The Present Situation,Problems And Optimization Of Teachers’ Involvement In Large-class Children’s Structured Play

The report of the 20 th National Congress of the party pointed out that it has become the basic value pursuit of education for the public.As a basic way for children to explore the outside world and develop themselves well,play activities should be well organized and carried out in kindergartens,it is of great value to the development of children’s thinking ability,imagination and creativity as well as the formation of their behavior habits.The development of structural games can not be separated from the effective involvement of teachers,through which teachers help children to obtain the nearest development zone and promote the high-order development of children’s deep learning,thus realizing the value of structural games.As the guide,supporter and cooperator of large-class children’s structural games,teachers’ purposeful and planned intervention is the process of education,which is an important embodiment of the fundamental task of lide-shu-ren.This research takes the front-line teachers and kindergarten managers as the main data collection objects,and delves into the concrete structure game situation,by using the methods of literature analysis,observation,questionnaire and interview,this pa per makes a research on the timing,mode,frequency and effect of teachers’ involvement in structured play of large class children.The results show that there are some problems such as inappropriate timing,low frequency,single way and poor effect in tea chers’ involvement in large-class children’s structural games.From the internal environment,the factors that affect the level of teachers’ involvement include the level of education and experience summary,and from the external environment,the guarantee of kindergarten and the support of parents.To coordinate and deal with the relationship between the above factors that affect the level of teacher intervention,try to improve the level of teacher intervention,for children to achieve good development in the game to provide support.This study consists of five parts: Chapter 1 introduction,which introduces the origin,review,objective,content,significance and design of the research.The second chapter introduces the special value,type and characteristic of Taipan structure game.The third chapter summarizes the status quo of structural games in kindergartens from a macro perspective,focusing on the description of the status quo of teachers’ involvement;The fourth chapter,based on the description and analysis of the current situation,summarizes the problems existing in the process of teachers’ involvement in the structural games of children in large classes and analyzes the reasons;The fifth chapter,aiming at the problems existing in teachers’ intervention,puts forward corresponding suggestions from three dimensions of teachers,kindergartens and parents: first,strengthen the role of teachers as guides;Second,to strengthen the foundation of kindergarten as a guarantor;Third,close contact with parents as collaborators.So as to further improve the level of teachers’ involvement,promote children to achieve good development in structural games,and realize the value of structural games.