教师对幼儿角色游戏行为的观察及有效介入.docxVIP

PAGE I PAGE 教师对幼儿角色游戏行为的观察及有效介入 陶燕 （华东师范大学网络教育学院） 摘要 因为游戏是幼儿们的本性，是其生命活力的体现，同时也是一种天真的心理学反映。幼儿一般会按照本身的想法以及相关的心意去选择一些游戏的内容，这些内容会符合他们本身的爱好以及本身的水平，在这些自发性质的游戏里面幼儿能够根据自己本身的独特相关的行为来得到相关的信息并且获取到一定的经验，他们的发展是非常自主，快乐，和谐，迅速。在幼儿园中，游戏经常被用作传播知识的媒介或载体，巩固和提高知识和技能。教师倾向于在课堂上让孩子们来进行角色扮演这样的小游戏，首先会确定教育游戏的主题内容，然后就是来指定孩子们在游戏里面扮演什么样的角色，让整个游戏的内容以及游戏里面的情节能够真正的符合教学上面的要求，可以跟教学的方向来发展，并且把这个当成是儿童游戏的正确性与标准的水平。其结果是使游戏在老师的指导下成为一个“戏剧”，变成了一种比较注重外在的作业形式或者是一个课堂上面的活动，而游戏真正对于孩子们心灵上面的影响以及成长上面的作用完全忽略掉了，并且也是完全的忽略了游戏本身对孩子身心发展的多样性以及自然性全面发展的源泉价值。所以教师对幼儿角色游戏行为的观察和介入时机以及介入方式是十分有讲究的，对幼儿的角色游戏参与的积极性和角色开展都有很大的影响。本文就围绕教师对幼儿角色游戏行为如何进行观察，教师对幼儿角色游戏应该如何介入这两个问题进行研究。本文主要采用文献法、观察法、访谈法与案例分析法等相关来针对幼儿园中老师对于孩子们进行指导性质的角色游戏的情况来分析和研究，主要的目的就是希望可以真正的探索出教室在整个游戏的指导过程中有什么问题，找出原因，提高教师指导能力以及应对措施。 关键词：教师，幼儿，角色游戏，观察  Abstract The game is the nature of the children, the embodiment of the life vitality of the young and the expression of the childish psychology. When children in accordance with their own ideas and thoughts, or choose the game content in line with their own preferences and levels, and with their own unique behavior in spontaneous play, independent access to information, gain experience, enhance understanding, their development is so independent, happy, harmonious and swift. In the kindergarten, the game more often to be used as a transfer of knowledge and experience, consolidate and strengthen the knowledge and skills of the medium, like the school that teachers tend to organize childrens role in the game, to determine the educational theme, designate and distribution of children in the role of the game, trying to make the content and plot of the game the teacher to pre designed direction, and as the evaluation of childrens play is correct or not, the level of the standard. The result is to make the game a teacher directed by Taiwan opera， become externally imposed, become a disguised form of work or class: the game itself on physical and mental development of childrens role was not taken seriously, ignore the game as childr