【作者】 关少英；

【导师】 余文森；

【作者基本信息】 福建师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 创造性游戏是幼儿期的典型活动，是幼儿园教育的重要途径。教师对幼儿的创造性游戏活动的适宜性指导有利于促进幼儿在游戏中的发展。本研究探讨了教师在游戏准备环节、导入环节、主体环节、讲评环节的指导现状及其教师在指导过程中存在的问题并提出对策。本研究选择了福州市四所优质幼儿园：福建师大附属实验幼儿园、福州市蓓蕾幼儿园、福州市台江区实验幼儿园、福州市鼓楼区花巷幼儿园。研究在大、中、小三个年龄班进行观察，每个幼儿园每个年级随机抽取一个班级，总共对12个班级的创造性游戏活动进行观察。观察中发现教师在指导创造性游戏活动中存在以下问题：游戏的条件不够充分；忽略幼儿在游戏中的主体地位；导演与放任游戏的现象较为严重；师幼缺乏积极的情感交流；教师介入游戏的有效性比例不高；对幼儿的游戏行为缺乏真正的观察和解读；对介入游戏的时机缺乏恰到好处把握；以交叉式的介入方式为主，但还缺乏真正的参与；讲评方式较为单一，讲评内容缺乏深度等。为此，笔者提出以下建议：做好游戏的充分准备，为幼儿游戏的开展提供条件；提高观察质量，并在此基础上选择适宜的介入时机；减少对幼儿游戏活动的干预、让幼儿成为游戏的主人；营造轻松愉快的互动氛围，注重与幼儿之间的情感交流；灵活进行角色定位，提高指导的有效性；把握好讲评环节，注重提升幼儿的游戏经验；对游戏指导行为进行积极的反思，不断改善指导行为。更多还原

【Abstract】 Teacher may promote the level of child development by instruction in their play. The study shows the actuality of the instruction in the preparative tache、beginning tache、comment and appraise tache and the problem of the teachers’ instruction in the play, then propose the countermeasure.The study selected four of high quality kindergarten in Fuzhou as the study object: Experimental Kindergarten attached Fujian Normal University、Beilei Kindergarten in Gulou Distict、Taijiang Experimental Kindergarten and Huaxiang Kindergarten in Gulou Distict. One class was extracted from each grade each kindergarten, so twelve classes’ play were observed in total.From the observation, we find the problem of teacher’s instruction in the play: the condition of the play is not sufficient; ignoring the child’s main body status; the phenomenon of instructing in the play too much or too little is serious; teacher and child is short of the emotional communication; the number of the valid involvement is not high; the teacher doesn’t observe and unscramble the child’s activity in the play; the teacher doesn’t hold the occasion of the involvement in the play well; the teacher doesn’t participate the play in deed; the mode of appraisal is single and the content of appraisal is not profound.So the study propose the countermeasure as follows: preparing the play sufficiently in order to offer the play’s condition; promoting the ability of observation and choose the right occasion to involve the play; lessening the intervention and let the child be the main body in the play; building the carefree interaction atmosphere and pay attention to communicate with child; playing the role in the play neatly; do well in the comment and appraisal tache in order to promote the play’s experience; reflecting on the instruction in the play更多还原