How games help children to be decentralized

1. The traditional teaching method has always been invariable, and it is difficult for children to be interested in this old learning mode. Children hate cramming teaching, which can easily lead to hyperactivity, boredom or inferiority complex. In serious cases, there will be some psychological shadow. Naturally, students' learning efficiency can be imagined. In order to avoid these problems, teachers can introce the game teaching into the teaching process, use the game to attract students' attention, arouse students' attention, and make use of students' playful nature< First, the effective way to realize the game of Kindergarten Teaching
1. The indoor and outdoor environment of kindergarten is the space for children's activities, which can provide the overall perception environment for children's knowledge learning, ability training and character development, and can promote children to form the most intuitive initial experience of daily life learning. Kindergarten should be through reasonable space design and configuration, game equipment and material arrangement, to promote the kindergarten to meet the needs of the combination of ecation and game. Teaching game needs to take the game as the core, let children experience ecation in the game. After the purposeful creation of kindergarten environment, we need to fully tap the wasted teaching resources
2. Improve teachers' quality and develop game teaching skills. The game teaching mode needs to realize the game of teaching and learning, and the leading role of teachers is very important. The role of teachers in teaching activities also affects the nature of teaching and restricts the process of teaching game. Kindergarten teachers should first have the teaching concept of game, recognize that teaching activities and game activities are not separated, they should integrate and promote each other

children's learning should take games as the core, and teaching activities should cooperate with game activities. There is no obvious boundary between teaching activities and game activities. Game activities can become the source of teaching and promote each other. Kindergarten teachers should take the initiative to learn, constantly create new game teaching mode, integrate kindergarten teaching resources, and organize game teaching activities
3. Enrich activity materials and increase game teaching methods. The existing children's teaching activities are generally based on the activity materials provided by kindergartens, and rarely create activity materials. First of all, kindergartens should provide creative and imaginative game toys according to children's characteristics. Secondly, teachers should guide children to actively explore the toys given by nature, and create activity materials in line with children's interests by using different living space and natural environment. Kindergarten teachers can make use of the advantages of seasons, make snowmen in winter with gloves, and distinguish different kinds of flowers and plants with children in spring. We can also use water, sand, stone and other materials in our life to create active materials. Kindergarten teachers also need to add certain course content in the process of the game to guide children to be interested in learning< Second, the game teaching should be embodied in the teaching design and plan. According to the characteristics of children's physical and mental development, the following principles should be fully considered:
first of all, formulate reasonable goals and tasks. The purpose is to describe the overall goal of early childhood ecation, and the task is relatively specific, which is related to the curriculum plan, time arrangement and one-day activities. When making plans, preschool teachers should fully consider the characteristics and development requirements of children's body, intelligence, sociality and emotion, and fully reflect the Gamification of teaching
secondly, the purpose and task should be appropriate. In the teaching plan, it is necessary to design ecational practice that is suitable for development, indivial, cultural and creative
thirdly, set up various activities flexibly. Teachers should flexibly adopt different forms of games according to different subjects. Language and common sense mainly develop children's language expression ability and communication ability. According to the teaching requirements and children's characteristics, we can choose the role games, performance games, intelligence games and construction games. For example, in the game of "I have a rest today", because you can "shop" and "go shopping" at will, the teacher and the children discuss a rule of the game, that is, you must withdraw money from the "bank" with the "passbook", and you can't play the game of "I have a rest today" without money. In the game, children come up with a lot of ways to play. After the end, children under the guidance of the teacher summed up more rules of the game according to the game activities, so that the content of the game graally enriched. Music activities are mainly to develop children's music ability. They can choose role games, music games and performance games; The main purpose of sports activities is to develop children's sports ability and promote their health. Role play and sports games can be used; Mathematical activities are mainly to develop children's mathematical ability, which can be used in role play, structure play, intelligence play, etc
Fourth, multiple games are interspersed. In a teaching activity, it can be not only a single game, but also multiple games interspersed, so as to make the whole teaching activity vivid, so that children can learn knowledge in a happy game, so as to achieve the goal of teaching activities
fifthly, the creation of game environment should reflect the hierarchy. There are differences between children and children, the speed of development is not the same, teachers in the design of the game environment to meet the development needs of different children, reflect the hierarchy. We should consider not only the fast-growing children, but also the slow developing children, and also the children with special needs, so that each child can get development in the appropriate environment
Third, enhance interaction and cooperation in the game activities
in the process of children's ecation, teachers should not only shoulder the task of ecating children's knowledge, but also cultivate children's cognitive ability, and cultivate children's sense of cooperation and unity spirit in the process of communication with people. With the continuous development of society, people's family life is getting better and better. People are not only concerned about food and clothing, but also pay more attention to cultural quality. In modern families, the vast majority of families are only children, parents and elders have a lot of love for their children, their sustenance is very large. But because children seldom contact with children of the same age in the family, and parents dote on their children too much, it is easy for children to develop self-centered thinking. Carrying out game teaching in early childhood ecation can increase the chance of contact between children and increase the chance of communication with others. In the process of cooperative games, there may be some small friction. At this time, teachers should play a regulatory role in ecating children to learn to tolerate others and learn the truth of being a man, so that children can improve their own quality on the basis of learning textbook knowledge, which is concive to the cultivation of children's sense of cooperation and unity spirit
for children in kindergartens, they have strong curiosity about some new things in the outside world, which is an important period to improve their interest in learning and cultivate their hobbies. This period can lay the foundation for the future development of children, is the best stage to shape children, therefore, early childhood ecation is crucial for children. In the process of children's teaching, teachers can use the game teaching mode to stimulate children's interest in learning, so that children can grow up healthily in a happy environment.

2. Studies have shown that the development of human creativity begins in early childhood, and every child has potential or germinated creativity, which plays an important role in promoting children's all-round development. Therefore, how to maximize the development of children's creative potential, so that more children become creative talents in the future, has naturally become the central problem of every preschool ecation workers. The exploration of creative potential lies in the Games in children's life. For children, games are not only entertainment, but also learning. In the role-playing, children imitate and imagine according to their own wishes, with the help of real and alternative materials, play roles, and creatively reproce the social life around them with language, action and expression. Role play is a typical form of play in early childhood. Therefore, I try to cultivate children's creative ability in role play< First, overcome the stereotype and develop creativity.
it is not difficult to find that teachers tend to be alt, authentic and utilitarian in their guidance. They often replace children's will with their own intention, excessively pursue the truth and image of game content and substitutes, and ignore the development of children's symbolic behavior. If some children throw snowflakes up or down, the teacher thinks it is not caring for toys; Some children take down the gas stove of the doll's house, and the teacher thinks that it is a "destructive" behavior. Those who are light are given criticism and ecation, while those who are heavy are forbidden to play games. Through observation, I learned that children use snowflakes instead of "setting off firecrackers" and "planting flowers" to affirm, and then guide them to put "railings" on the ground. Later, the children played a greater creative role, not only on the ground surrounded by "railings", but also using substitutes to make "a string of red", "vase", "flower basket". It can be seen that children's imagination and creativity have been fully developed in the process of giving objects symbolism
Second, broaden the theme of the game to prepare for re creation
the theme content of children's role games is often the reaction of children's real life, and the expression of children's perception of life or life experience formed after children's thinking processing. Therefore, children's life experience is the direct source of the theme content of role-playing games. Children in different living environments will have different theme content. For example, when Mingming is playing with a car, he keeps making a whistling sound in his mouth. After understanding, I find that Mingming has just been on a train recently, and the sound and feeling of the whistle on the train have left a deep impression on him. He applies the feeling and experience of taking a train to driving a car. In short, the main content of children's role play is the reproction of social experience. According to the specific image characteristics of children's thinking, I often guide children to carefully observe and understand the occupation and lifestyle of parents, teachers and familiar alts around, so that children have a perceptual understanding of alt's daily life, and can carry out simple imitation, which provides rich activity materials for role games and lays a foundation for recreation< Third, the lack of self-made game materials and the cultivation of innovative consciousness has greatly restricted the development of children's innovative quality in China The compendium points out: teachers should provide children with rich toy materials suitable for their life experience and development level, and creatively use all available goods and materials to carry out games. Therefore, I often organize children to collect and make game materials together. For example, the newly opened "barber shop" lacks all kinds of hairstyles, so I led the children to make "hairstyles" together. Then we worked together, in the painting, folding, cutting, pasting and other operations, we all played a more than expected effect. Finally, under the careful design of everyone, a beautiful hairstyle was made< In order to develop role-playing, it is necessary to give full play to the guidance role of teachers and fully mobilize the initiative of children. Reasonable guidance is helpful to realize the combination of the two. Internal guidance refers to the guidance that teachers, as children's game partners, are in the game situation together with children. Although it is not a straightforward transmission of ecational intention, it seems to be more in line with the characteristics of role-playing and children's wishes. It can fully reflect the respect of ecators for children and make children unconsciously accept the influence of teachers. When teachers observe a monotonous, repetitive and lack of new ideas in a game theme, they can design some new incing plots to arouse children to further develop the game, promote the development of the game plot, or make the game content more colorful. For example, I play the role of a passenger and ask the "bus" to buy tickets and report the stop, so as to stimulate the enthusiasm of children to solve problems and improve their ability to solve problems< No matter what kind of game, I will make a summary and evaluation after the activity The outline points out that evaluation is an important part of kindergarten ecation. It is a necessary means to understand the suitability and effectiveness of ecation, adjust and improve work, and promote the development of every child: to improve the quality of ecation. There are many ways to evaluate, sometimes in the whole class, sometimes in groups, or let children self evaluate, and let teachers guide them. For children next game to lay the groundwork for innovation. What new skills have you learned today“ What else do you need to do to make the next game more enjoyable? "“ What problems did you find? How to improve when playing again? "
role play is the most spontaneous and favorite game for children, because it is a kind of happy, spontaneous and unusual behavior to meet their needs and wishes. Children's performance in the game is beyond their actual age. It can make children get a happy emotional experience in the game, arouse children's interest in learning, increase children's interest in learning, and cultivate their ability. In the role-playing, children set their own goals and methods, learn by playing, complete the whole activity independently, and express their thoughts and emotional experience. At the same time, role-playing also emphasizes the application of imagination and creation. I deeply feel that it is an effective way to cultivate children's creativity to make a practical game plan, choose the right game content and carry out guidance that varies from person to person.

3. Chess activities need two or more people to participate, so that children can learn to get along with others in the game, help children "de egocentric", cultivate their awareness of rules, and fully stimulate their creative thinking. At present, our kindergarten mainly focuses on some special game chess and self-made chess, and there are also some Gobang, flying chess, animal fighting chess and so on in the large class. While recognizing and studying the value of board games, some problems in the process of practice are also worthy of our consideration
through the long-term observation of children's board games, the following problems are found
(1) in terms of children, some children don't have a clear understanding of the rules of chess games, and the path is not clear; Most children are eager to win and violate the rules; Attention is easily distracted 2) On the part of teachers, they demand uniformity and ignore differences; The demand is too high, beyond the ability of children, eager for success; Emphasis on skills, light emotional training. These problems directly affect the effect of the development of the board games, and hinder the value of the board games
in order to maximize the value of board games, what kind of "role" should teachers play and what kind of guidance should teachers provide
first, teachers should be the guide of children's interest and the assistant of chess score interpretation
teachers should make preparations for children to play chess, such as explaining the basic content of the game, including chess score, chess pieces, route, rules, etc; After children master the use of chess score and pieces, have the ability to correctly identify the route, and have the basic understanding of the rules, teachers can guide children's game skills properly
1. Targeted guidance should be given according to different age groups
small class: children in this age group pay attention to the process of the game rather than the result, so they are easily attracted by foreign objects. Therefore, ring the free game time, all kinds of chess are put in the corner, so that they can make a preliminary exploration of "chess" (chess score, chess pieces, dice, etc.) and stimulate children's enthusiasm for playing chess. When children are interested, teachers can provide simplified chess score and dice
middle class: after training in small classes, they have mastered certain points and rules of playing chess. Teachers can increase the difficulty appropriately according to the situation, show all kinds of simple story chess, or bring some simple chess scores, such as flying chess, so that they can choose freely according to their interests
big class: at this time, children have mastered the basic skills of playing chess. They often value the results of winning and losing, and violate the rules in order to win, so the key point of teachers' guidance is to make children's awareness of the rules clear graally, and help them realize that the rules must be abided by and can't be broken, and that if they violate the rules, they can't play the game smoothly and fairly. For example, teachers can ask children with chess playing experience to act as "little assistants" and "supervisors" to assist teachers and help other children play orderly according to the rules
2. Pay attention to indivial differences and provide targeted guidance
in the process of playing chess, teachers should observe different children's personality characteristics, ability tendency and children's interest points, and provide appropriate chess for children. For example, each child's literacy, thinking level is different. For children with strong literacy ability, we can provide chess with text explanation, so that they can exercise their reading ability in the process of playing chess; For children who like numbers and figures, chess with various figures and figures can be provided. Of course, the supply of all kinds of chess is not invariable. When children are familiar with a kind of chess, they can provide appropriate chess according to their weaknesses, so that they can feel the different stimulation brought by different kinds of chess games and enjoy the fun< Second, teachers should be the emotional supporters of children
children's own experience is limited, their self-knowledge is vague, they are easily suggestive, and they have strong plasticity. Therefore, teachers should respect children's free choice, timely give emotional support, and encourage children with smile and praise
in the face of children with difficulty in counting, once the teacher finds that he has correctly counted, he should be praised in time. In daily life and games, fully tap children's interests and expertise, let children show their strengths, experience success, and gain self-confidence from successful experience, which is also the value of board games< Thirdly, teachers should be the promoters of children's experience
in addition to story chess, we can also develop self-made chess related to children's life, with children acting as the designer of chess score and the developer of games. For example, teachers and children can introce life events into the self-made chess score, use children's daily behavior as a sign of advance and retreat, and let children begin to draw some common behaviors, such as sharing items with children and littering paper scraps. The content of chess score comes from life. Children can understand it better, have higher enthusiasm for playing chess, and accept social behavior norms imperceptibly
at the end of each chess game, teachers should give children full opportunities to express themselves, and let them talk about what they have found, what difficulties they have encountered, and how to solve them... Teachers should pay attention to listen to children's problems, guide children to discuss and seek solutions for each concentrated problem, Let them make the right rules of the game through negotiation. When children encounter difficulties, teachers should encourage and support them to try to help them summarize and improve their game experience
only by observing and discovering each child's own "Syllabus" in the game can teachers better "recessive guidance", help children "jump" and really play the role of "scaffolding".

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6. I often play and play games with children who are about the same age.