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1、 In role-playing games on the potential of children in miningAbstract Many studies have shown that a teachers guide to better promote childrens role-playing games raise the level of the game and the childs evolving capacities. Keywords innovative role-playing games Role-playing games is playing the
2、role of young children through the use of imitation and imagination, creatively reflects the reality of a game in order to better support and guide the childrens role play activities, teachers should study the game guide strategy, role-playing games in the mining potential of young children my exper
3、ience is to do the following. First, the children role-playing games in the process of a planned observation Vygotsky pointed out, the game is to create a childrens zone of proximal development, childrens performance in the game is always beyond his actual age, is higher than his performance in dail
4、y life, the game is like a magnifying glass to focus, cohesion and breeds all tend to develop, so in the course of the game for young children in a planned, purposeful observation is very important, it is the teacher to guide children the key to the game. In their daily work, some teachers may think
5、 that their young children to play the game, as long as no problem, teachers can no matter, there is no sense of observation and some teachers know the children through observation to guide the game, but why the observation, observation of what , how to observe not yet clear, there to observe and no
6、t observe the phenomenon. In fact, we just try again and again, every game in young children are carefully observed, and the situation observed record, to analyze the children in the game from the emotional, affective and social development of the situation, to understand childrens interests and nee
7、ds of the game, then we can work out better for children in need, mentoring programs targeted game, really allow children to be happy in the game, to a greater extent tap the potential of young children. Second, make the game fully prepared to create a physical space conducive to early childhood dev
8、elopment. 1. The game provides non-specialized material Although the finished toys realistic, to a certain extent, childrens games played the role of inspiration, but such toys for the children left free to imagine and create space for small children is not easy according to their own needs and imag
9、ination of them symbolic transformation, so in creative play activities, teachers should be more open to preparing young children for a toy or game of semi-finished materials. so that children complete the game by manipulating some of the items needed, such as tea shops can provide semi-finished dum
10、plings , so that children made with meat, rubber cement, crepe paper with torn leaves, and made dumplings, the customer can show it to eat. Children patiently repeated the operation, extremely fun, the game fully stimulate childrens enthusiasm, initiative and creativity. 2. Ensure adequate time for
11、the game China has the researchers compared the 4-5 year-old children at the same time the game scenario (30 points) and short game (15 points) in the performance of children found the game in a short time, children showed more idle behavior, spectator behavior, sexual behavior and the transition ga
12、me and some kind of imitation game. Such studies have shown that sufficient time would encourage the children to a higher social level and the level of awareness of the game, a long time, children will be able to comfortably select the game partners to discuss the role of co-operation necessary to e
13、nable team to increase the frequency of the game, there is ample time to make the child more like the game the game a short time, children will not be able to plan and schedule games, children can not be completely immersed in the game itself, only in the form of simple games. Therefore, in order to
14、 ensure the quality of early childhood games, teachers should give young children plenty of game time, try to avoid other aspects of the game and reduce the child the real game time. 3. In the role-playing games should be good to make good use of childrens curiosity and inspire them to explore consc
15、iousness. Because of external things, curious children, often showing independent views and thinking, rarely imitate others, to a new approach to old things. For the curiosity of young children caused by the original act, should be given praise, encouragement, strengthened their curiosity, and has t
16、o find the answer, which will benefit children for life. Children in a strong, driven by curiosity, will form innovative, fresh and naive in their hearts to form their own personality, to become a state of mind, a kind of overall quality. Buhuozhinian Koji just after 2001 took away the worlds attent
17、ion the Nobel Prize in Physics, he said: We should learn to innovate. innovation not only means you have to be familiar with things, but also on the basis of many of its own to generate new ideas. Share in the free download Expert studies have shown that 5-year-old childs brain has reached 95% of ad
18、ult brain weight, development and use of children curiosity, foster creativity, the golden age. to seize this opportunity, take advantage of the natural children of the community has curiosity, from small to actively guide the education, for training children to love science, love of community inter
19、est and talent are very important in the future. 4. Inspire children to imagine the creation of situations Context refers to the role-playing game for the physical environment and psychological state of the atmosphere, which includes human and material, these two factors in role-playing games, the s
20、ituation is essential to the creation of Educations task is to correctly analyze and use these factors , proper control of these factors, and thus in guiding children to carry out the process of role-playing games, give full play to their educational role to promote the comprehensive development of
21、children, teachers should make full use of the role of context, can inspire children to imagine the creation of a situation such as: playing hospital game, the teacher can design a seriously injured patient, but no money to see a doctor. According to context so that children in the hospital does not
22、 violate the provisions of the premise to come up with feasible alternatives. Naturally in the context of very young children vulnerable to infection. 5. Guide children to solve their own problems. Course of the game, often there will be some problems, when problems arise, teachers should not rush t
23、o treatment, nor can impose their own views children, but should respect them, inspire them to properly solve the problem. The game sometimes striving to children role of the phenomenon, inspired by their humility in addition to coordinate and solve problems, we must also pay attention to foster chi
24、ldren solve their own problems. In addition, problem-solving process, children bring their questions to guide innovation, can help children learn problem-solving approach is varied , and fully experience the fun of innovation, such as: playing: In this market, the game, stall shouted: Come buy a yo,
25、 a red apple, yellow pear, watermelon and green yo. I see not many customers to buy, they ask, stall : how only these people have tired of eating the fruit? I asked him to think, to ask the customer want to eat what kind of fruit. After a while I saw a child, he put plasticine made of red apples, pi
26、neapple, watermelon, green crumpled again squeezed, and selling them: Come taste Yeah, the latest varieties: fruit color and more flavor yo. both the apple, pear flavor there, and watermelon flavor yo. Sure enough, the clients have snapped up his new product. Third, a positive evaluation by teachers
27、, foster childrens sense of innovation. Teachers evaluation of their direct impact on childrens understanding and evaluation of the teacher is not a proper evaluation will be evaluated by a negative evaluation of their children, thus affecting their behavior and future development, so teachers must
28、be right for young children, and actively evaluation, evaluation of the proper use of language. All in all, a role-playing games to the children as the main role played by the child, imitating adult sexual games will work the teacher only target in mind, good observation of each child, make good use
29、 of their curiosity, give them to create atmosphere of innovation, to stimulate interest in its exploration to the games potential to be fully developed, this game will be more vivid, more popular, more valuable! References: 1 Li Shuxian, editor YAO <<child care and guidance of game theory. Ch
30、angchun: Northeast Normal University Press, 2000 2 Liu product wave. Interaction of teachers and children - in the nursery to see what I>> Nanjing: Nanjing University Press, 1999 3, Hai-Dong Ding: <<role-playing games to guide the course of two ways, <<Early Childhood>> July 2001 period. 4 Xue-Qing Qiu <<nursery autonomous guidance strategy of the game>> Early Childhood Education, 2004 Links to free download
