Role games; Problems; Countermeasures
China's "Regulations on Kindergarten Work" points out that kindergartens should take games as their basic activities and integrate education into various activities. Games are an important form of children's all-round development education. "Article 5 of the third part of the Kindergarten Education Guidelines (Trial) on the organization and implementation of educational activities also clearly points out that" the organization of educational activities should give full consideration to children's learning styles and characteristics, pay attention to comprehensiveness and interest, and integrate education into life and games. " Visible, the importance of games for early childhood education. Among all kinds of games in kindergarten, role game is an important form of game.
Role-playing is a game in which children play the role (function) of adults and generally reproduce the activities and relationships of adults under specially set game conditions. In role games, children use "pretend" objects or tools to imitate the actions, language and attitudes of a certain social role they want to play, so as to reflect the content of a certain social life. Role-playing is of special significance to children aged 3-6.
However, in the process of investigating some kindergartens in Changchun, researchers found that there are many problems in the development of role games. These problems make role play lose its important role in children's childhood life. This paper will analyze the problems existing in the development of role games in kindergartens in detail, and put forward some suggestions on the problems existing in the development of role games.
First, the kindergarten role-playing problems
(a) Some kindergarten classes do not have special role-playing areas.
Researchers found in some public kindergartens in Changchun that some kindergartens have special game areas, some kindergartens have special role-playing areas combined with kindergarten ecological parks, and some kindergartens have many regional game settings that children like.
The role of the corner of the game area. But there is also a phenomenon that some kindergartens have no special role-playing areas at all.
When visiting a kindergarten, the researcher found that there were only two play areas in the kindergarten's small class, namely "art area" and "building area". Just because the researcher informed in advance that he wanted to watch the role game, the director asked the class teacher to temporarily build a "small supermarket". In the small class of kindergarten, the researcher didn't see the role-playing area of "Doll's House" that the children in the small class liked.
(2) Role-playing areas in some kindergartens are usually closed to children.
In the investigation, researchers found that although some kindergartens have role-playing areas, these play areas are often closed to children and only open when they are inspected by superiors. When the researcher asked why the role-playing area in the kindergarten is not open to children at ordinary times, a person in charge of the kindergarten told the researcher: "Although children like to play role games such as small supermarkets, there are too many goods in the small supermarkets, which are easy to accumulate dust at ordinary times, which increases the workload of kindergarten teachers. Moreover, it is not easy to organize these items, so teachers are generally reluctant to open (supermarkets) for children. " Because of this, many teachers usually put all kinds of materials in the role game area and only take them out when they have to.
Some kindergartens have no special role-playing time.
Although kindergarten managers have realized the importance of games in early childhood education, in some kindergartens, researchers have found that some kindergartens have replaced all the time children spend playing games with other teaching work. This phenomenon is particularly obvious in large classes. For this phenomenon, the kindergarten's explanation is that "in large classes, children have to dabble in a lot of effective content, so children have no time to play games, let alone role games". The person in charge of the kindergarten also told the researchers, "In fact, children in large classes can play role games best and know how to play role games. But our teaching content is too much, and children have no game time at all. "
(D) The theme of role games is single.
Role-playing is a reflection of children's life experiences and experiences. With the growth of children's age and rich experience, they will become more and more interested in things, eager to play more adult roles in role games and show their knowledge and understanding of the life around them. Therefore, the environment creation of role games should also reflect the "growth" of children. However, the researchers found that the role-playing areas in many kindergartens are mostly a form of "doll's house".
(e) The types of materials put in the role game area are relatively lacking.
The researchers found that although some kindergartens have various role-playing areas, the types of materials in the game areas are relatively lacking. For example, the doll house has no other game materials except dolls, or the size of the game materials does not meet the needs of children's games. For example, the children in the doll's house are playing a game of cooking for dolls, but the researchers found that the size of the pot used by the children to cook for dolls is very small, and the size of materials such as eggplant and green pepper placed by the children at hand far exceeds the size of the pot, so that the children can only stir-fry an empty pot in the doll's house absently during the whole game.
(6) Teachers' intervention in role games is mainly direct intervention.
The researcher's research on the interaction between teachers and students in role games shows that teachers are more involved in children's games as "teachers" than as "players". Judging from the purpose of teachers' participation in games, it is mainly based on the following reasons:
1. Suggest some behaviors directly. When children play role games, it often happens that the game process is inconsistent with real life. Some teachers often take immediate intervention measures when they find that children's game behaviors are inconsistent with their daily lives. At this time, the teacher's intervention is often based on direct suggestions.
For example, when a child in a middle class was playing a supermarket game, the teacher found that the cashier didn't use the cash register prepared in advance to scan the code of the "customer's" goods, so he went directly over and said, "When the customer checks out with the goods, the cashier should scan everything before collecting money." Teachers' direct hints on children's behavior often interrupt children's original game atmosphere and make children pay more attention to teachers rather than the game itself.
2. Ask your child about the game status. In role games, children are sometimes in a free state and don't know how to play the game. At this time, the teacher often asks the child's game status directly as a teacher.
For example, the teacher goes to the doll's house and directly asks, "Who is the father of this family? Who's mom? What do mom and dad usually do at home? "