A Study On The Gamification Of Science Teaching Activities In Kindergarten Classes And Strategies

The concept of gamification of curriculum solves the current situation that teachers only teach knowledge to children and ignore the cultivation of children’s inquiry ability in kindergarten science teaching activities by means of teaching gamification,and improves the current situation that some kindergartens do not carry out gamification of scientific activities.Through the cultivation of scientific inquiry ability of middle class children,through the infiltration of game spirit,they can further stimulate their thinking about scientific phenomena around them,enhance their desire to explore,cultivate their spirit of active inquiry,lay a solid foundation for their future learning and growth,and promote the formation of scientific literacy of children.Based on this,this paper takes four middle classes of N Kindergarten in J City as examples,adopts observation method,case analysis method and interview method to explore the current situation of science teaching activities in middle class,summarizes the existing problems of teaching gamification,analyzes the causes of the problems,and studies the optimization strategy of gamification of science teaching activities in middle class of kindergarten.Through the research on the current situation of middle school science teaching activities,such as the design of objectives,the organization of contents,the distribution of game types in activities,the implementation of activity process,the extension of activities,and the evaluation of activities,Through analysis,t is found that the main problems are the lack of "game spirit" among preschool teachers,the lack of diversity in the selection of gamified content,the lack of materials for the implementation of gamified activities,the existence of formalization of games in the process of activities,the lack of gamified experience in the extension of activities,and the single evaluation of gamified teaching activities.Through analysis,it is concluded that there is insufficient space and materials to provide gamification of science teaching activities in kindergartens,and the assessment system of science teaching activities is not perfect.In the aspect of preschool teachers,the awareness of gamification of science teaching activities is not strong,the professional knowledge of gamification of science teaching is insufficient,the professional ability is weak,and the evaluation is shallow.The lack of support from higher education departments and the deviation of parents’ teaching expectations are the reasons for the problems in gamification of science teaching activities in middle school.In view of the above contents,the following suggestions are put forward for kindergartens:to enrich the setting of gamified areas for science teaching activities in middle school,to update the selection and delivery of gamified materials for science teaching activities in middle school,and to strengthen the gamified curriculum system for science teaching;Preschool teachers should accelerate the change of the concept of gamification in teaching,enrich the professional knowledge of gamification in scientific teaching,optimize the design of gamification in scientific teaching activities in middle class,and optimize the teacher guidance strategy of gamification in scientific teaching activities.Higher education departments to strengthen teaching gamification guidance;To guide children’s parents to correctly treat the gamification of teaching activities and other optimization strategies of scientific teaching activities in middle class.