Theory and practice also prove that games are the most suitable form of activities for preschool children. Games are voluntary activities of children, not forced activities imposed by adults. Children have the right to decide everything in the games. In a certain game environment, children have the right to freely choose, freely develop and spontaneously communicate the plot and content of the game according to their own interests and needs for the purpose of happiness and satisfaction; Have the right to solve contradictions and disputes in the game in their own ways and methods. However, this does not mean that children can play freely and casually, as long as it does not harm their physical and mental health. Teachers should give appropriate guidance in children's autonomous games to help them solve problems and promote the smooth progress of the games. In today's games, some teachers often look at children's games from the perspective of adults and instructors, eager to see their children develop and improve in every game. They always feel that children in the game are not in line with the reality of life and violate the rules of the game. So I instilled the reality I knew into my children and told them how to play, and the game became a play directed by the teacher. Children's right to explore, experience and create independently was deprived by teachers, which greatly dampened their enthusiasm for playing games. The game should be dominated by children. The theme of children's games, the choice of toys and the progress of games should be decided by children themselves. Teachers only need to provide some necessary preparations and help for children's autonomy, and children are the real masters of autonomous games. In children's games, teachers are the guides, interpreters and supporters of children's games. In practical guidance, the author thinks that we can start from the following aspects: First, effective observation must be based on planned observation to guide the game, so that teachers can deeply understand children's interests and needs in the game and have a targeted understanding of children's games. Only on the basis of observation can we formulate games suitable for children's needs. When children play games, who do they usually play with and so on. Different games use different observation methods. Second, give proper guidance to children's games, provide reasonable help for children, let children give full play to their autonomy in games, and effectively promote their own personalized development. 1. Participate in the game and indirectly guide the teacher to participate in the game as a role, so that children can often have more fun. In the game, teachers, as children's playmates, should play with children equally and enjoy happiness. Teachers' childlike innocence will make children friendly and natural, thus creating a relaxed and harmonious game atmosphere, which will help teachers to exert their influence in time and coordinate various relationships among players. For example, in the game "Lele Clothing City", the teacher participates as a customer, asking the clerk whether all kinds of clothes match him, asking the clerk for reference when trying on clothes, and so on. Effectively help children accumulate experience and improve their game level. Of course, teachers should never forget the purpose of their participation, grasp the opportunity and scale, take the non-intervention of children's games as the premise and take the joy of children's games as the basis. For example, at the activity just now, the customer came again. 1. Giving advice directly to children is related to what happened around Dachuan. When children play games, it is inevitable that they will encounter some thorny problems. 3. Encouraging children's creativity in creative games is an extremely important embodiment of subjectivity. Although the teacher prepared a lot of game materials for the children before the game, there will still be insufficient materials in the actual game. Children often ask me, "Teacher, what should I do without XX?" I encourage them to find their own way, or provide them with some semi-finished products, or guide them to find something that can be replaced. Children can use these semi-finished products to play their own games creatively, which not only exerts their subjectivity, but also cultivates their practical ability and imagination. In the game "Doll Supermarket", the children walked and strolled, bought many items from the supermarket and walked together. After shopping for a while, I actually set up a family by myself with the things I bought. My family was very busy and I warmly invited my friends to their home. This is a new game that children play by themselves. The teacher has been paying attention to observation and has not interfered with the children's games. Soon the teacher was invited as a guest, and the children's creativity and imagination were fully exerted. In a word, games under the guidance of teachers can promote the improvement of game level and the development of children's ability.