Paper Keywords: kindergarten teaching game infiltration curriculum
Games are children's nature, and children's games contain development needs and educational opportunities. The diversity, difference and naturalness of development are fully reflected in the sports meeting. Games are the core of preschool curriculum. Games not only provide teachers with clues to evaluate children and a medium to accomplish curriculum goals, but more importantly, through the coordination between games and group requirements and the continuous development of self-awareness, children can be fully developed in intelligence, sociality, physique and emotion.
The Guiding Outline of Kindergarten Education clearly points out: "Games are the basic activities of kindergartens, and they are good at discovering the educational value contained in children's interests, games and accidents, grasping the opportunity and actively guiding" and "integrating education into life and games". It is required that the content and form of kindergarten education should fully consider children's learning characteristics and cognitive laws, and emphasize the fun and comprehensiveness of activities.
More and more facts tell us that it is not enough to study the game itself. We must organically combine games with courses, and combine games with children's real life experiences and development needs. Only in this way can children reflect their real life experience in the game, make the game a source of children's creation, and make the game play its due educational value.
(A) Games have injected vitality into the kindergarten curriculum.
As a unified and interrelated whole, kindergarten curriculum content can only promote the development of children if it is close to their lives and conforms to their age characteristics. Games are children's life and real life, and games with curriculum significance can better play its educational function.
The infiltration of games and courses is like the relationship between blood and body. Blood permeates every part of the body. When the blood supply is sufficient, people's vitality will be very strong. When there is something wrong with blood, people will look pale and weak. Games have a similar position in the curriculum, which permeates the design, organization, implementation and evaluation of the curriculum. As a kind of content and form, games should not be isolated and divided, but aim to reflect children's complete experience. Games are not arranged for games, but an effective way of learning to promote children's development. Therefore, the form and content of course selection should pay attention to interest and emphasize the infiltration of game features in the content.
In the implementation of educational activities, it is necessary to distinguish whether games really exist from children's experiences. If there are more games in the course, they will deeply attract children because of their fun and show great vitality; On the contrary, the teacher may unconsciously doubt the child's existing experience and excessively control the outside world. For example, teachers give too many orders and provide well-prepared and easy-to-master materials, so the course content is boring, and children often show boredom and fatigue.
(b) Children need experiences of mutual penetration and contact.
Various disciplines have divided and dismembered children's world, but the center of real interdisciplinary contact is not science or literature ... but a complete world, and life events and phenomena are integrated and interrelated. The value of games to children's development has never been single, and intellectual games can never only develop intelligence, just as role games also have intellectual value. All aspects of social life interact with children in a certain way, and penetrate into all aspects and fields of children's daily life. Therefore, all fields of kindergarten curriculum should be organically linked and supported in objectives, contents and forms, pay attention to children's overall life, grasp the educational value contained in life, games and accidents, integrate games and educational factors to the maximum extent, and stimulate children's initiative and enthusiasm in learning in a life-like and game-like way. This is the form and content of early childhood education close to children's life and interest, and help children build a complete experience system.
(C) courses make games more attractive
Games without kindergarten curriculum content are like dry water without source, lacking vitality and immunity. When children lack basic life experience, children's games will wander at the original level. Many times, due to poor content and form, children frequently change themes, change game forms, and even have nothing to do, so it is difficult to achieve educational goals.
In a sense, the implementation of kindergarten curriculum is to set up a rich and interrelated overall environment, transfer the content and experience infiltrated in various fields of the curriculum to the game, increase the theme of the game and enrich the plot of the game. In this way, the curriculum not only nourishes the game, increases the attraction of the game itself to children, but also enables children's experience to continue in the game, constantly injecting new content into the game, helping children learn and filter their experiences, and promoting their intellectual and moral growth, which is instructive.
Games and courses are organically linked and integrated, and games maintain their basic characteristics and play an educational role. It has become a trend to integrate games into educational activities. For example, daily life mainly revolves around themes, and the boundaries between games and educational activities are gradually blurred. Games, as one of the important activities in curriculum implementation, all appear in the form of games or games with the active participation of children. The relationship between teachers and children shows more interactivity. Teachers are participants in the game, not bystanders. They care about and stimulate children's interest, study children seriously and diligently during the game, feel and experience with children, guide children to further explore and discover, and lead the activities to a deeper level.
conclusion
Kindergarten is a specialized institution that implements pre-school social education. Kindergarten teaching consists of game activities and teaching courses. Game activities in this specific educational environment are by no means equal to natural game activities, and teaching activities in this environment are by no means what we usually understand. In recent years, with the deepening of kindergarten education reform, in order to respect children and reflect their autonomy, games are regarded as the basic activities of kindergartens. It is of great significance to explore the relationship between games and courses for kindergarten games and teaching activities.
References:
[1] Ada, General Theory of Children's Games [m] Beijing Normal University Press
[2] Li Anlin, approaching preschool education practice [j], preschool education research.