游戏化教学在幼儿园中的应用

1、游戏是幼儿获取知识和经验的重要途径z,作为最棊木的教学活动，教师要灵活地应 用游戏化教学，将游戏机制与教学活动有机地结合起来，不仅要将游戏融入教学屮，更是要 做到游戏和学习的联合，在游戏中学习知识，在学习中体会游戏的快乐，只有在实际的教学 中体会到这一点，才能够有效地突出幼儿学习的主动性。一、游戏化教学在幼儿园小存在的问题1. 游戏因素不足学习环境能够彩响到幼儿学习的质量，因此要想让幼儿更加有效率地开展学习活动，就 必须要创设出冇效的环境，增强幼儿的学习体验。幼儿教师在开展教学游戏的时候，主要是 通过游戏这种形式来帮助幼儿享受学习，但是通过实践证明，很多的幼儿园并没有为幼儿提 供冇效的游戏时间

2、和空间，轻视游戏化教学对于幼儿学习的重要性，这也就影响到教学游戏 在幼儿园教学中的发展。2. 游戏理念不足游戏理念不足可以分为两个方面：一个方面就是教师的教学理念不足，另一个方面就是 教师的教学方式比较传统。在传统的幼儿园教育小，教师的教学理念存在普遍不足的现象, 主要是教师在课前都会设计好教学的内容，在开展教学活动的时候，教师一般都占据着引导 者的位置。新的教学理念要求教师在课堂教学中以学生为主，教师应该根据幼儿的学习反应 来改变教学行为。但是传统的教学模式中教师都希望学生在学习小能够更加直接地掌握知识 或是技能，反而忽视了教学游戏的重要性。教学方式的传统导致学生不会主动地去掌握新知 识，1

3、何是根据教师的知识传授被动地接受知识。由于教师个人没有意识到游戏在教学中的有 效性，因此在教学内容设计的时候，就无法开展相关的游戏与教学活动。3. 形式化严重虽然很多幼儿园教师在课堂上设计了一些小游戏來活跃课堂氛围，但是这些游戏与教学 的内容没有有机地结合，也就无法发挥出游戏教学的作用。并且教师在开展教学的时候，没 冇清晰地认识到创设情境对于开展游戏的重要性，导致教师只认识到能否冇效地开展游戏, 而忽视了游戏所能够带来的作用，使幼儿学到的知识无法与实际生活形成紧密的联系。二、捉高游戏化教学效果的措施1创设适宜的教学环境在开展幼儿园游戏化教学之前，教师应该积极合理地创设有利于游戏化教学的环境，只

4、 有这样才能够更加有效地开展学习，促进他们的发展。并且在开展游戏化教学的时候，教师为了保障幼儿在游戏环节中的安 全，就要提前做好准备，避免幼儿在游戏开展过程中受到伤害。同时，教师也耍在创设情境 的时候，结合幼儿的实际学习情况和心理发展特点，让游戏的开展更貝教育意义，将游戏的 开展目标定在教育方向上，以此來激发幼儿的潜力，促进幼儿的身心发展。2 整合游戏资源教师只有合理地利用游戏资源，保证游戏资源不被浪费，才能够有效促进游戏化教学的 发展。幼儿教师首先要具备的一项能力就是较强的观察力以及对事物的敏感性，在筛选教学 资源的时候，教师要在短时间内发现其中存在的不足z处，才能够保证游戏资源最人化地利

5、用，并且幼儿教师也耍积极地对游戏资源进行探索，探索出一切可利用的资源，才能够更加 紧密地将游戏与教学的内容整合在一起，真正实现游戏中学习、学习中快乐的游戏。3. 激发幼儿的自主探究精神教师在开展游戏教学的过程中，也要掌握好幼儿的兴趣爱好和各口的心理个性特点等, 由于在实际的教学当中，同一种游戏开展的教学所达到的成效是不一样的，所以教师要将教 学的目标定位于培养幼儿的白主探究精神上。幼儿教师要引导幼儿在游戏屮不断地尝试，而 不是命令式地让幼儿去做事情，只有这样才能够凸显出幼儿的主体地位。要想在实际教学中 真正地实现激发幼儿的自主探究精神，教师就要时刻地对幼儿进行关注，及时地解决他们所 遇到的问题

6、，同时教师所起的作用是引导作用，这样才能激发幼儿的白主探究能力，锻炼他 们的思维判断能力。4. 加强幼儿教师的专业素养游戏化教学方式在幼儿园教育中的利用不仅耍有合理的环境和科学的教学方式，也需要 幼儿教师树立游戏化教学的理念，只有从教师的根本技能岀发，才能够将游戏化教学真正地 应用到幼儿园教育中，发挥它的作用。在实际教学中，教师可以利用业余时间通过阅读书籍 或是网上搜集材料来加深对游戏化教学的认识,通过去其他幼儿园屮互札i学习来提高自身的 游戏化教学技能，也口j以通过对教师的培训來帮助幼儿教师的发展，从而增强幼儿园的教学质量。因此，幼儿园教冇屮必须不断地加强游戏化教学的应用，真正做到优化教学内

7、容，促进幼儿的身心发展，对幼儿园的发展也具有实际意义。game is one of the important way for children to acquire knowledge and experienee, as the most basic teachi ng activities, teachers should flexibly apply game teachi ng, game mechanics and teachi ng orga nically, not only will the game into teachi ng, but also to do the un

8、 ited game and learning, learning knowledge in the game, in the learning experienee the joy of the game, only see this in the actual teaching, can effectively highlight on the child's learning initiative.one, the problems that exist in the game teachi ng in kin dergarte n1. the game elementslear

9、ning environment can affect the quality of early childhood learning, thus to make children's learning activities more effectively, it is necessary to create an effective environment, enha nee children's lear ning experie nee. preschool teachers in the teachi ng games, mainly to help children

10、 enjoy learning through games in this form, but through the practice has proved that many kin dergarte n did not provide effective games for you ng childre n time and space, downplay the importa nee of game teachi ng for young childre n to lear n that would affect the developme nt of teachi ng games

11、 in kin dergarten teaching.2. the game conceptinsufficient game concept can be divided into two aspects: one aspect is the lack of teachers1 teachi ng con cept, ano ther aspect is the teacher's more traditi onal teachi ng way in traditional kindergarte n educati on, teachers' teachi ng idea

12、comm on deficie ncies of the phe nomenon, mainly is the teacher in class can design good teachi ng conte nt, when to carry out teachi ng activities, www.gpsdvd.c n teachers generally occupyi ng the position of the guide. new teach!ng concept requires teachers to give priority to with students in the

13、 classroom teaching, teachers should cha nge teachi ng behavior accordi ng to young childre n's lear ning reacti on. but the traditi onal teachi ng mode of teachers hope students can more directly in lear ning kno wledge or skills, but ign ore the importa nee of teachi ng games traditi onal lead

14、 to the way of teaching students does not take the initiative to learn new knowledge, but according to the teacher's knowledge passively accepting knowledge. due to individual teacher didn't realize the effective ness of games in teachi ng, therefore in the teachi ng con tent design, will no

15、t be able to con duct re leva nt games and teachi ng activities.3. the formal seriousalthough many of the kindergarten teachers in the classroom to design a small game to active classroom atmosphere, but these games and teachi ng conte nts are not orga nically combi ned, will not play the role of ga

16、me teachi ng. and teachers in the teachi ng, not clearly aware of the importanee of establishment situation for the games, lead to the teacher only can realize effectively, and ignored the role of the game can bring, make children learned cannot form closely linked with real lifesec ond, improve the

17、 effect of game teachi ng measures1. to create appropriate learning environmentbefore kin dergarten game teachi ng, teachers should actively reas on ably can create games teachi ng environment, only in this way can study more effectively,promote the developme nt of them. and at the time of game teac

18、hi ng, the teacher in order to ensure the security of children in the sectors of the game, will be prepared ahead of time, to avoid damage in the process of game in children. at the same time, teachers should also be at the time of establishment situation, combined with the actual situation of the y

19、oung children learning and psychological development characteristics, to make the game more education sign ificance, the game developme nt target in the di recti on of educatio n, in order to stimulate the pote ntial of children, promote childre n's physical and men tai developme nt2. integratio

20、n of game resourcesteachers only game to use the resources reas on ably, to guarantee the game resources wasted, not only can effectively promote the development of game teachi ng. preschool teachers must first have a ability is strong powers of observation and sensitivity of things, in the select!o

21、n of teaching resources, the teacher wants to in a short time, found that there were shortcomings, to enable the game to maximize the utilization of resources, and preschool teachers should also actively to explore of game resources, explore all available resources, will be able to more closely to t

22、he game with teachi ng, the con tent of the in tegratio n of the true happi ness in learning, learning in the game.3. in spire childre n's in depe ndent exploring spiritteachers in the process of game teachi ng, also want to grasp the childre n's in te rests and their own psychological pers

23、on ality characteristics, because in the actual teachi ng of the same kind of game to carry out teaching effect is different, so the teacher to the teaching target in cultivating children's independent exploration spirit. early childhood teachers to guide children in the game when trying to, rat

24、her than imperative to let children to do things, only in this way can highlight the subject status of the childre n. to truly impleme nt in practical teachi ng stimulate children's independent exploring spirit, teachers will be time to focus on children, solve their problems in a timely manner,

25、 at the same time, the role of the teacher's guide, in order to stimulate young children's ability of independent exploring, exercise their own thinking judgment ability.4. strengthen the preschool teachers1 professional qualitygarni ng teachi ng method in the kin dergarte n educati on should not only use a reas on able environment and scientific teaching methods, also need to build up the idea of the game teaching presc