Research On The Status Quo Of Teachers’ Guidance In Preschool Construction Games

Play is the basic activity of young children,an important way for young children to live and learn,and the soul of young children.As an indispensable part of games,construction games also play a vital role in the overall development of children.Constructive games can promote the development of children’s creative thinking,spatial imagination,and practical ability,and the value of constructive games needs effective guidance from teachers.This research selects six teachers of all ages in X kindergarten in this city as the research objects,analyze the current situation of teachers ’guidance in children’s construction games through observation,interviews,and case analysis,from preparation,implementation,and completion.The research results show that: the game time in the preparation link is not fixed enough,the collective construction game cannot be carried out on time,the game space design and layout are unreasonable,the type of material is single and the update is not timely;In the implementation link,most teachers focus on verbal guidance,and substitute action,the timing of teacher guidance is inaccurate,the content of the guidance is overly concerned with safety,and the guidance role is too authoritative;at the end of the link,there is a lack of effective organization and guidance to clean up and organize.Teachers don’t pay enough attention to sharing and communication and the form is single.Teachers’ evaluation awareness is insufficient.The main evaluation subjects are teachers,and the evaluation content mainly focuses on the construction of works and game conventions.In view of the current situation of teachers’ guidance in children’s construction games,the cause analysis was carried out from the three levels of teachers,kindergartens and parents,and targeted improvement suggestions were put forward from the three aspects of teachers,kindergartens and parents.First of all,teachers should deepen their understanding of constructing games,change their understanding of children’s constructing game guidance,strengthen the learning of constructing games professional knowledge,and master scientific and effective observation methods,the instruction for children to construct games should be flexible,decisive and adaptable;secondly,kindergartens should optimize the management system and rationally set the number of classes for each age,game conditions should be reasonable and sufficient,activity management mechanisms should be flexible,teaching and research activities,and professional training should be carried out more;finally,strengthen homeland communication and cooperation.