Content summary:
Games are children's favorite activities, in which they behave most naturally, have the most fun and are most likely to get a happy emotional experience. Although games are children's favorite activities, there are many kinds and ways of games, which are very complicated, which requires teachers to guide children to learn to play games. How to let children learn to play games? Achieve the effect of happy education? We elaborate from three aspects: teaching games, outdoor games and corner games, and strive to create a free, relaxed, equal and harmonious game atmosphere for children. Children are active in thinking and imaginative in games, and experience the happiness of "success". At the same time, the gamification of activities is very in line with children's psychology, so that children can have happy emotions and get physical and mental satisfaction.
Text:
It is pointed out in the new syllabus that kindergartens should provide healthy and rich living and activity environments for children, meet their various development needs, and enable them to have a happy and meaningful childhood. In kindergarten, we should give children more happiness, because with happiness, children will have self-confidence and motivation to learn; Only when children are happy will they have the desire to create. Games are children's nature. Children can relax physically and mentally, take the initiative, fully express themselves and realize their personal wishes. They can control their own environment, feel their strength and confidence by manipulating materials and articles, and get a happy experience from success. The process of playing can make children feel happy and satisfied, so it is suitable for the needs of children and the characteristics of their physical and mental development. Educator Chen Heqin once said: "Children need good partners to be their partners, communicate with them to gain friendship, eliminate loneliness and activate their body and mind, which is irreplaceable by adults." At present, most families have only one child, and some games can't be played by one person, so they must cooperate with their peers to play. Kindergartens should fully ensure the time for children's game activities, so that children can learn all kinds of experiences while playing with their partners, truly become the masters of the game, and fully feel the joy of the game activities!
How can teachers cultivate children's happy mood in game activities?
(1) Training in teaching games.
Formal collective teaching activities by means of games or forms are still formal teaching activities in essence, not pure game activities, because this kind of game activities almost completely replace the autonomy and spontaneity of game activities in the natural state because of human factors and the presupposition of teaching control. However, this kind of game activity used in formal collective teaching activities is often called teaching game in modern preschool education practice. Its essence is to organize programmed teaching in the form of game activities, making the form or means of education implementation gamified. It is precisely because the spirit of play has become the main thread that runs through the practice of kindergarten education and teaching, and is integrated into the soul of all educational activities and all their processes that kindergarten education provides children with a happy childhood life.
(1) Regular game teaching.
Teachers should regard games as the basic form of regular teaching in the process of regular education, make them the basic means of kindergarten education and teaching, run through the whole process of kindergarten education and teaching, and effectively integrate kindergarten education and teaching activities with game activities. In teaching activities, conventional teaching (or homework teaching) has always been the most basic way and activity form to realize the value and goal of preschool curriculum. As a means of education and teaching, game activities support, assist and supplement the formal collective teaching activities in kindergartens. In the process of playing games, children get the happiness brought by learning. For example, in children's teaching activities, in order to let children consolidate and master the knowledge of "number composition" within "7", the teacher designed a "stair climbing" competition game for children. From low to high, "step" presents the composition of 2, 3, 4 and 7 in turn. Every time the children complete the calculation of digital addition, it means climbing a step. Whoever climbs the highest step first will win; In the process of teaching children to read, in order to make them happy, teachers can design literacy activities into game activities, so that children can read unconsciously, such as "hide-and-seek" games: teachers hide cards with words written on them in easy-to-find places, let children find them, and let them read when they find them; You can also let the children hide, and the teacher looks for words and reads them; "Find a home for the word baby" game: the teacher draws pictures corresponding to Chinese characters on the ground, and asks the children to put the corresponding word cards on the corresponding pictures. The design of these teaching games can ensure the efficient and smooth completion of education and teaching to a certain extent, and can also make children learn more happily.
(2) Incorporate the game spirit into education and teaching activities.
Taking games as the content and means of education and teaching is based on the understanding that games are game activities, that is, games are an activity type or form presented by specific behaviors or series of behaviors. However, the essence of the game is not a behavioral existence, but a spiritual existence. The so-called mental game means that the game, as a spiritual trait, is manifested as a mental state or trend, which can be called "the game is the spirit of the game". As a kind of spirit, games can be said to permeate or permeate the whole process of childhood life. As long as we pay a little attention to the child's words and deeds, it is not difficult to find that his game spirit is everywhere. For example, when a teacher teaches children to appreciate prose poetry, painting, art design and music works, the children will match their own language and actions according to their own understanding of the works, which are all manifestations of the children's game spirit. Teachers' gamification teaching activities are full of the release and expression of their game spirit. For example, when singing "Xiaohua Mall, Meow", they can't help meowing. If you draw well, you will make up an interesting story with your own paintings. It can be said that in children, romantic fairy tale consciousness, whimsy, relaxed joke humor, unrestrained and lively nature and so on. Will be presented in their own way. These are the embodiment of children's game spirit. It is also the expression of children's happy mood.
The application of games in kindergarten education and teaching can be used not only as the basic content of education and teaching, but also as an effective means to organize teaching activities, and it should be the soul that embodies the spirit of childhood throughout the whole process of kindergarten education and teaching. Only in this way can games and education be truly integrated in a three-dimensional and organic way, and kindergartens can also give children a real childhood of play, happiness and growth.
(b) Outdoor game training
Outdoor is an open world and a good textbook. To cultivate children's happy mood, teachers should let children contact the outdoor natural environment and fully experience the happiness brought by outdoor activities. Outdoor games are children's favorite games, so how can teachers use outdoor games to bring the greatest happiness to children?
(1) Create a good game environment for children according to local conditions.
First of all, teachers should decide the equipment, equipment and toy materials for outdoor activities according to the characteristics of various forms of outdoor games in kindergartens, so as to stimulate children's interest, meet their actual needs and get the greatest happiness. According to the needs of children of different ages, sports equipment with different functions is made from waste materials. Children in small classes like colorful, simple and lovely toy materials. Teachers can mobilize parents to make cute cartoon throwing toys, colored notes and so on. Use waste cloth ends and elastic wadding pads to make children have fun in morning activities. Children in middle and large classes are curious and like novel and exciting game materials. Teachers can use waste newspapers to run kites and cardboard to throw flying saucers.
(2) Role-playing to increase interest in sports activities.
Outdoor games are generally dominated by sports games. According to the weather conditions, children's physical and mental development characteristics and the principle of alternating motion and static, sometimes some games with less exercise are interspersed outdoors, such as role games and intellectual games. Scientific sports activities can improve children's basic activity ability and sports skills, so as to achieve the purpose of exercising, strengthening physique and enjoying body and mind. For example, in the sports game "Race between the Tortoise and the Rabbit", we should pay special attention to the children's preparatory activities before the activities, and then dress up the children-put on lovely headdresses, put white gloves on rabbits, and put a plastic basket on the turtle's back as the "turtle's back". The "terminal" and "podium" are made of large blocks, and two "doors" with arches are set on the way to facilitate the "turtle" to practice. Set up two roadblocks and let the "rabbit" practice jumping. Dividing children into four groups shortens the waiting time of children. The children are also very interested, and they all compete for role exchange competitions, even the usually weak children do not show weakness. In the process of activities, according to the characteristics of children's development and alternate exercise, the amount of activities is controlled and adjusted. When there is a lot of activity, the teacher interspersed with medals to give the children a rest. Throughout the game, children are very interested in the form and process of activities. Through the game, help children to form tenacious and confident quality, unity and friendship, collective honor, and at the same time let children get the greatest satisfaction in the game and feel the joy of the game.
(3) It varies from person to person, guiding children to play happily.
In the process of organizing children's games, teachers should try their best to stand in the position of children, grasp their inner thoughts and understand their unique feelings through their actions, and at the same time, in the whole game activities, teachers play not only the role of a guide, but also a childlike playmate. For timid, inactive or clumsy children, they should be encouraged or driven to participate in activities together, and children in need can be given appropriate guidance. For example, in children's jumping activities, we design the width of the river to be wide and narrow, so that the children with strong ability can jump over the wide place, and the children with poor ability will not hesitate to cross the narrow place, so that every child can cross the river and enhance their self-confidence. At the same time, I joined the game team and had a good time. For another example, in the "shooting" activity, teachers consciously arrange small baskets with different heights and distances on the ground to facilitate children to shoot according to their actual ability. Through observation, on the basis of understanding the actual level of each child, the teacher gives guidance purposefully and pertinently. Let children at different levels have their own choices, take care of children at different levels, and achieve the best results of activities.
(4) Free play activities, giving children more opportunities to explore.
In outdoor free play activities, teachers should not only consciously organize some games, but also give children some time and space for free play. For example, when organizing children to play with large toys, they can play with children in other classes, which breaks the boundaries between age and class, expands the contact and communication between children, and enables children to influence each other and make progress together in activities. When teachers engage in children's activities, they should pay close attention to children's emotions, attitudes and enthusiasm, guide them and not interfere too much. Children can also choose sports equipment freely according to their hobbies, and accompany each other, so that children can communicate with others and share the information they find in a happy and interesting environment. Let children truly become the masters of activities and better practice and explore.
(5) Mining the happy elements in the game.
In several games with children, I found the secret of children's happiness. It turns out that there are many happy elements in traditional games. For example, the small class game "What time is it, Wolf?" It's a traditional game. I added some new elements in the process of organizing children to play. In the traditional game, as soon as the old wolf says "it's dark", he turns to catch small animals. When the captured animal stops playing once, the game is over. In the process of organization, small animals hide, and the old wolf comes to catch small animals. These small animals can move when the old wolf is not looking. Small animals are caught at home, and when the old wolf is not at home, his companions can save them. In this way, the game process is more thrilling, and children can feel the happiness brought by the game. In the process of the game, I found that children's thinking is active, and their action coordination ability, dodge ability, peer communication ability and imagination have been greatly developed, which truly reflects that the design of the game is not only designed for game activities, but also brings more happy experiences to children.
(C) in cultivating regional wrestling games
Corner games are free for children to choose activities. Children will take the initiative to recall the games they have seen or played when thinking about what to play and how to play. This process of recalling the past experience is necessary for the development of children's creativity. For example, children who are often ill or whose family members are doctors will choose to play "small hospitals", little girls are keen on playing "beauty salons", "clothing stores" and "doll's houses", and little men prefer "Olympic Games" and "building areas". In the process of playing, children will choose, re-process and combine these experiences according to their own experiences to form new models and new ideas. This game process is precisely the process of children's creativity development.
How teachers guide children to play happy corner games;
1, which provides rich materials for the development of happy corner games. According to the investigation of IEA research group of Central Institute of Education, whether children can choose activity materials and the degree of their own choice in activities directly affects the pertinence and enthusiasm of their activities. When the materials are not optional, children have the highest idle rate, and they can't feel too much happiness brought by the game during the game. With the increase of material selectivity, the idle rate decreases. In the case of optional materials, the idle rate is the lowest and the communication frequency is the highest, so that children can fully experience happy emotions in the process of communication. It can be seen that providing children with rich regional game materials and allowing them to play games under the conditions of free choice can satisfy their happy mood to the greatest extent. On the one hand, teachers should provide rich materials, on the other hand, they should obtain new materials in time according to the situation. For example, in the Science Corner where I haven't been for several days, the teacher added a magnifying glass and small animal specimens, and the children became active again. In the "small stage", teachers put in magic boxes, hats, microphones and so on. With the passage of time, children have added new ways of playing from the original simple singing and dancing performances, and have more tricks and fun.
Teachers often use body language of encouragement and praise to guide children's corner games. Teachers use body language such as movements, expressions and eyes to affirm and encourage children's game behavior when guiding children's corner games, so that children can participate in game activities with happier emotions in the process of teachers' praise. For example, children's creative behavior in the game, teachers use body language such as nodding, approving eyes, happy expressions, thumbs up, and even clapping their hands to express their affirmation to children. At this time, the child's heart will be greatly satisfied and a happy emotional experience will be obtained. For children who don't abide by the rules of the game, or some behaviors that need to be stopped, teachers can use gestures, shake their heads or facial expressions to express negation, so as to stop children's bad behavior, and at the same time, it will not dampen children's enthusiasm for the game.
3. Enrich children's imagination in the process of happy corner games.
In the corner game, children reflect the life around them in an imaginary scene, but what children reflect in the game is not a copy of the surrounding society, but through imagination, they form a new image of daily life and repeat adult activities in a new way. In the happy scene of corner games, children's imaginations have mushroomed. For example, when playing the "Happy Restaurant" game, the little guest protested: "Manager, why is there no trash can in the restaurant?" The little manager turned and found a used biscuit box as a trash can. Just like a pencil in a child's hand, it is a syringe and chopsticks for a while, and then it becomes a baton.
In a word, corner games are one of children's favorite activities. Rational use of game resources can help children form an optimistic attitude and dare to overcome difficulties, cultivate strong willpower and rich imagination, and promote their development. District corner activities fully embody the basic idea of the new outline. With a relaxed and free activity atmosphere and flexible activities, it meets the various needs of children to choose materials and experience the activity process. So it is deeply loved by teachers and children, especially the children in our small class. Here, they can not only choose their own game content, but also freely explore learning methods and unrestrained games; It can also fully stimulate their feelings of active exploration and bold attempts, as well as a strong desire to start work. While gaining knowledge and experience, they also experienced a happy mood.