The Research Of Exemplary Kindergarten Creative Play Activities Survey In Xinjiang

The goal of this paper is through the analysis, research data at home and abroad on the observation of the collected cases in practice, the study on creative game situation questionnaire survey, status of the development of understanding of kindergarten play, according to Xinjiang’s social, cultural background,puts forward corresponding countermeasures and suggestions to improve the game, Xinjiang kindergarten activities, improve the quality of kindergarten education. According to the research target, determine the research content is: observed the status quo of model kindergarten play; analysis of existing model kindergarten creative game activity in question; research on improving the creative strategy game activities.This study selected Xinjiang eight demonstration kindergarten as the research object, using the method of questionnaire, observation, interviews and other methods, to investigate the status of the development of Xinjiang model kindergarten play, at the same time selection, a total of 12 age classes were observed, with a view to a more comprehensive understanding of the truth the present situation of Xinjiang model kindergarten creative game activities.Investigation and analysis of status quo of Xinjiang model kindergarten creative game activities:First, teachers in the creative game education concept: some teachers think creativity games should be carried out in the teacher’s organization, active children in the game are ignored, the freedom to choose children’s interference, so that the children should be deprived of the right, contrary to the children is a natural child idea; most kindergarten teachers to understand the the creative value of the game also only stay in the creative games can promote the development of children’s intelligence and provide opportunities for children to rest on the level, not a correct understanding of creative play in children’s development in the role. Therefore, the preschool teacher education concept has to be changed.Second, the creation of the kindergarten creative play environment: the game space suitable density;game site reasonable structure; species play materials are abundant, relatively adequate quantity, but the level of delivery needs to be improved; game time overall shorter every week, but each game development game frequency 2-3 times can be guaranteed.Third, the organization and guidance of kindergarten play: kindergarten teachers in the intervention children games, mostly in children without active request help, teachers usually play a "leader" role.Teachers less time on children’s observation, but also less involved in the game time, direct instruction behavior in the game more; the evaluation stage, the teacher speak more, children can take the initiative to express their views of the rare opportunity, the principle of subject teachers did not follow the children. In addition, there is no comprehensive use of a variety of evaluation methods of teachers, using many ways reflect type evaluation and emotional type evaluation two.Analysis of creative game problems and reasons existing in the process of development of Xinjiang model kindergarten:First, the teacher in the creative game for children’s low expectations deviation on understanding teachers’ knowledge of game theory; second, the game material provides no level, update frequency of play materials is low, play time is not fully protected; Third, the guidance of teachers more subjective, lack of system of the game, the game is based on the "teacher of teachers" role in the use of cross type intervention in children’s games, the lack of real participation in games and on the autonomy of children’s attention; fourth, the use of subjectivity and the diversification of evaluation methods of children did not cause enough attention of teachers.Discussion and Suggestions:First of all, teachers should enrich the kindergarten game theory knowledge, improve the education idea, set up the correct view of children, with a positive attitude towards children’s expectations; secondly,teachers should be based on the age and interest of children put material, mix of old and new material to make the operation mode diversification, and safeguard children enough game time activity; thirdly,teachers should observation, in the creative game activities appropriate guidance, flexible role orientation,let the children independent research, to improve the effectiveness of creative play guidance; finally, in the evaluation stage of the game, the teacher should respect the autonomy of the children, and the integrated use of a variety of ways to evaluate children’s game.