Kindergarten Teachers Guide Research In The Structure Of The Game

As a typical play of pre-school children, constructive play is of unique benefit tochildren’s development and an efficient way for kindergarten education. Under thescientific and effective guidance of kindergarten teachers, the value of constructiveplay is available, this paper concentrates on "what it is, what the teachers should doand how they do it".Based on the research achievements concerning constructive play and teachers’guidance, this paper employs some methods such as documentary method,observational method, investigation method and case analysis method, this paper isconsisted of:The introduction elaborates four aspects of this paper: the reasons to choose thistopic, the purpose and significance of this paper, the relevant literature review as wellas research design.In the first part, this paper discuses the connotation and educational significanceof the kindergarten teachers’ guidance to constructive play, referring to theconnotation of constructive play and the guidance defined by the previous researchers,this part redefine it, and elucidates their respective unique value on pre-schoolchildren’s development.In the second part, this paper indicates the present situation of kindergartenteachers’ guidance to constructive play. With the application of ConstructedQuestionnaire, Observation Recording and Unstandardized Interviews, this paperdeeply probes into the issues on the kindergarten teachers’ cognition on constructiveplay, the surroundings established, guiding behaviors during the process, theevaluations given by the teachers, the management of works on pre-children as wellas the effectiveness of the guidance, and this part makes an analysis of the researchfindings.In the third part, this paper states the problems of kindergarten teachers’ guidanceand analyses the causes. In the first part of the guidance on the basis of presentsituation investigation, summed up the end of the preparation, process links and link problems under the guidance of teachers mainly include: time is enough, lack ofpractice; Materials on the structural high, gradation is weak; In the process ofinstruction content too much emphasis on conventional and operation; Guide way"simplification", lack of effective guidance skills; Improper role positioning,playgroups subjectivity is weakened; Attaches great importance to the final evaluationresults, to ignore the evaluation process, the reason is mainly in the concept, abilityand mechanism of three aspects.In the fourth part, this paper discusses the strategies that kindergarten teachersmay employ to guide constructive play. With the problems occurred during theguidance, this part comes with some constructive suggestions, including: setting up acorrect constructive play concept, enhancing teachers’ knowledge and skills;establishing good play surroundings; improving the skills of site guidance; payattention to the appreciation and evaluation of works for pre-school children.