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Please analyze what games are basic activities according to the present situation of preschool education in China.

2. The quality of preschool education can not meet the growing educational needs of the educated.

First of all, there is a serious shortage of teachers. UNESCO's Global Monitoring Report on Education for All in 2007 holds that the number of students taught by each teacher is an important indicator to measure the quality of education. According to the statistics in 2005, the average teacher-student ratio of kindergartens in China is 1: 30.2, and rural kindergartens even reach 1: 36. 1, far exceeding the national standard.

Secondly, the quality of teachers as educators is not high. According to the statistics of China Education Statistical Yearbook in 2004, less than 50% of kindergarten directors and teachers in China have college education or above, even less than 30% in remote rural areas, and even 4.86% of kindergarten directors and teachers have no high school education, and the number of these teachers has reached 36,909 in China.

On the other hand, the chaotic management and imperfect laws and regulations make it difficult to supervise the quality of early childhood education.

In addition, there are quality problems caused by a large funding gap and a serious shortage of infrastructure.

Coupled with the unbalanced allocation of limited resources, the overall quality of early childhood education at this stage is not high, resulting in huge quality differences between urban and rural areas and thousands of high-quality parks in cities. Because of the implementation of the one-child policy and the rise of the middle class in China, there is a higher demand for early childhood education, so the widening gap between the rich and the poor is also reflected in the field of early childhood education. Top kindergartens (including public kindergartens) in some big cities have world-class teachers, facilities, management and curriculum programs, and the facilities are too luxurious. However, a considerable number of kindergartens, especially preschool institutions in rural and remote areas, are far from meeting the national standards in terms of educational facilities and teachers.

3. As the core of preschool education, the task of curriculum reform is arduous.

As a symbolic achievement of reform and opening up and learning advanced western educational thoughts, the Ministry of Education promulgated the Guiding Outline of Kindergarten Education on 200 1. This government document shows that China's preschool education has initially possessed a curriculum concept that is synchronized with contemporary western educational thoughts. However, from theory to practice, from idea to action is a long and difficult process, and all countries in the world are no exception. Even in developed countries such as the United States, when the funds for preschool education are insufficient, full-time teaching is usually changed to half-day teaching, teachers are paid the minimum wage or bonuses are cancelled, the teacher-student ratio is improved, toys are reduced, and children's lawns and art courses are reduced, so it is difficult to implement a good curriculum plan. In China, for a long time, the national preschool education funds only account for 1.2 ~ 1.3% of the total education funds, and the investment is seriously insufficient, so it is difficult to guarantee the quality of education, especially in rural kindergartens with poor conditions and lack of facilities. Obviously, in this case, there is still a long way to go to meet the requirements of implementing the new curriculum objectives and ensure the full realization of teaching objectives.

Moreover, the new curriculum concept puts forward higher requirements for teachers, teaching facilities and teaching environment. When one aspect or some elements can't be satisfied, good curriculum objectives are not only difficult to achieve, but sometimes even have more negative and serious consequences. For example, we encourage children to explore actively, and no longer advocate the simple indoctrination method that teachers teach children to learn. It should be said that this is an improvement. But it needs certain conditions, reasonable teacher-student ratio and enough materials for children to explore. Taking language learning as an example, we need to provide enough books of various types for children to read, understand and digest repeatedly, and teachers need to pay personalized attention to children, so as to help children learn and master the language in the process of independent reading. Therefore, when the material conditions of teaching are not rich enough, the teacher-student ratio is too high, which can not meet the needs of children's exploration and can not give timely help, it will affect the efficiency of children's language learning and it is difficult to achieve the predetermined teaching goals.

Human beings are born with games and have an indissoluble bond with them. As MacFarlane pointed out, "human beings have always been defined as homo ludens-a Latin word meaning' people who play games'. Because the characteristics of the game are not completely different from other species, it is particularly developed in humans. " [1] In early childhood, games are more developed among preschool children. It can be said that the game is a deep-rooted nature in children. Therefore, psychologists named "early childhood" as "play period". Yu Yongping pointed out that "high-quality kindergarten curriculum organically combines life and education, makes the curriculum lively and playful, and can guide children to learn in action." [2] Educating children in a knowledgeable and elementary way, leading children's childhood life in various training classes, and hurting children at the starting line will destroy children's childhood happiness.

First, the significance of early childhood education with games as its basic activity.

(A) the evolutionary roots of children's games

For children, game is a universal behavior that transcends race, time and space, and it must have profound evolutionary roots. In recent years, evolutionary psychology has aroused widespread concern, which provides a new perspective for human beings to understand their own behavior. As Dong pointed out, "Evolutionary developmental psychology tries to explain the origin and essence of human psychology through evolutionary psychological mechanism. Applying the evolutionary perspective to the study of human development will greatly improve the scientific nature of psychological science research and provide a general theoretical basis for development researchers to engage in research in various fields. " [3] Looking for the deep-rooted evolutionary roots of games among children can help educators better understand the inevitability of taking games as the basic activities of early childhood education.

Hall, an American psychologist, put forward the theory of the essence of games, arguing that games are the result of the biological inheritance of human race, and games are the actions and activities produced by children in the process of reproducing the biological evolution of their ancestors and their ancestors. The development stage of the game reproduces the evolutionary history of ancestors in different forms. The physical and mental growth process of human individuals from embryo to individual is strikingly similar to the racial evolution process of human beings as a group, which has attracted extensive attention from anthropologists, philosophers and psychologists. The growth and development of children reproduces the process of human evolution in a simpler way.

Connecting children's individual development with the process of human evolution gives us a broad, grand and profound view of preschool children's growth, and also makes us deeply understand the inevitability of children playing games. It can be said that "the growth process of children is the condensation of the evolutionary history of life." This not only makes us feel the magic of life evolution in children, but also makes us feel the long history of individual life in children, which in itself will make us adults have a kind of awe and praise for children's lives and children's spiritual world. " [4]

(b) Oppose the necessity of primary education in pre-school education

Children are closely related to games. Plato believed that education should not be compulsory, but should be a "game". He also stressed that "free people should not learn things like slaves". Education is the turning point of the soul, and what is taught under pressure will not remain in the soul. In ancient Greek, "education", "children" and "game" are connected at the root. Paideia refers to both "education" and "childhood"; Pais is a "child"; Pattaya is "game", "sport" and "play". [5] Now, under the pressure of various exams, children have to learn all kinds of knowledge from an early age, especially in the field of preschool education, which is "primary education". The primary education of preschool education is still being carried out in a down-to-earth manner in the opposition of education experts, which is manifested in the transfer of the educational content of primary schools to kindergartens for teaching, and kindergartens also adopt the primary education method for teaching and management. Sometimes, we find that this kind of primary school practice makes children have insufficient game time and can only play games freely in the toilet.

It caters to parents' short-sighted requirements and violates the law of children's growth and development, which is very harmful. A study in the United States shows that although the preschool education model in primary schools may produce good results in the early stage, it will cause far-reaching harm to a person's development in the long run. By the age of 23, children who are educated too early need more special education, more unemployment, no voluntary work and unmarried. [6]

Children are not only children with knowledge or intelligence, but also intellectual, emotional, social and physical existence. Sometimes, children's social skills, motivations, emotions and interests are more decisive for their growth. In order to ensure the healthy development of children's body and mind, we must be responsible for the future, adhere to the law of children's development, regard games as children's basic activities, and oppose the bad tendency of children's primary education.

(c) The necessity of implementing policies and regulations on preschool education

1996 "Regulations on Kindergarten Work" (hereinafter referred to as the "Regulations") officially promulgated, the 21st principle is "taking games as the basic activity and integrating education into all activities". With the deepening of education reform, the Ministry of Education promulgated the Guiding Outline of Kindergarten Education (Trial) on 200 1 (hereinafter referred to as the Outline) as the next document of the1new curriculum reform. The "Outline" inherits the spirit of the "Regulations" and puts forward in Article 5 of the first part of the General Provisions that "kindergarten education should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, take games as the basic activity, pay equal attention to education, pay attention to individual differences, and promote the personality development of each child."

Although the expression "taking games as the basic activity of children" has been repeatedly insisted and reiterated in the laws and regulations of preschool education in China, this requirement has not been deeply rooted in the hearts of children's education, and most kindergartens have failed to do this well. "Teachers still take' class' as their main business, and the phenomenon of' emphasizing classes and neglecting games' is still serious." [7]

In 20 12, the Ministry of Education issued a more specific and operable Guide to Learning and Development for Children Aged 3-6 (hereinafter referred to as the Guide). The goals in the guide remind parents and kindergarten teachers what children of all ages should learn. The implementation of the Guide should be based on games, which are not only the specialty of preschool education, but also an important way to promote children's learning and development. [8] Preschool teachers play an important role in the development of preschool education and the improvement of the quality of preschool education. In a sense, the quality of preschool teachers can determine whether children can grow up healthily. On February 20 12, the Ministry of Education promulgated "Professional Standards for Kindergarten Teachers (Trial)", proposing that "we should attach importance to the unique role of environment and games in the development of young children, and take games as the main activity." In the dimension of professional ability, "support and guidance of game activities" is put forward as a basic educational ability.

Second, the role of games in children's learning and development in various fields

The Role of Games in Children's Healthy Learning and Development

Locke said: "The spirit of health lies in a healthy body." Physical health plays a fundamental role in children's growth and is the wealth and capital of a person's life. In preschool education, games are closely related to children's health, and games are a powerful and effective indicator of children's health.

The metabolism and rapid growth of preschool children's bodies require them to carry out various sports, and preschool children get happiness from these sports. For adults, exercise is an activity that requires perseverance, while for preschool children, exercise is happiness. They get happiness from walking, climbing, running and jumping. This form of activity is a functional game for them, also known as functional game, practical game or sensory sports game. Children's basic sports skills such as running, jumping, drilling and crawling have been exercised in sweaty games.

In the outline, health includes both physical health and mental health. Mental health is an important aspect of health. According to the research of psychoanalytic psychology, games have the function of venting children's bad emotions and maintaining children's mental health. There is a clinical study that "this discovery confirms what most parents and teachers who are good at observing children have known for a long time-children struggle to spend and understand the experience of fear, confusion and depression through games with no fixed purpose." [9] In early childhood, all psychotherapy is conducted in the form of games. Psychological trauma is a kind of psychological injury that is difficult to cure, but children's play activities in a supportive environment enhance their adaptability and resilience. [ 10]

(b) The role of games in the learning and development of children's science.

Science games are an important educational form to cultivate children's curiosity and thirst for knowledge. Pairing games, solitaire games, all kinds of electric toys, magnets and other interesting game forms and scientific phenomena can greatly stimulate children's curiosity and thirst for knowledge, urge children to pay attention to such scientific phenomena in their future study and life, and trigger further exploration, study and thinking.

The spiritual essence of science is the spiritual force that supports the hard work of scientists and encourages the progress of human civilization. Game spirit and scientific spirit are internally consistent. "The characteristics of game temperament generally include: trying such and such measures, crazy and bold speculation, acting according to intuition and hunch, deviating from logical thinking and taking risks. The success of science often requires a lot of naughty, exaggerated, humorous and arrogant assumptions and experiments. " Many important discoveries in the history of science were made inadvertently. "The years of DNA discovery were so far-fetched and irrelevant that most people would give it up as a joke." [ 12]

Mathematical games have a very long history, and some classic mathematical topics or mathematical games are popular all over the world. "For example, in ancient China, Han Xin ordered soldiers, the problem of hundreds of chickens, jigsaw puzzles, and pursued skills through great development ... The purpose of dealing with mathematical situations in a game way is to make mathematical ideas more acceptable." [13] Games are not dispensable for mathematics. "The wonderful game characteristics of mathematics determine the greatest possibility of miracles in mathematics learning or creative activities. The structural similarity between mathematics and games ensures that games are conducive to the cultivation of mathematical thinking and mathematical spirit. " [ 14]

The Role of Games in the Learning and Development of sociology of childhood

Games are social, and the contents, forms, types and ways of games are influenced by social customs, moral habits, history and culture, and children's games are often branded with the nation. Role is the simulation and reappearance of real life that children observe and understand in imaginary situations. Children can enhance their social skills in role-playing and think from the standpoint of others. They can also enhance their awareness of gender roles in role games and know that men and women have different social roles.

When many children play games together in kindergarten, it is necessary to establish game routines to ensure that children can play games in an orderly way. "Game routines refer to the rules that prohibit and allow inappropriate behaviors and appropriate behaviors when children play games in preschool groups." [15] Game agreement is a social rule, which can make children understand many socially acceptable and unacceptable behaviors. Regarding the routine use of toys, children are required to put the toys back and tidy them up after playing, which can cultivate their sense of responsibility and helpful spirit.

Game activities can cultivate children's strong will and active learning personality. Games are happy for children, and this happy experience can make them endure all kinds of unbearable pain at ordinary times, thus exercising their will. Manuyilenko, a Soviet psychologist, once did the experiment of "sentry standing guard", which greatly increased the time for children to stand in the posture of sentry holding a gun. [ 16]

The role of games in children's language learning and development.

Language game itself is a kind of game form that children like, and many sports games are accompanied by nursery rhymes. "Nursery rhymes are a kind of musical oral literature, and its musicality is manifested in the rhythmic beauty and distinct sense of rhythm of its language. Children's songs are pleasing to the ear by means of disyllabic, rhyming, pun, homophonic and antithesis, and have the effect of echoing others, so they are easily accepted and liked by children. " [17] Many language games such as tongue twisters and nursery rhymes are popular with children.

In sports games, role games and performance games, children also need to discuss with their peers how to play, the use of materials, the distribution of roles and the adjustment of conflicts. "Children spend most of their time in the game using language, even talking to themselves, or talking to toys and things they play with, which usually involves complicated language interaction. For example, role games are particularly helpful for the development of language and communication skills. " [18] Adults participate in children's games, and children can naturally acquire new words used by adults in the process of dialogue with adults.

The germination of reading and writing is the attitude, expectation, emotion, behavior and skills related to written language learning in children's life, and its connotation includes printing motivation, printing awareness, pronunciation awareness, narrative ability and vocabulary learning. Children pretend to be readers and writers in the game plot, making children become budding readers and writers. [19] In performance games, children can better understand the content of the text by playing roles and imitating the actions and dialogues of the roles.

(E) the role of games in the art field

Romantic theory connects games with art, because both involve individual freedom, autonomy and originality. Berlin distinguished the difference between them. He thinks that game is the exploration of diversity, while art is the concrete exploration-this is a convincing distinction in his epistemology. [20] From the perspective of internal experience, there is a great overlap between the elements of games and art, which provides an innovative psychological element. As Liu Xiaodong pointed out, "there is an important proposition in the philosophy of art, that is, games are often artistic, and art is often game." [2 1] The isomorphism between games and art makes games promote the development of children's art.

Games are often accompanied by singing, and the dancing of the body is the physical expression and expression of the child's mind. Children's inner feelings are expressed in a physical way, and music games with songs can also help children better understand and express beauty. Children's thinking has specific visual characteristics. If children are allowed to imitate the movements of songs in the process of learning children's songs, the learning effect will be better. For example, learning the children's song "The Little Mouse on the Lampstand", children understand and master the rhythm of music in the process of imitating the movements of the little mouse. [22] The various buildings and facilities observed by preschool children in their daily life have become the source of their creation and the object of imitation. We often see children enjoying themselves in games and immersed in a high degree of beauty. "They are obsessed with structural modeling activities, and they can't put it down with beautiful toys. They decorate and beautify their game environment with materials and get an aesthetic pleasure from it."