What is the kindergarten structure game?

Question 1: What are the children's building games? What's the difference between structural games and architectural games? Construction games 10. That is, what kind of house this is, where it should be placed and what role it plays;

Structural games. That is, how to install, place and install columns, beams and plates.

Question 2: What are the forms of structured games in kindergartens? What are the types of children's game activities? Free games, regional games and theme games.

#8 195; #8 195; 1. Free games have high freedom. Free play is a game played by children in a natural state, free from external constraints, and children follow their own needs and interests. The ability to expand spontaneously. Activities aimed at self-satisfaction and pleasure. The content of the game is various, the difficulty of the game is multi-level, the materials of the game are varied, the gameplay is changeable, the time of the game is uncertain, the space occupied by the game is various, and its activity time, venue and operating materials are scattered and random. Children have a high degree of freedom, which is entirely up to them. Children are the most playful, and teachers have the least intervention in the game.

#8 195; #8 195; 2. Regional games are highly selective. Regional games are games that teachers create purposefully and orderly according to the learning characteristics of children in different stages, such as puzzle games, construction games, role games, performance games, art games, sports games and so on. Put in the corresponding game materials, children can choose and play games at will, and teachers can also suggest the content and form of activities for children. Its organizational form is relatively loose, but teachers need to have some control and grasp the direction of the game. Regional games provide a broader space and rich materials for children's activities, and pay more attention to the differences of individual development. Provide suitable content for children with faster and slower development. Guide the horizontal communication between children.

#8 195; #8 195; 3. The theme game is comprehensive. Theme games are games created by teachers according to their own teaching intentions. Let children learn and develop in a lively and active way in games or gamification activities. This kind of game activity has irreplaceable functions and values in ordinary games and daily life. Various factors of game activities are integrated into children's daily activities, and activity time accounts for the largest proportion. Although theme games have certain educational objectives, they do not force children to learn. Because it chooses the game content that suits children's age characteristics, it can let children participate in the game process psychologically in learning and bring them game-like happiness and experience. There are two main forms of theme game activities. The first is a domain theme game that integrates the educational objectives of a certain field; Second, it is healthy for kindergartens. A comprehensive theme game that integrates educational goals in five fields: society, language, science and art.

Question 3: What are the basic tasks of children's structured game guidance? This is a child's nature and one of the most striking features. Among all kinds of activities in kindergartens, games are an important activity that occupies a special position, an important way of interaction among kindergarten environments, and a driving force for children to get happiness. As Chen Heqin, a famous educator in China, said in the book "Research on Children's Psychology", games are children's lives. Through practical research, experts find that playing games can develop children's physical quality, cognitive ability and sociality better than attending classes, which is a true portrayal of children and the best window for teachers to observe and understand their development level and inner world in all aspects. Children's study and life are often inseparable from games and daily life. The outline proposes that teachers should arrange and organize children's daily activities reasonably and scientifically, combine education with daily life, give full play to the overall educational function of daily life, flexibly implement education according to the actual situation of the class, be good at discovering and utilizing educational resources in the surrounding life, and organize educational content. Meet the needs of children's development, so that every child can get happiness and self-confidence. Games are children's independent activities. In daily life, we can often see one child suggesting to another child: Come and play the game of skipping rope. It can be seen that children's games are out of their own inner interests or desires, rather than being dominated by others. So, are all games allowed to be played by children without the guidance of teachers? I don't think so. Kindergarten teachers play a very important role in the game process. We must guide children's games on the premise of respecting children and ensure their normal play. First, create a good play environment for children and stimulate their desire to play. Before children play games, we can prepare a lot of materials for children to play games, so as to ensure that children have enough space to play. For example, in the role-playing area, put a child's self-made phone, and two children may play a phone game after consultation, which not only cultivates the children's language expression ability, but also cultivates the children's ability to cooperate with each other; Put on a stethoscope and a white coat, and three or four children may play hospital games when discussing; Put sandbags in an open space, and they may play the game of throwing sandbags involuntarily. So try to create an environment that can trigger their games, including the venue and materials used. However, pay attention to whether it is appropriate. We should not give children too much * * * to make them at a loss, but also increase things that arouse their interest, so as to stimulate their interest in games for a longer time. Second, give children enough game time to ensure that children can enjoy playing games. Games are children's lives and activities, because games meet the needs of children's physical and mental development. There are many social behaviors, such as obeying the rules of the game, actively helping others, communicating and cooperating with children, and living in harmony with peers. Therefore, teachers should give children relatively concentrated time every day to ensure their games. This is to accumulate knowledge and experience and experience the happiness of success, so as to gain self-confidence and satisfaction. Third, teach children the rules and methods of game activities to ensure that children's games can go smoothly. Mastering certain game skills is the premise of the smooth development of the game, and it is also a good guarantee to stimulate children's interest in game activities. Teachers should use simple and clear language and appropriate action demonstrations to let children understand the name, play and rules of the game. They can teach individual children to play games first, and then let them learn to play games by learning from each other. You can also explain the gameplay and rules of the game. When playing games, teachers should guide children to obey the rules of the game, and at the same time guide individual children to master the time of the game, so that every child has the opportunity to participate in the game. Fourth, teachers can properly guide children's games by observing their games. Teachers should guide children by observing their performance in the game and whether the materials in the game can meet their needs. Teachers, as players, use their own actions and the language or materials of the game to hint at children's game behavior, thus promoting the development of children's games. For example, when a child in a small class has a phone and doesn't know what to do, the teacher can pick up another phone and start chatting with him. Is it Xiao Ming? Yes, are you Mr Yong? In this way, teachers will participate in children's games as participants, not from >>

Question 4: What is the development value of structured games in kindergarten for children? How is the regularity, maneuverability and flexibility of the building game material? Take common building blocks as an example. They have fixed specifications, are easy to stack, arrange and combine, and can construct various works, unlike materials such as toy cars and dolls, which have fixed uses. The "construction" in the construction game includes three processes: object construction, cognitive construction and social construction. Object construction, that is, visible construction behavior, such as building a house with building blocks; Cognitive construction, that is, the psychological support and result of commodity construction, such as planning the building block structure to be constructed and the psychological satisfaction obtained after the construction is completed; Social construction, that is, the effectiveness of constructing games from the perspective of lifelong development, can be understood as the formation and quality of interpersonal relationships mediated by material construction. The process of people's socialization is essentially a lifelong interpersonal relationship construction process.

Question 5: What is the structure of the kindergarten? There are two teaching modes, with games as the main activity form.

1 theme style

2 Five-domain formula

Game activities permeate every class of collective teaching activities.

Such as the most basic literacy. You can teach your child to read first, and then play games after you are familiar with it.

The teacher asked: the wind is blowing, and the child asked: Where is it blowing? The teacher said the name of a child. The named child got up and said, what are you talking about? The teacher said a word. Children go to find the corresponding word cards.

Question 6: kindergarten structure game small city (3) activity flow

1. Talk to stimulate interest:

Children like going to the park best, don't they? So what do you like best to play in the park?

What's on the playground in the park? (bumper cars, seesaws, slides, swings)

Children are invited to insert snowflakes into the playground today, so what do you want to insert in the playground? How do you think it should be inserted?

3. Let different children demonstrate bumper cars, seesaws, slides and swings.

(1) Insertion method of bumper car: insert the ring into the wheel, and insert cookies to assemble the car body.

(2) Insertion method of the seesaw: the middle bracket is inserted in a cross and zigzag way, and the seat is inserted in the house at both ends.

(3) Sliding Slide Insertion Method: Assemble by inserting houses, ladders and columns.

4. The children discuss in groups what to insert and how to insert it.

5. Children are divided into groups to insert plastic;

Remind children to help each other. Children with strong abilities should be small teachers for newly transferred children. Newly transferred students should study hard, don't interrupt and don't lose heart.

6. Put all the children's works together to form a playground.

7. Organize children to visit and guide children to appreciate and evaluate their own and their peers' works through conversation.

8. Please tidy up the toys carefully and put them away.

moving target

Guide children to plug out the playground in the park by connecting lines and building high, combined with their existing life experience.

Cultivate children's observation, hands-on operation ability, creativity and initial cooperation ability.

Activities to be prepared

Snowflakes, examples

Activity reflection

The rules of the game point out that games are children's basic activities, and they are not absolutely independent of children's learning and labor activities. Teachers must consciously combine these activities organically to make them complementary educational means. This is the development trend of structural game itself and the guarantee for its further improvement. In kindergarten, structured games appear as an independent game, but at the same time, the development of structured games permeates other kinds of games and teaching activities, and the two complement each other and cooperate closely. Therefore, teachers should pay attention to two connections when organizing children to play structured games.

Kindergarten education and teaching activities should organize children to learn new knowledge and skills through games. Therefore, structured games, as one of the game activities, should also closely cooperate with language, mathematics, art and other disciplines, penetrate and influence each other. The construction of the beautiful park has also greatly inspired children's feelings of loving their hometown, but some children have made unusual moves because they did not emphasize some links in the explanation process.