Construct Action Research On The Cultivation Of Problem Solving Ability Of Big Class Children In Games

Everyone is faced with one or more different problems every day.However,the cultivation of problem solving ability has always been a research hotspot.In the "3-6years old children’s Learning and Development Guide" clearly pointed out: "adults should be good at discovering and protecting children’s curiosity,make full use of opportunities,guide children to learn to discover,analyze and solve problems".Brown,a foreign scholar,once said: "Problem solving is a lifelong skill that should be encouraged from an early age."Action research paradigm,this study in nanchang Y big kindergarten class kindergarten as the research object,by constructing the game as the carrier,from the present conditions of young children’s problem solving ability,cooperation with our class teacher,put forward by the reference to lewin "plan-implementation,observation,and reflection on the basic process of spiral,action research,conducted for a period of four months a total of 24 games,Explore the construction of games to cultivate the problem solving ability of large class children.The researchers first carried out half a month of observation of the status of the first class,found that the problem awareness of the children in the first class is weak,can not accurately focus on the problem;Lack of flexibility in solutions and inability to persist in solving problems;Lack of cooperation consciousness and frequent scramble for materials.Based on this,the first round of action research is designed to promote children’s problem solving ability through heterogeneous grouping,diversified construction materials,and increased game sharing in the story context with problem conflict.However,teachers ignore the diversity of problem solving and the emergence of derived problems in the context.The second round,based on the actions of the first round,aims to cultivate children’s problem-solving ability through personalized guidance and comments,problem boxes,and adding waste materials in the designed strategic context.However,teachers ignore the accuracy and complexity of children’s problem-solving.On the basis of the second round of actions,the third round aims to cultivate children’s problem solving ability by putting complex Lego building materials,teachers acting as children to participate in the game,and providing multiple types of derivative problems in the field observation situation.Through the research,the following conclusions are drawn: first,it is of positive value to cultivate children’s problem-solving ability in the construction game.Through the bait-fetching task tool for testing,it is found that children’s problem-solving ability has been developed in the construction game,and children’s problem-solving ability has been significantly improved.Second,problem situation can effectively cultivate children’s problem awareness.Third,children’s increasingly mature cooperation strategy is conducive to the successful solution of the problem.Fourth,appropriate construction materials can promote the improvement of children’s problem-solving ability.Fifthly,teachers’ effective guidance strategies are conducive to developing children’s ability to solve problems.