Research On Children’s Deep Learning In Structured Games

Deep learning refers to the process in which learners,with the support and guidance of teachers,critically accept and absorb new knowledge,actively construct individual cognitive structure,and communicate with others,cooperate or think independently to properly solve complex problems.In the past two years,the popularity of in-depth learning in the field of preschool education has been on the rise.Today,with the continuous reform of curriculum,in-depth learning plays an important role in reflecting on some problems in kindergarten games.This study focuses on the deep learning of children in structural games,based on Professor Wang Xiaoying’s division of the logical framework of children’s deep learning,combined with the connotation characteristics of children’s deep learning,the connotation characteristics of structural games and the research of previous papers,self-made observation tables,observed and understood the current situation of children’s in-depth learning,and explored the problems in the deep learning process of children in structural games.It also analyzes the reasons and puts forward some countermeasures to promote children’s in-depth learning.The results show that children’s deep learning in structural games is at a medium level of development.The specific conclusions are as follows: First,from the five dimensions of deep learning,children’s development in the dimension of problem solving,evaluation and reflection is in the lower middle level,children’s development in the dimension of peer cooperation is in the middle level,and the development of positive emotion dimension and hands-on dimension is in the upper middle level.Second,there are significant gender differences in the dimensions of problem solving,positive emotions,peer cooperation,evaluation and reflection.Boys’ development level in problem-solving is higher than girls’;The development level of positive emotion and peer cooperation of girls is significantly higher than that of boys.Third,there is a significant difference in the development level of peer cooperation between senior class children and middle class children.That is to say,the peer cooperation ability of children in senior class is obviously higher than that of children in middle class.Fourth,in the free play,children’s positive emotions were significantly higher than the proposition game.Fifthly,in building block games and plastic games,there is no significant difference in the development level of children in the five dimensions of deep learning.But from the overall average point of view,the development of children in building block games is better than that in plastic games.Sixth,from the overall situation of children’s in-depth learning and in-depth learning five dimensions of specific project analysis,found that children’s problem solving ability is weak;Lack of critical thinking ability;Children’s positive emotions are not high in the game process;The ability to use the combination of multiple construction skills is not strong;Children’s ability of active cooperation and inquiry is relatively weak;Lack of ability to evaluate and reflect.This study is based on the current situation of in-depth learning in structural games,finds out the existing problems,and from the aspects of material delivery,space and time of structural games;Teachers’ understanding of structural games,teachers’ understanding of in-depth learning,the timing and content of teachers’ guidance;Children’s own knowledge and experience to analyze the influencing factors and give specific suggestions to improve the level of children’s in-depth learning to provide guidance.