目录摘要..................................................IABSTRACT.............................................................................................II一、绪论................................................1（一）问题提出........................................1（二）研究的目的与意义................................1（三）相关研究的文献综述..............................2（四）核心概念界定....................................3（五）研究设计........................................4二、研究结果与分析......................................5（一）自主游戏中教师指导策略的分析.....................5（二）自主游戏中教师指导策略的问题总结.................10三、促进大班自主游戏中教师有效指导的方法................11（一）教师准确定位自己的游戏角色，适时介入幼儿游戏....11（二）为幼儿提供充足的游戏时间，提高游戏质量..........11（三）教师要注意自主游戏的“自主性”..................12（四）以合作化的方式师生共同讲评游戏..................12四、结语...............................................13（一）研究反思........................................13（二）研究展望........................................13致谢...................................................14参考文献...............................................15附录...................................................16附录一................................................16附录二................................................17摘要自主游戏对幼儿的社会性发展、认知发展、语言沟通发展有着重要的促进作用。但教师在指导幼儿自主游戏时，广泛存在一些问题。本文在研究大量文献的基础上，收集了大班教师指导幼儿自主游戏时运用策略的相关资料。利用了观察法和案例分析法，首先分析幼儿教师指导自主游戏时在教师角色、游戏时间、幼儿自主性、游戏后的评价四方面的现实状况，发现存在教师主动指导较多，幼儿主动求助较少；游戏的时间控制不当，游“”戏质量难以提高；教师指导自主游戏时，更注重游戏前预设的教育目标，忽略自主成分；教师点评方式较为单一，讲评内容缺乏深度等问题，进而提出教师准确定位自己的游戏角色，适时介入幼儿游戏；为幼儿提供充足的游戏时间，提高游戏质量；教师要注意自主游“”戏的自主性；以合作化的方式师生共同讲评游戏的有效指导策略，使自主游戏能更高效地开展，促进幼儿身心和谐发展。关键词:大班幼儿；自主游戏；教师指导策略ABSTRACTTheindependentgameplaysanimportantroleinthedevelopmentofchildren'ssocialdevelopment,cognitivedevelopmentandlanguagecommunication.However,therearesomeproblemsduringtheteachers'guidanceinautonomousgames.Basedontheresearchofalargenumberofdocuments,thispapercollectstherelevantdataofthestrategieswhichareusedbykindergartenteacherstoguideseniorclasschildren'sautonomousgames.Thispaperusesthemethodsofobservationandcaseanalysis.Firstofall,theauthoranalyzesrealisticsituationofthefouraspectsaboutkindergartenteachers'roleinguidingindependentgames,children'sgametime,children'sautonomy,andtheevaluationafterthegame.Theauthorfoundthatteacher’sguidesaremoreactively,butchildrenaskforhelplessactively;gametimeisimproperlycontrolledsothatthequalityofgameisdifficulttobeimproved;whenteachersguidetheindependentgame,theypaymoreattentiontotheeducationalgoalsbeforethegamebutignorethe"autonomy";teachers'commentsisinarelativelysinglewayandlackofdepthandsoon.Thentheauthorputsforwardthatteachersshouldaccuratelypositiontheirgameroleandtimelyinterveneinchildren’sgames;theyneedprovidechildrenwithplentyofgametime,andimprovethequalityofthegame;theyshouldpayattentionto...
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