有效开展幼儿游戏课程教学的策略探究

1、幼儿园教育指导纲要明确指出，幼儿园“以游戏为基木活动”。可见，游戏在幼儿 园教育活动屮占有重要地位，游戏课程对于幼儿教育具有重要的价值和意义。那么，有效开 展幼儿游戏课程有哪些策略呢？结合幼儿游戏课程教学实践，作如下探索。一、创设游戏环境，开展游戏教学幼儿是幼儿园教学中的主体，应结合幼儿的特点开展教学。要重视幼儿园环境对于游戏 教学的影响作用，从多方面考虑游戏环境的创设。首先，要创设开放、自由的活动区域，投 放丰富的游戏材料，满足幼儿不同的游戏需求，减少等待时间，让环境对游戏的开展发挥积 极作用。比如，在两人三足、小老鼠上灯台、拉绳等民间体育游戏的开展中，要结合游戏内 容，从环境创设入手提前准

2、备。在游戏区域屮投放幼儿熟悉的桃核、贝壳、纸宝、冰糕棍等， 力求种类丰富多样。材料的投放应保持开放式，以便于幼儿取放，满足幼儿的游戏需求。其 次，要为幼儿的自发游戏创设空间，从而发挥幼儿在游戏中的自主性。他们可以自主选择游 戏材料、游戏伙伴、游戏内容，教师是游戏的参与者、合作者和支持者。在游戏过程中，教 师应注重幼儿创造力、想象力的发挥。第三，要科学投放游戏材料，使幼儿与游戏环境形成 相互促进的作用，引发幼儿的游戏探究行为，为活动生成创造条件。二、结合幼儿需要，设置游戏课程开展幼儿游戏课程的目的是满足幼儿身心发展的需要，幼儿园能否实现“以游戏为基本 活动”，取决于幼儿园教育工作者对此的认识程度

3、及实施的策略。幼儿园生活环境的创设应 处处体现教育目的。让幼儿在园中参与丰富多彩的游戏活动，让童年充满快乐，是每一个幼 教工作者所追求的目标。每一个幼儿身心发展的特点不同，对游戏课程的要求也不同，而喜 欢游戏是幼儿的天性，但游戏课程的目的不是仅仅局限于娱乐功能，游戏作为幼儿成长过程 中的重要活动形式，对其身心发展发挥着不可替代的促进作用。通常，幼儿在游戏中的表现 会高于其实际年龄，相比其日常行为要更成熟。作为教师,要注意观察幼儿在游戏中的表现， 并进行适时的引导，这对促进幼儿身心健康成长具有积极的意义。比如，在超市游戏屮，幼 儿们在教师的引导下推选11!了一名“超市总经理”，游戏开始后，大家忙

4、忙碌碌地做着自己 分内的事，“超市总经理”却呆呆地看着别人忙，看到老师走过來便无奈地问：“老师，我能 做些什么呢？ ”教师一时被问得不知所措。是的，当教师把这个职务安排给孩子时，孩子对 这个职务的认识是空白的，这难免影响孩子在游戏屮的自我发挥、自我成长。这说明，教师 在课程设置屮，要在幼儿需要的基础上分配游戏角色，创设游戏环境，提供游戏材料，让幼 儿真正成为游戏的主人，才能满足幼儿身心发展的需要。三、结合一日生活，落实游戏课程游戏课程教学的关键是游戏课程的有效实施，而幼儿一日生活是落实游戏课程的载体。 因此，要将游戏课程设计、融入教学中的每一个环节。比如，幼儿每天早上进入幼儿园后, 教师可以让

5、幼儿自由选择游戏伙伴，或选择一些自己喜爱的游戏，做一做、玩一玩，让幼儿 在这段时间中感受到快乐，从而对幼儿园产生归属感，有效避免晨间入园时因为各种原因的 吵闹、啼哭现象等。游戏教学活动力求多样化，在幼儿自市休息时段，也可以结合实际情况， 将游戏融入其中，让游戏赋予这个时段更快乐的元素。比如，在幼儿入睡前，老师和幼儿可 以一起做“猫抓老鼠”游戏，老师扮猫，幼儿扮小老鼠，老师要求“小老鼠”们悄悄回到洞 里藏好，一会儿老猫要去抓老鼠，如果哪个小老鼠岀声或睁着眼睛，老猫就会抓住它吃掉。 幼儿便躺在床上闭上眼睛，一动不动，等“老猫”来的时候，他们通常已进入了梦乡。再如， 通过过家家游戏，让幼儿学着照顾小

6、宝宝上厕所，学着给马桶冲水等。在游戏小，幼儿提高 了自我管理能力，学会了关心别人、帮助别人。另外，游戏教学要贯穿于课前、课中、课后 整个过程。比如，在课堂上学习了 “你拍一我拍一”游戏后，教师与一位幼儿进行示范，让 幼儿在游戏中进一步感受儿歌的节奏。让幼儿分两排面对面坐玩游戏，一边念儿歌，一边有 节奏地拍手：先自拍一下手，然后双方伸岀右手对拍。幼儿回到家屮后，家长可引导幼儿根 据数字110的字音，模仿创编110字音接近的游戏儿歌。女口："你拍一，我拍一，一个 娃娃穿大衣；你拍二，我拍二，二个娃娃肚子饿”这些游戏锻炼了幼儿的运动能力、语 言能力、思维能力等，促进了幼儿的健康成长。四、结

7、束语综上所述，游戏课程是幼儿园教育的重要内容之一，在课程游戏化研究推进过程中，幼 儿教育工作者要发挥积极的作用。开展幼儿游戏课程需要教师的深入探究和积极实践，结合 幼儿的身心特点设置具有趣味性、教育性、可操作性的游戏课程，并注重游戏课程开展的有 效性，寓教于乐，让幼儿真正成为游戏的主人，在游戏屮获得全面发展。"kindergarten education guidelines11 made clear that the kindergarten "in the game as the basic activity'1 visible, occupies an imp

8、ortant place in the game in the kindergarten education activities, games courses for childrervs education has an important value and significanee. so, what are effectively develop childre n's game course strategy? in combi nation with childre n*s games teachi ng practice, made the following rese

9、arch.first, create a game environment, the game teachi ngchildren is the main body, in kindergarten teaching should be combined with the characteristics of young children to carry out the teaching. should attach great importanee to the role of the kindergarte n envir onment for game teaching, con si

10、dering the game envir on ment from several aspects of creation. first of all, to create the active area of open, free, delivery of the material of the game meet the dema nd of various games to young childre n, reduce the waiting time, let the environment of the game development play a positive role.

11、 for example, in three feet, two mice on the lampstand, rope, etc in the development of folk sports game, want to combine the game content, from the environment to create prepared ahead of time. in the area of the game on the children's familiar peach pit, shell, paper, water ice stick, etc., to

12、 species diversity material delivery should be kept open, so that the status take put, meet the dema nd of young children's games second, the spontaneous games created space for toddlers, so as to play to children's autonomy in the game. they can choose the material, the game partners, conte

13、nt, teachers are the players and supporters and partners in the process of the game, the teacher should pay attention to children's creativity and imagination. third, scienee on the game material, young children and game environment form the role of mutual promotion, lead to young children's

14、 exploratory behavior game, create conditions for the activitiessecond，to meet the needs of young children, set the game courseto develop childre n's game course aims to meet the n eeds of childre n's physical and men tai development, the realization of the rights of the kindergarten “in the

15、 game as the basic activity蔦 depends on the understanding of the kindergarten education workers have degree and the implementation strategy. the living environment of the kindergarten creation should reflect everywhere education purpose. let children to participate in the activities of rich and colo

16、rful game in the garden, and make full of happy childhood, children education worker is each goal. the characteristics of each of the childre rfs physical and men tai developme nt is differe nt, also differ ent to the requireme nt of the game course, and like to play is the n ature of childre n, but

17、 the game course is not only limited to the entertainment function, the purpose of the game as an imports nt activity formwww. in the process of childre n growing up on the physical and mental development play an irreplaceable role. usually, children's performanee in the game will be higher than

18、 the actual age, compared to their daily behavior to be more mature as a teacher, to watch children's performanee in the game, and make timely guidanee, to promote the healthy growth of children has the positive sign讦icance. the game in the supermarket, for example, the childre n are un der the

19、guida nee of teachers elect a gen era i manager of ''supermarket11, after the start of the game, everybody busy doing their own thing, the gen eral man ager of the supermarket stare blankly is busy, others saw the teacher comi ng then helplessly asked: hteacher, what can i do?h the teacher a

20、sked at a loss at the moment yes, when the teacher put the position to the child, the child understanding of this position is empty, this inevitably affect children play, grow up in the game this shows that teachers in curriculum, on the basis of the young children need to distribution characters, c

21、reating a game environment, provide the game material, let the children really become the master of the game, in order to meet the needs of the children's physical and mental developmentthird, combined with a day of life, to carry out the gamegame teachi ng is the key to the effective impleme nt

22、ation of the course, and the carrier of children a day of life is to carry out the game program. therefore, to design the game course, into every link of teachi ng. childre n enter kin dergarte n, every day in the morning, for example, teachers can make children the freedom to choose game partners,

23、or choose some of their favorite games, do a do, play, let the children feel happy in this period of time, which produces a sense of belonging to the kindergarten, effectively avoid the morning into the garden because of various reas ons of the noisy, crying phe nomenon, etc. diversificati on of gam

24、e teachi ng activities, in childrerfs freedom to rest time, can also be combined with the actual situation, the game is blen ded in among them, to make the game give more happy elements of this period of time .in front of the child to sleep, for example, teachers and children can do it together, ,h

25、cat catch mouse, teachers play the cat, children dress up as the little mouse, the teacher asked the” mouse "quietly back to their cave hide, for a while old cat to catch mice, which mice silenee or with your eyes open, if eat old cat will catch it child was lying on the bed, close your eyes, m

26、otionless, waiting for the nold cat", they usually have entered the dreamland. again, such as, through playing games, let the children learn to take care of the baby to go to the bathroom, learn to give the toilet flush, etc in the game, children could improve the ability of self-management, le

27、arned to care for others, help others in addition, the game teachi ng throughout the whole process before, class, after class lear ned in class, for example, hyou make me one1' after the game, the teacher dem on strati on with a child, let the childre n in the game further feel the rhythm of the nursery. two row sit face to face for very young children to play games, read children's songs, clap your hands with rhythm, the side: take their hands first, and then stretched out his right hand to take on both sides baby after back home, parents can guide children