Experimental Study On Children's Game Literacy Method In The Top Class Of Kindergarten

For a long time,literacy education has received much attention and controversies in early childhood education,and there are many problems in the implementation of specific education.Can young children be literate now? Is it necessary for young children to be literate? What is the impact of early childhood literacy? How are young children literate? What words do young children know? These issues are directly related to early childhood literacy methods.To clarify these controversial issues,we must explore suitable methods for young children's literacy.Among them,game literacy as an early and constantly innovative approach to young children's literacy,has been widely concerned and applied.Based on the research status and development trend of young children's literacy education,this research took the exploration of game literacy method that meets the characteristics of children's literacy as the research entry point,and used a series of literacy games as intervention methods to conduct field experiments on young children.And tested the hypothesis that �game literacy method that meets the characteristics of young children can effectively improve their literacy�.Previous studies have shown that 5-6 years is the critical period for the development of children's Chinese character awareness.Therefore,this study selected young children in senior class as the research objects at random,and selected two classes from G kindergarten in Hangzhou as experimental class and control class.At the same time,according to young children's literacy rules and characteristics,combined with early field observation experience in the kindergarten,the�Questionnaire for Teachers' Evaluation of Early Childhood Literacy Experience in the Top Class of Kindergarten�,the �Test Questions for Component Awareness in the Top Class of Kindergarten�,and the �Literacy Form for Chinese Character Recognition in the Top Class of Kindergarten� were developed as experimental assessment tools,and designed a series of literacy game activities for three months of experimental intervention.And made detailed observations and records of the related performance during the experiments of the two classes to gain a deeper understandingof the impact of game-based literacy on the literacy level of young children.After that,through statistical analysis of the changes in literacy experience,consciousness of Chinese characters and recognition level of Chinese characters in the experimental and control classes,the following conclusions were drawn:1.Game literacy method plays a significant role in improving the literacy level of young children in senior class.The experimental results showed young children receiving game literacy interventions have significantly improved their literacy experience,component awareness and recognition level of Chinese characters compared to children without intervention.The overall literacy level of the control class was not significantly different before and after the experiment,and the changes in the literacy level of the two classes of children were not affected by gender factors.2.Meeting the literacy characteristics of young children in senior class is the key to effectively improving their literacy.The game literacy method specially designed was based on the literacy characteristics of young children in senior class.Its game attributes met the interest characteristics of young children,and promoted their active attention to Chinese characters.Game design comprehensively considered the development process of Chinese characters in the top class of kindergarten.The scope and content of literacy were closely related to the language experience of the young children in senior class,and the advantage of the context was fully utilized.Therefore,effectively improved the literacy level of the young children in senior class.In order to better implement game literacy method,it is recommended that teachers of young children in senior class do: 1.Focus on the stimulation and maintenance of young children's interest in learning Chinese characters;2.Follow the gradual characteristics of young children's literacy and develop literacy games step by step;3.Enrich young children's oral experience and pay attention to young children's understanding of words meaning;4.The game development form focuses on young children's multi-sensory participation;5.The target Chinese characters selection is close to the young children's existing experience and specific situation.