First, create a suitable environment and cultivate children's enthusiasm for participation.
In the role game, the teacher should be the creator of the environment, the provider of conditions and the director of observation. Teachers mainly influence children's active learning by creating environment and putting in open materials. When creating an environment, I pay attention to guiding children to participate and give full play to their main role. For example, after the game in the supermarket is generated, I ask my children: "Where can the supermarket be opened and how to arrange it?" The children blurted out many suggestions: "In the corridor outside the activity room." "There can be an entrance and an exit." "And a cashier. There is one if there are few people. There are two people. " Sometimes after playing for several times, I found that the children were not interested in the original game area, so in the evaluation activities, I put it forward in time, and we will add new game materials together. Children are always particularly sensitive and interested in the innovative environment. They want to see, listen, touch molds, touch and ask about all innovative things. At this time, their thinking activities and exploration spirit are also in the best state, and teachers should seize the opportunity to inspire them.
Second, respect children's wishes and highlight their freedom to play.
Looking at the whole process of children's games, it is not difficult to find that in order to establish children's dominant position in the process of role games, we must respect children's wishes and truly realize five freedoms, namely, respecting children's freedom to choose themes, plots, toys, roles and comments on their own games. Only by respecting children's five freedoms can games become children's own games.
1. Free choice of theme: The theme of children's games often comes from what children see or experience in their surrounding life, and gradually expands from familiar family or kindergarten life to people and things in social life, such as "doll house" to "photo studio" and "library". Teachers should give children the right to choose when determining the theme, collect more topics that children are interested in at ordinary times, communicate with children more in their spare time, understand the game themes that children are interested in, and give children the opportunity to choose freely.
2. Free to choose the plot: After the theme is determined, the teacher can organize the children to discuss how to play the game, so as to start the plot. Teachers should not interfere too much in the process of children's games, and develop the plot according to their wishes. For example, the mother of the doll's family always cooks there. When the teacher sees it, she asks her to buy food, but the mother doesn't want to. At this time, the teacher should respect the child's wishes, understand the reasons and develop the plot according to the child's wishes.
3. Free choice of role: When choosing a game role, you need to choose the role according to your own wishes. Young children can ask themselves what role they want to play, while middle school children are encouraged to discuss and assign roles by themselves.
4. Free choice of toys: Toys in role games are game materials. When choosing, teachers should also encourage children to choose freely according to their own wishes. For example, Xixi, a child in my class, suddenly sprouted the plot of "doing surgery" in a hospital game. Because there was no mask, he used the towel from the barber shop as a mask. This is a very creative idea. If the teacher does not observe clearly and mistakenly thinks that he is taking someone else's goods, it will stifle the initiative and enthusiasm of the children in the game.
5. Free comment game: Children will have many happy things and problems in the game. Teachers should give children freedom and time to talk about it fully. After each game, children can discuss in groups, especially those in large classes. They have their own opinions and can solve simple problems. They can freely talk about their own games according to the questions, thus cultivating children's autonomy.
Third, enrich guidance methods and enhance children's awareness of participation.
Reasonable use of game guidance is the guarantee to realize children's dominant position in the game, and teachers' on-site guidance in role games should be based on children's subjectivity. For example, in the game of "Barber Shop", children who play the role of hairdressers often get their hair cut in the wrong order and don't know what to do before they get a haircut. To this end, I dressed up as a customer to get a haircut, prompting "barber" and washing my hair first, so that it won't hurt. Forgetting his bib, he said to the barber, "Try not to let your hair fall on your clothes." Under my prompt, the children have finished the process of haircut very well, and the effect is much better than the teacher directly saying the steps.
In practice, random guidance can be given according to the differences of children's individual development. Observe children's performance in the game, encourage children with weak ability to participate in the game, help each child to enhance their role awareness and highlight their dominant position in the game. For example, Genie Chen children in the class are timid and don't like to show off. So, I encouraged her to take the doll to the supermarket or go to the restaurant to eat. This clarified her role as a mother and mobilized her enthusiasm to participate in the game. The random guidance of individual differences helps children with weak ability to experience the fun of games.
Fourth, optimize the game evaluation and improve the autonomy of children's evaluation.
The reason why games are loved by children depends on its enjoyment function and educational function. Children can relax in the game. At the end of the game, the children will talk about the game with great interest. As the guide of the game, teachers should seize the opportunity in time to let children share the happy, fun or creative and unique places in the game. At present, the evaluation of role games is often ignored by teachers, or they hastily withdraw their troops because of lack of time, which can not guide the development of games. In game activities, teachers should give children more opportunities to talk and let them communicate with their peers. After that, the teacher should treat each child with a positive attitude and accept the mistakes made by the children. Only in a relaxed and free environment can children's autonomy be developed, their ability of independent evaluation be continuously improved, and their subjectivity can be fully reflected in role games.
Successful role-playing can not only achieve a certain educational effect, but also improve children's subjective initiative in the game process, actively guide children's active activities, make the game process a form of children's free communication, free creation and free exploration, let children experience the fun of the game, enjoy the happiness of individual freedom, actively participate in role-playing, and truly reflect children's subjectivity.