Look at the answers and analyze the correct answers. Teachers should consider the following questions when making game plans:

(1) How to determine the educational goal of the game and make it concrete. The determination of game goals is the primary task of game planning, and scientific goals are the guarantee of the feasibility of the plan.

First of all, the age characteristics of children should be considered when determining the game goals. In kindergartens, generally speaking, the development level of children in small, middle and large classes is different, and the game plan should be suitable for the age characteristics of children in this class. For example, it seems inappropriate for a teacher to set the educational goal of building block area as "naming the built objects" in a large class, which can be used as a requirement for children's building block game behavior in primary and secondary classes, so that teachers can consciously guide children to develop from random behavior to conscious behavior. For large-class children, teachers can put forward the goal of "building with a theme" and first think about what to build or discuss the theme of common activities (such as building Tiananmen Square, railway station, amusement palace, etc.). ) was built. "

② When making a game plan, it is necessary to analyze the educational function characteristics of each game type and determine the game goals with different emphases.

(3) The educational goal of the game must be practical and targeted, neither too general nor too general.

④ The plan and goal of the game should reflect the gradual development. Plan is a program of action, which is used to guide teachers' educational behavior.

(2) Set the environment according to the game goal, put materials in a planned way, and consider the corresponding guidance mode. For example, the goal of a class's puzzle area is to "cultivate children's interest in chess activities." For this reason, teachers provide chess, flying chess, checkers and gobang with different difficulties, so that children with different abilities can get suitable materials, so that children (especially some girls) will not stop playing games because they are afraid of difficulties. Teachers' guidance focuses on "playing chess according to the rules of all kinds of chess", so that children can master the basic gameplay and adopt the way of "children who can play can't play", thus extensively carrying out chess activities and cultivating children's various interests and game abilities.

(3) Pay attention to the connection between optional games and other educational activities and life activities, and strengthen the cooperation with family education. Teaching games are the combination of formal teaching activities and game forms, while elective games should also consider the combination, connection and infiltration with education and teaching. Teachers can expose children to the relevant content of activity area teaching in advance, try to find out, guide children to practice repeatedly afterwards, consolidate knowledge and skills, and further stimulate children's desire to explore.

(4) Feedback the implementation of plans and objectives. The plan and goal of the game should be the starting point and destination of educational guidance. Teachers need to guide the game as planned, pay attention to the implementation of the plan and objectives, understand the effect, and then use

It provides an objective basis for the next round of education. Only in this way can we ensure that the formulation of game goals is realistic and targeted, reflecting the gradual development. For example, the teacher of the big class recorded some feedback information in the column of the effect of the plan last week: "Because the children in the doll house are not experienced enough, the children often do nothing at home." In the second week, you need to adjust your plans and goals accordingly to improve your child's behavior. See the textbook P 155- 157. Answer analysis