific research ability and teaching level. Second, the precautions for observation records 1, correct attitude 2, clear purpose 3, pay attention to observation methods, and determine observation methods according to the purpose of observation. For example, case studies generally adopt targeted follow-up studies. If you want to understand the peer interaction of small class children, you need to observe them from point to point. 4. The observation methods should be flexible and diverse. General observation is a combination of teacher's eye observation and recording. At the same time, if you observe a specific aspect, in addition to random observation in daily activities and games, you can also set up special activities for observation according to the purpose of observation. In addition, video recording, video recording and analysis of children's works can also be used for observation. 5. Attention should be paid to the analysis and discussion of observation results. 3. Observation record type 1. Random observation is generally a random observation in children's activities, games and life. Teachers should always have a pair of eyes that are good at finding problems and observing, and can capture some educational phenomena and information with research and thinking value, which also embodies the educational principle that education is life. In educational life, everything that children show is good educational material. In random observation, teachers can see some problems with keen eyes and good professional sensitivity, and can think about some phenomena in early childhood education with their scientific views on children, education and advanced educational concepts, find some problems, promote teachers' professional reflection ability and practical education level, and open up new research fields for early childhood education. 2. Case observation is generally a teacher's special observation of some special children or some aspects of some children. Generally, this observation phenomenon needs to be followed up, which may take several weeks or even longer. 3. Special observation Special observation refers to the observation made by teachers in activities, teaching and games. , or interested in a problem. This kind of observation generally needs to observe the whole child, and on the basis of self-observation's reflection, it also needs to cooperate with consulting materials, consulting experts and discussing with teachers. Iv. main points of observation and record: the specific sources of articles and chapters such as thinking, suggestions, analysis and measures on age and gender process issues such as kindergartens and classes.
Question 9: The basic path of game observation and analysis in children's games has been handed down from Freud. Under the strong light of modern psychology, the importance of people's childhood experiences has become more prominent. People's early experience plays a fundamental role in a person's life-long personality development and is of profound and lasting special importance to a person's life-long happiness, as Rousseau said: "In the order of all things, life has its place; In the order of life, childhood has its place; Adults should be adults and children should be children. " Preschool period is the fastest period of children's physical and mental development, so education should be carried out in a way suitable for children's growth rhythm. In early childhood, games are more developed among preschool children. It can be said that the game is a deep-rooted nature that exists in children. Children are bathed in the game time, and children are occupied by the game, becoming an open existence space. Therefore, psychologists named "infancy" as "playtime". Respecting children's nature and growth law means educating children with games as their basic activities.
First, the realization path of free game activities
As a pure game activity, the existence of games refers to free games or optional games, and refers to an activity that children spontaneously show. In terms of organizational form, they pay attention to let children play games freely, produce positive experiences, and promote children's physical and mental development through relaxed and happy activities. Its purpose is implied in the game itself, or the game itself is the purpose, so it is also called "purposeful game" or "ontological game". This kind of game activity emphasizes the intrinsic value of the game itself. Paying attention to the game itself is an activity that children can actively control their own behavior and participate freely. It truly and naturally reflects children's development level and hobbies. Free play is the natural expression of children's nature and the play of initiative. Such as role games, structural games and performance games. All fall into this category.
Optional and free games pay attention to the determination of the theme, the selection of toy materials, the use of language, the display of actions and so on. Therefore, the organizational form of this kind of game is often regarded as the implementation of children's real and strict game activities. This kind of game activity is manifested in the development of regional activities indoors. Kindergarten rooms generally have building blocks, art activities, role games, puzzle operation, scientific inquiry, books and other game activities. Within the specified time, children can choose the corresponding area to operate according to their own interests. For children, "kindergarten curriculum should choose more low-structure and informal activities. In addition to high-structure and formal group activities, it should also challenge those regional activities, construction activities, drama performance activities, inspection activities and group cooperation activities, so that children can cultivate their ability of self-selection and self-development through continuous interaction with the environment in these activities, thus bringing new vitality and vitality to their development."
Outdoor, various sports games, sand table games and slapstick games are the forms of games that children often play. Wang Yangming once said: "Generally speaking, a boy's love is a pleasure of cruising and a quiet examination. If the vegetation begins to sprout, it will be suitable, and if it is destroyed, it will be weak. " Today's teaching of boys will make them tend to be inspired and happy, so they can't enter themselves. "Children stretch their bodies and minds and thrive in various game activities. Skipping rope, throwing sandbags, hopscotch, kicking shuttlecock and catching chickens are all classic folk games, and children will not get tired of playing for a long time. On the slide, beside the sand pool, and on the ground, the children are imagining freely and enjoying the wonderful time of their childhood. Children are geniuses in games. They can use half a ball as a hat, pot and boat. At this time, we can smell the fragrance of children growing up.
The Irish poet Yeats has a famous saying about education: "Education is not to fill a bucket of water, but to light a flame." Life is a long marathon, not a 100-meter runway. In this way, starting a game is of no decisive importance, and initiative is an inexhaustible motive force for one's success. Independent and active work is the virtue that employers expect employees to possess, while active learning is the quality that successful learners should possess. The Guide to Learning and Development for Children Aged 3-6 believes that primary education in the semester is short-sighted and harmful, which requires us to attach importance to the cultivation of children's learning quality. Free play may not be helpful to children's knowledge learning, but its greatest development value is reflected in the cultivation of children's initiative and personality.
Second, the implementation path of teaching game activities
Preschool education, as a part of basic education, is the foundation of basic education, and basic education itself ...
Question 10: What is the significance of role-playing for children? Observation is a research method to investigate, record and analyze natural phenomena or behaviors purposefully and systematically under natural conditions.
Role-playing is an activity according to children's wishes, in which they can fully and truly express themselves. Teachers should observe children's performance in the game, take the principle of not disturbing children's play, and try to keep children's play in a natural state. Teachers should carefully observe and record children's performance in the game.
Teachers' evaluation of children's role games should be oriented to all children, regardless of whether children's performance today is excellent or not, they should point out, praise or correct it. When commenting, you can't just say how someone plays the game. It is best for children to show the game again in front of the whole class, so that other children can evaluate or tell it.
In this way, children also participate in the evaluation of the game, breaking the endless preaching of teachers and interacting with children organically. Teachers are the support of children's game evaluation, and children are the flesh and blood of game evaluation. The value of evaluation not only tests the teacher's organizational ability, but also tests the level of children's games and their true understanding of the games.