Practical research on teacher support strategies in autonomous games
自主游戏中教师支持策略的实践研究

摘要

自主游戏是指幼儿在游戏活动时，选择和参与自己爱好和感兴趣的游戏活动。充分发挥幼儿的天性和自主性，让幼儿自主选择游戏，在游戏时自发交流，使其在游戏过程中感受到快乐和满足，促进幼儿积极性、主动性和创造性，还能提高幼儿的动手能力、合作能力和社交能力。在幼儿阶段，游戏已成为重要的幼儿教育方式，符合幼儿身心发展特点，由于幼儿尚处于身心发育阶段，教师在游戏过程中，需要加强对游戏观察，把握教育时机，进行适当的支持和引导，并提前做好游戏环境创设及材料布置、挖掘游戏的价值和意义，从而实现促进幼儿全个性化发展的目标，提高幼儿园的教育质量。本文重点分析了幼儿园自主游戏的开展现状，通过具体游戏案例提出教师在幼儿自主游戏中的支持策略，为幼儿园游戏化教学的研究提供参考。

Abstract

Autonomous play refers to young children choosing and participating in their hobbies and interests during play activities. Give full play to the natural and autonomous nature of young children, allowing them to choose games independently, communicate spontaneously during the game, make them feel happy and satisfied during the game process, promote their enthusiasm, initiative, and creativity, and also improve their hands-on, cooperative, and social skills. In the early childhood stage, games have become an important way of early childhood education, which is in line with the characteristics of children's physical and mental development. As children are still in the stage of physical and mental development, teachers need to strengthen their observation of games, grasp educational opportunities, provide appropriate support and guidance, and create game environments and materials in advance, explore the value and significance of games, in order to achieve the goal of promoting personalized development of children, Improve the quality of education in kindergartens. This article focuses on analyzing the current situation of autonomous games in kindergartens, and proposes support strategies for teachers in children's autonomous games through specific game cases, providing reference for research on gamified teaching in kindergartens.