Research On The Present Situation Of Thematic-fantasy Play In Kindergartens In The Main Urban Districts In Chongqing

Play is the strong means to develop preschoolers' full-scale development as physical, intellectual, moral, aesthetic education and so on. It is the basic activity in kindergarten education. Thematic-fantasy play is one of the creative plays. Preschoolers are very interested in it. From the nineties of the 20th century on, play has been attached great importance gradually and the study achievement has also increased year after year. For the thematic-fantasy play study, theory description is more than empirical research. These studies are universal and lack of the direction of activity and the direction of age. In the real kindergarten education, the thematic-fantasy play practice state is not optimistic. This study made an investigation on the present situation of the thematic-fantasy play in twenty-three kindergartens in the main urban districts in Chongqing by means of questionnaire method, observation method and interview method.The investigation shows that there are some problems from the ideas to the behaviors in the kindergarten teachers of the main urban districts in Chongqing. On the ideas, they cannot understand the concept, the value of the thematic-fantasy play and the relationship between the teacher and the preschoolers in the thematic-fantasy play correctly. On the behaviors, in the selection of the literature works they follow "material-centered" and "teacher-centered"; in the organization and implement of the thematic-fantasy play they neglect the interests and needs of the preschoolers, and the play is seriously controlled which lack of deep-going direction and focalization; in the evaluation of the thematic-fantasy play they conduct mainly by result-oriented evaluation and the evaluation is patterned.The main cause of these problems lies in the following aspects: firstly, the vague understanding to the essence of the thematic-fantasy play affects the performance of it; secondly, the idea of language learning affects the orientation of the function of the thematic-fantasy play; thirdly, the understanding to the relationship between play and learning and the relationship between teaching and play affects the application and direction of the thematic-fantasy play; fourthly, wrong understanding to the subjectivity education affects the preschoolers' subjectivity play in the thematic-fantasy play.With regard to the above, the article offers some constructive proposal from ideas to behaviors. The proposals on idea aspect have four points. Firstly, to respect the preschoolers' right of play. Secondly, to recognize the relationship between the teacher and the preschoolers in the thematic-fantasy play correctly. Thirdly, to recognize and handle the relationship between the topic emergence and the topic pre-set in the thematic-fantasy play correctly. Fourthly, recognize the relationship between the thematic-fantasy play and preschool education curriculum and instruction. The proposals in behaviors aspect have five points. Firstly, teacher and preschoolers produce the appropriate topic of the thematic-fantasy play together. Secondly, to improve the teachers ability to direct the thematic-fantasy play. Thirdly, to improve the teachers ability to evaluate the thematic-fantasy play. Fourthly, to promote the professional development of teachers by reflection. Fifthly, to strengthen the cooperation of the families and the kindergartens.