The Study On The Ability Of Playful Instruction Design Of Preschool Teachers

The value of the game for children is immeasurable.The “Guidelines for Learning and Development of Children Aged 3-6”points out that kindergartens should“play games as basic activities”.The gamification teaching is to follow the nature of children,emphasizing the nature and education of the game.The unity of teaching activities in line with the characteristics of early childhood learning.Under the guidance of the “Guidelines” and “Standards”,research on gamification teaching has been increasing year by year in recent years.When reviewing the relevant literature,it is found that the current research on gamification teaching mainly focuses on its connotation,concept,practice,strategy,etc.There are few literatures devoted to the gamification teaching design ability of teachers,but gamification teaching design is the game.The important component of teaching,its ability is especially important for gamification teaching.As the backbone of gamification teaching design,the ability of preschool teachers to influence the implementation of gamification teaching determines the quality of teaching activities,which is the decisive factor to realize the value and goal of gamification teaching.That is to say,the gamification teaching design ability of preschool teachers is directly related to the level of gamification teaching in kindergartens,and it is the guarantee for the realization of kindergarten-based teaching.In the era of gamification teaching,what is the gamification teaching design ability? Does the kindergarten teacher have the corresponding gamification teaching design ability? What is the current status? Is there a problem and what is the reason? What kind of improvement strategy can be proposed for the problem? These will be the content of this article.This dissertation is divided into six parts:The first part: Introduction.This section mainly introduces the origin of the research,the significance of the research,the literature review,the definition of the core concepts and the innovation of the research.The second part: Research design.This section is mainly to explore the content of research,research methods,research processes and research tools.It mainly usesliterature method,questionnaire method and interview method,which includes project analysis and reliability and validity test for self-made questionnaires.The third part: an overview of the gamification teaching design ability of preschool teachers.This part is mainly to analyze the connotation of gamification teaching design ability of preschool teachers,combined with deep learning theory,recent development zone theory and competency theory to explain the structural elements and basic characteristics of preschool teachers' gamification teaching design ability.The fourth part: the investigation of the status quo of gamification teaching design ability of preschool teachers.This part is mainly based on the information of questionnaires and interviews.It analyzes the status quo of gamification teaching design ability of kindergarten teachers in Hubei from the basic statistical description of the survey subjects and the status quo of the competency elements in each dimension.The fifth part: the problems and causes of the gamification teaching design ability of preschool teachers.This part is mainly based on the analysis of the current situation of gamification teaching design ability of preschool teachers in the previous chapter,and draws the problems of the gamification teaching design ability of preschool teachers.At the same time,it analyzes the reasons through interviews with teachers.The sixth part: the promotion strategy of the gamification teaching design ability of preschool teachers.This part is mainly for the problem of the gamification teaching design ability of preschool teachers.On the basis of analyzing the reasons,it is proposed that measures should be taken from the following three aspects:strengthening the preschool teachers' own abilities;perfecting the teacher training system;establishing relevant evaluation and incentive systems.