Practical Dilemma And Its Countermeasures Of Play Generation Curriculum

Play generation course is an important measure for the construction of play courses in kindergartens.The play generation course not only helps to discover the educational factors contained in the play,but also helps to play the development value and educational function of the play.This research selects two cases of play generation courses in X kindergarten in Liuyang City,Hunan Province,uses video assisted technology to track and observe the whole process,uses event sampling to retrieve the difficulties faced by teachers in the process of play generation courses,and reveals play generation based on statistical analysis.The practical dilemma of the curriculum and its causes.research shows:1.The path of play generation course is divided into single-dimensional mode and multi-dimensional mode,The difficulties faced by teachers in the two models are different.In the "single-dimensional model",first of all,teacher observation and reflection lack synchronization and coordination as a whole,and it is difficult for teachers to reasonably balance in-depth reflection and immediate guidance;in the observation,there is a contradiction between the limited teacher’s attention and the randomness of the observation content;in the reflection stage The teacher’s reflection process lacks hierarchy and system;in the response stage,the teacher’s guidance time is out of touch with the children’s independent thinking.In the "multi-dimensional model",overall,the timing of generation conflicts with the kindergarten curriculum plan;in the observation phase,the certainty of the teacher’s observation purpose is contradictory with the randomness of the generation opportunity,and the teacher’s observation record does not match the observation purpose;the teacher’s reflection time is not enough.It is difficult to accurately judge the "growth point",and the teacher’s analytical ability is not enough to reasonably interpret the "growth point";in the response stage,the teacher’s effective support and the children’s independent exploration are not coordinated,and it is difficult for the teacher to balance the identity of the partner and the instructor.2.The root of the practical dilemma of the kindergarten play generation curriculum lies in the teachers’ lack of awareness and ability to generate the curriculum.Among them,the dilemma in the observation stage stems from the lack of awareness and ability of teachers to discover "growth points";the dilemma in the reflection stage stems from the excessive rigidity of the kindergarten’s management model and activity arrangement;the dilemma in the response stage stems from the lack of diversity and innovation in the kindergarten materials.Therefore,it is recommended that during the observation phase,teachers should change their observation attitudes and enhance their observation skills;during the reflection phase,kindergartens should create conditions for teachers to reflect and provide reflection time;during the response phase,teachers should use materials and environmental support to cooperate with parents for The generation of courses creates suitable external conditions.