| On the basis of ensuring children’s playing time,the curriculum gamification integrates the curriculum objectives into games,which stimulates and promotes children’s interest in learning courses,and inspires children’s creativity and imagination during the game process,boosts children’s comprehensive quality.Under the background of curriculum gamification,the individualized learning combines the characteristics of gamification spirit and the regional games,thus meeting the individualized development needs of children in the collective environment.However,in the organization and implementation of individualized learning activities,the lack of teachers’ understanding of the nature of curriculum gamification will also lead to a series of practical problems,including the excessive emphasis on the freedom and autonomy of the game,and the neglect of children’s ability and development in activities,as well as the neglect of children’s needs of different genders and abilities.Taking the regional games of individualized learning under the background of curriculum gamification as the breakthrough point,this research systematically observes and analyzes the activity contents tendency,game behavior characteristics and gender differences of 354 children in the large class of J Kindergarten in W City by using the methods of literature review,observation and interview,aiming at understanding teachers’ views on children,environment creation,material provision and guiding strategies in the organization of individualized learning activities,and further exploring the present situation of individualized learning of large class children under the background of curriculum gamification.Based on the aforementioned analysis,the main conclusions of this study are as follows.Specifically,first of all,the children in large classes are more inclined to the art region and the construction region in the region selection tendency related to individualized learning.Secondly,children’s behavioral characteristics in individualized learning activities can be shown as children’s high initiative in participating in individualized learning,and their creativity and imagination level are not obvious.Third,children of different genders have obvious differences in activity content tendency and behavior characteristics,while teachers frequently intervene in children’s learning activities in organizing individualized learning activities,with the direct guidance being the main guiding strategy.Through the analysis of investigation data and combing of the contents of structured interviews as well as the application of relevant theories,this research explores the influencing factors,and puts forward corresponding valuable recommendations from three aspects,including environment creation,gender differences and guiding strategies. |
