How to introduce and guide teachers in kindergarten regional games in time?

Teachers can be divided into direct intervention and indirect intervention. Direct intervention means that the teacher prompts a question or suggestion, gives an encouragement or reference, invites a companion to join or create an atmosphere to support the child's game behavior without affecting the child's game will. Indirect intervention refers to teachers' participation in games as peers, which exerts a subtle influence on children's game behavior and improves children's game level. Whether it is direct intervention or indirect intervention, it should be carried out in a natural state on the premise of not interfering with children's games, with the principle of not destroying children's interest in games and their development, and with the aim of giving children a game experience and promoting their game level and all-round development.

Teacher's intervention can also be divided into emotional encouragement and technical help. Emotional encouragement means paying attention to the use of encouragement, appreciation, integration, suggestion, inspiration, suggestion and guidance during intervention. For example, a teacher's smile and praise can inspire children's confidence and courage to overcome difficulties. Technical assistance mainly includes demonstration, participation, help, guidance and practice. For example, teachers give specific support to children through action imitation, operation demonstration, and physical provision, so that children can solve problems and realize their game wishes. Children's games need both emotional encouragement and technical help from teachers.

In the process of children's games, teachers should also reasonably exert certain influence or intervention on children, that is, guidance, to ensure the practical realization of the development value and educational role of games. Teachers' guidance of children's games, on the one hand, needs to stimulate children's interest in surrounding things and actively participate in games by creating a game environment that reflects certain educational intentions, thus indirectly affecting children's behavior; On the other hand, we should directly participate in the game process, guide children's games in a targeted way, guide them to deepen, constantly improve their behavior quality and activity level, and promote the all-round and harmonious development of children's body and mind through games. If creating environmental conditions, organizing games and making plans for children's games are external help and support for children's game activities and an off-site guidance, then teachers' intervention and guidance for children's game process is the on-site guidance for the game itself, and teachers' on-site guidance for the game process is the key link to realize the game implementation plan.

Use appropriate intervention and guidance methods in the game to give full play to the subjectivity of small class children.

From the growth of small class children's game behavior; The formation of game content; The collection, production and delivery of game materials are all produced by children themselves. Especially in the selection and transmission of game materials, the model of introduction and arrangement by teachers in the past was completely abandoned, and children were allowed to choose and collect the materials needed for making games independently. For example, in the dollhouse game, according to their own life experience, children find that they can also use microwave ovens for cooking; When it's cold, dolls need heating for bathing. Teachers should guide and support children to collect and make these game toys at will with the help of adults. And launch and interact according to your own interests. In the process of this game, children are always in a dominant position, and their sense of autonomy has been fully publicized.

1. Follow the focus of children's attention and establish the theme of children's independent games in a timely manner.

When the teacher was tidying up the toy cupboard, she accidentally dropped a doll without clothes. When he saw it, he immediately made a phone call gesture and said, "Please come at once. There is a doll lying on the ground and sick. " When Yuan Yuan and other children heard this, they imitated the sound of an ambulance and ran over. Mingming took the lead in picking up the doll and putting it on the doll's crib. I saw him tie one end of the rope to his ear and the other end to the doll. Go see him. The children who are playing around the doll house have also imitated Mingming and looked sick at the doll in their hands. Mingming's game behavior influenced other children, making a noise. As a result, teachers expanded children's favorite hotspots in time, and the theme of the game "Small Hospital" was "born" among children. Teachers keep up with children's activities in time, which provides the most basic guarantee for children to play independently.

2, carefully observe the children's games, timely intervention and guidance.

After a week of game observation records, it is found that children are generally interested in game themes such as doll's house, small hospital and restaurant, but no one cares about the game laundry room. Why is the same child born, but the enthusiasm for participation is completely different? After analysis and reflection, I think some children in small classes lack life experience in laundry. So the teacher discussed with the children in a game tone and went to visit the laundry. Let the children go to the store to see, learn and experience the fun of washing clothes for the dolls, and observe the work of the aunt. After such a visit, the children really tried hard in the game and learned to wash clothes for the dolls. This activity made us realize that teachers' keen capture of children's game information and timely and appropriate guidance will rekindle children's interest, establish children's self-confidence and make them feel successful.

3. Teachers participate in the game as game partners, and strengthen children's autonomous behavior through the evaluation process.

First, understand and guide individual children through game sharing activities. For example, in game observation, it is found that children's psychological qualities such as game initiative and self-confidence are quite different. Some games are very autonomous; When others are afraid to play boldly, the teacher plays with him as a friend in the game and encourages and praises his small progress in the game sharing activities. Secondly, teachers guide children to discuss around a theme by asking questions and setting doubts, so as to refine children's life experience and stimulate children's interest in further exploring games independently. It should be said that repeated communication and sharing activities not only cultivate children's ability of bold expression, independence and self-confidence, and active communication, but also promote the healthy development of children's emotions and personality.

Pay attention to children's behaviors and problems in the middle class games, intervene appropriately and promote children's communication and cooperation.

In the process of implementing the "Outline" to guide independent games, I often think: How can middle-class children get better development in games? How to make every child improve in different degrees in role games? I think and summarize in practice.

Observing children's situation in the game is an important part of organizing the game, and it is also a window to discover children's game situation. Whether children play actively or passively in the game; Whether to play creatively independently, or to imitate others and play with others; How do you get along with your peers? How is the hands-on operation ability? Attitude towards toys and companions, language communication ability, etc. Are the objects of observation. So how to better observe and guide?

1, to observe children's games, we must first be patient and listen to children's voices.

It is very important for teachers to observe children's behavior in game guidance. Children's game behavior is sometimes silent, but children's inner thoughts and emotions can be seen from the silent movements, so teachers need to observe patiently and discover children's game ability. Once, the teacher heard the "waiter" in the "dim sum shop" complain: "Today's business is not good at all, and the wrapped jiaozi and wonton can't be sold ..." The teacher asked them what happened, and the waiter said that the chef didn't do well, and the chef blamed the waiter for not greeting well ... and the happy game atmosphere was also destroyed. The "dim sum shop" was temporarily put up with a sign of suspension of business, and everyone discussed the idea: "Do you want to continue to open the dim sum shop? If you want to continue driving, is there any good way to make the business prosperous? " The children said noisily: I must have breakfast before going to kindergarten, and the snack bar can't be closed. The staff in the bank said; I will be hungry after work, and I will have a snack in the snack bar. ...

After discussion, everyone came up with many good ideas: enriching snacks, designing new menus, increasing food delivery services, encouraging children's ideas and giving "material" support. The game is richer and more interesting than expected.

Teachers constantly observe children's game behavior and analyze children's experience, ability and attitude. Children gain something in every game, which reflects the role of the game itself.

2, timely and flexibly capture the good bit behavior in the game, so that it can be sublimated.

When playing games with children, we can often find the bright spots of children, and "carry forward" these bits and pieces in time, which can play a positive role in children's social development and good behavior habits.

Once, a new program of "Star Stage" was staged, and the audience rushed to buy tickets to watch it. Xiao Xin and Zhuang Zhuang's two friends made an appointment to watch the performance together, but when it was their turn to buy tickets, there was only one ticket left. "Buy or not?" Two good friends are struggling at the window. At this time, Fang Bao, who bought the ticket in front of them, went over and said, "Forget it, you are good friends. I'll give you the ticket! " I'll watch it tomorrow! "A small ticket shows the friendship between children and makes me very moved. The teacher fully affirmed the children's behavior and asked the "master" to give Fang Bao a ticket for helping his friend. After the program, the "host" told everyone about it. Let's share it. Through the game to feel the true feelings, the children are deeply infected.

3, participate in the role, teachers and students feel the fun of the game together.

Children play the role seriously in the game, imitate the role of labor and have a good time. The teacher's participation promoted the game. Xiao Min was complaining: "Today, my baby and I opened a' flower shop', but he always went to other places, and I was the only one who looked after the shop. I am too busy. " The teacher participated as a customer and sent a' banner' to Tingting, who worked hard, suggesting that the baby should be reminded to work seriously. Another example: the doll's' sister' is ill. As a community doctor, the teacher came to the doll's house to visit her sister. She suggested that families should take care of family members. My sister said, "I feel very happy today because I am ill." Chen Chen's mother took care of me, sent me soup and accompanied me to the hospital. " Through what happened in the game, everyone has a clearer understanding of the responsibility of role identity; At the same time, under the guidance of teachers' intervention, children's sociality has been developed; Cultivate the habit of observation and thinking; Exercise and improve the ability to solve problems.

Children in large classes choose the theme of the game independently, participate in the formulation of rules, and truly become the masters of the game.

When teachers participate in children's games, they should adhere to the principle of "strengthening the development of the subject and highlighting the spirit of the game". The intervention of teachers is to create a more free and harmonious atmosphere for children's games and provide support and guarantee for children's development. Teachers should support children to carry out creative activities according to their own interests, needs and life experiences by intervening in games, and design and generate new games according to their own wishes. Teachers should encourage children to solve their own problems in games and let them develop themselves in the process of interaction with environment, materials and peers. At the same time, the teacher's intervention should ensure the spontaneous autonomy of the beginning of the game, the self-entertainment of the game process, the self-formulation and conscious observance of the rules of the game, the free choice and free operation of the game materials, the free combination and mutual cooperation of the game partners, etc. Finally, the game subject will develop in free and harmonious activities.

1. Children's games highlight freedom and create an open, harmonious and creative "game spirit".

Life is a classroom. In the process of observing the world around them, children gradually accumulate experience and form social roles, while autonomous games can make children reflect the world in their eyes by playing roles in imaginary actions, situations and interactions.

At the beginning of the "News Square" game, we were a little worried. The reason for setting up this game is that children are emotionally interested in the things around them. At first, children used newspaper clippings and reports to spread news in newspapers and periodicals. It didn't take me long to find that all the time in the game was spent on editing and decorating, but there was no time to broadcast. At the same time, judging from the content of their clips, there are few people who are suitable for them and have concerns, and the purpose of this game is deviated.

One day, Kiki asked the teacher if she could interview the staff of the snack bar and ask them if they had any new products today. The teacher agreed. This suggestion immediately put the game into an interesting channel. On the day of the game evaluation, the teacher asked Kiki to introduce her ideas and how to operate it, and threw out a question: Where else can I go for an interview besides the snack bar? Interview what? Some said: Can you ask customers how the new product tastes and how beautiful it looks? Are there any new books in the library? What are they about? What does the librarian do for everyone? What kind of house is built on the site? How are they built? Where did the primary school spring outing go today and so on. The children had a heated discussion, in which many bright spots broke out.

The next day, the children were excited and busy with various games. When they broadcast, they hold recording paper and tell their own stories. The recording paper they made was recorded by the children in the form of pictures and symbols, which made everything continuous. The children's creativity inspired me a lot. This is because the teacher found that both Kiki and Xiao Mu had interviewed snack shops, but their records made people feel the same thing. Here, the teacher put forward a suggestion, whether it can be recorded with words and pictures, so as to enrich and enrich the content of the report, which was approved by many children. The new recording method not only produces new gameplay, but also further develops the game content. Linking multiple games will help develop children's ability to interact with each other, and help children solve and overcome all kinds of difficulties encountered in games independently.

2. The renewal of materials is the foundation and also acts as a catalyst.

The provision of game materials is an important material pillar for children to express and develop games. Without the game material, the game is almost difficult to play. The game material not only enriches the content and form of children's games, but also stimulates children's game motivation and concept, causing children's game association and game action. It is necessary to fully observe the game, seize the opportunity of education keenly, and overcome blindness according to the characteristics of large class children's demand for materials; And according to the full observation of the game, timely adjust the materials, change the materials, effectively use the materials, promote and improve the quality of children's self-life, meet children's various needs, and develop children's self-personality.

The "Art Primary School" game is an independent game with the theme of "My Little Schoolbag". At first, children were interested in being "little teachers and pupils". As time goes by, they are not satisfied with going through the motions, hoping to teach their children like real teachers. At this time, the visit to the primary school gave the children a perceptual knowledge. The teacher puts in toys appropriately: numbers, addition and subtraction symbols, chalk, pocket blackboard, etc. The children's interest in the game suddenly became strong. In addition, Beibei prepared an origami book by herself, saying that she wanted to teach children. The teacher suggested that she could fold it herself first. Beibei immediately told the teacher that she would "prepare lessons" at home before teaching the children. Xiao Yang brought paper-cuts. This is the place where the teacher told the' little teacher' to put the handmade paper and told them that they can take it away at any time, which is a' supreme honor' for them, because it belongs to the teacher and is dominated by them. It is a qualitative leap from waiting for teachers to provide materials to actively and selectively preparing. The renewal of the material is the foundation, and it also acts as a catalyst to promote the further development of the game.

3, the main body of the game is children, guide children to participate in the formulation of rules, so that the game really becomes its own game.

Role children are games for children to choose freely and move freely. But each game has its own rules to realize the educational significance of the game itself, and role games are no exception. In order to make every child active, free and orderly in the game process, it is particularly important to formulate the necessary rules of the game.

When the theme of the game deepens and can be carried out smoothly through the teacher's intervention, the teacher quits the game. Teachers play the role of inspiration and promotion. The main body of the game is children. Teachers guide, encourage and help children to participate in the formulation of game rules, judge right and wrong, and promote the development of games.

Children's own rules are more acceptable to children, and children enjoy games in their own rules. They must also abide by some simple rules of behavior to ensure the normal operation of the game. For example, in the "small stage", the children sang and danced heartily, but they didn't know that the nearby "hospital" was also affected. The children immediately thought that the "small stage" should be quiet when patients come to see a doctor, so they also thought that they should take care of some children who don't follow their own rules. Therefore, the rules for everyone to take turns as duty students are also formulated by the children themselves. Everyone is actively undertaking this "work". In this process, children also learned to keep quiet in public places, not to speak loudly, not to influence others and so on.

At the same time, the teacher also guides the children to have a full discussion in the activities, and regards solving problems as an open space for the children. In practice, children can feel that not all rules are sacred, inviolable and unchangeable; On the contrary, some rules exist for certain purposes. When the rules no longer meet the original purpose, or the situation changes, the rules should be changed in time.

There is a rule in the game of class one: children's architectural works can be kept for up to one day, and then they can be demolished and cleaned up. But one morning, Tian Tian told the teacher that she felt very sad because according to the regulations, the project she built had to be demolished in the afternoon. Tian Tian wanted to keep her work, because she went to the dentist early yesterday, and she wanted to finish half of her work ... So the teacher raised this question and discussed with the children whether it was necessary to change the retention time of building blocks. So the children's new and more specific rules are "released".