A Study On The Current Situation Of Kindergarten 's Big Class Language Game

In “The Guidelines of Kindergarten Education(Trial Implementation)” and “The Instructions on 3-6 Years Children’s Learning and Development”, it has been pointed out that children’s activity should be based on games. Its central implication should be to integrate games and learning and take games as the basic means of kindergarten education and so the children can take up learning actively and spontaneously. The language game is one effective way to enhance children’s language development. The teachers can help children develop their sociality and ability in oral expression.The study is based on the present situation of language games among senior children in Dalian Naval Academy and 32 case studies have been conducted. Through classification of the teachers’ observation and instruction, the children’s development and performance, the writer tends to discover that the language games for senior kindergarten children mainly focus on phonetics, vocabulary, sentence patterns and story-telling, etc, in such two forms as collective games and activity-zone games. Among them, the activity-zone language games are further divided into group language games and individual spontaneous games. The study of language games mainly includes the design, organization and instruction of the language games. The present designing of language games: 1. Role-play as the main content of language game; 2. The game’s fun promoted with an observation of the rules; 3. The designing of language games; 4. Sufficient preparation to get the children involved. The study of game organization and instruction is conducted from three approaches: 1. Creating a game situation, to arouse the children’s interest; 2. Stating the game rules and explaining how the game is played; 3. Giving instructions. The present problems existing in the teachers can be the following: 1. There are problems in the language games designed by teachers. 2. The teachers’ help and aid during the game are insufficient. 3. The game materials in activity-zone have not been replaced and substituted timely and may not be enough. 4. The assessment has lacked in versatility.The reasons for existing problems can be: the external reasons are the appointed text books have been limited and the class size is big; the internal causes are the teachers’ knowledge preparation, understanding, commitment and practical study have not been adequate and therefore they can’t provide effective instruction.Based on two years of study on the development of language games in Dalian Naval Academy Kindergarten, through analysis and classification, the writer proposes the following advice and suggestions: 1. Try to create an easy and engaging environment for language games so that the children want to, dare to and love to talk. 2. Encourage the teachers to select, create and edit games of various kinds to give children such experiences and guarantee the necessary conditions. 3. Actively provide more materials for the activity zone to give supports to language games. 4. Try to give flexible help and aiding instructions for the children. 5. Conduct the assessment from different approaches so that the games can carry on further.