Research On The Implementation Status And Improvement Strategy Of Game Activities In Kindergarten Day Activities

While the number of kindergartens,the strength of teachers and the hardware of the parks are constantly strengthening,the quality development of preschool education has always received much attention.The key point lies in the guarantee and quality improvement of the quality of early childhood education.This is the core to further adapt and meet the current people' s demand for higher quality preschool education services,and is the only way for the modernization of preschool education in China.For kindergarten education,the "Kindergarten Work Regulations","Kindergarten Education Guidelines(Trial)","3-6 Years of Children' s Learning and Development Guide" clearly stipulates that "games are the basic activities",but the current development of preschool education in China The"primary school" tendency is still outstanding.Therefore,this study makes the following discussion:Is the current kindergarten game really integrated into all aspects of its daily activities?What is the actual game time for young children?What types and corresponding content are organized in these games?What is the situation of kindergarten preparation and delivery of baby game materials?How is the behavior of children playing games?What is the teacher' s understanding and guidance on the children' s game?What are the problems with the one-day game in kindergarten?How to improve the current kindergarten game problem more effectively?In this study,a combination of quantitative and qualitative research was conducted.Taking the G area of H City of Zhejiang Province as an example,15 classes of 5 kindergartens were selected according to stratified random sampling for investigation and study.Organize case data.At the same time,using the research and research tool“Question Questionnaire for the Game Activity in Kindergarten One Day(Teacher' s Edition)”,the teachers of the five kindergartens were investigated,and 105 questionnaires were distributed,and 100 copies were finally collected.The remaining 95 copies were excluded.The effective rate is 90.5%.The final data was statistically analyzed using SPSS 20.0.In addition,on the basis of the observation of the actual game activities of the children,the researchers conducted in-depth interviews with the directors of the five kindergartens(or the director of the education)and the teachers using the semi-open interview outline.Based on this,the researcher comprehensively analyzes the implementation status and causes of the game activities in the day activities of kindergartens from six dimensions:time,space,type,materials,teacher guidance,and game performance of the main game area of children.The research results show that the actual game time in the current day of kindergarten still needs to be improved.There are insufficient creation and application of indoor and outdoor game space.The overall effect of material placement needs to be improved.Teachers' in-depth observation and heuristic guidance for children exist.insufficient.On the basis of theoretical guidance and actual observation interviews,the researchers make specific causes analysis on the existing problems,and propose to improve the gamification level of the day activities of kindergartens from the three dimensions of time,space and materials of the game.Strategy recommendations and incorporate the teacher's game observation guidance.First,it is necessary to improve the efficiency of teachers' organization,increase the actual playing time of young children,flexibly arrange the transitional links of meals,and enhance the innovation of game integration.Second,strengthen the multi-generation creation of outdoor game space,clarify the guiding opinions for the construction of outdoor sand water areas,pay attention to the early planning and design of new gardens,strengthen the creation of indoor space science zones,and improve the independent exploration of children' s games.Third,try to open up the various game areas,regularly organize the whole school mixed age game;deepen the teacher game observation record,pay attention to the children' s actual interest needs;mobilize the family to actively participate in the game,improve the children' s own toy system.