A Case Study On Gamification Of Science Teaching In Kindergarte

In recent years,under the guidance of a series of national policies such as the"3-6-year-old children’s learning and development guide" and the continuous promotion of the "curriculum gamification" project,the game,as a basic activity and a suitable learning method for children,has become a very important educational way and method for kindergartens.The realization of the integration of teaching,game spirit and game activities has put forward new requirements and challenges for teachers’ education.Preschool is the enlightenment and key period to stimulate children’s interest in science and cultivate their scientific literacy.It is also the foundation period for the country to cultivate modern science and technology talents.Kindergarten science teaching activities are the main way of children’s science enlightenment education.Teachers should explore and innovate the game practice mode of science teaching to make science teaching activities more close to children’s actual development level and learning characteristics,more close to children’s life,interests and needs,more vivid and interesting,more attractive to children,more make children feel the joy of learning science,in order to play the educational function of games in science teaching,improve children’s scientific literacy and promote their all-round development.However,in reality,problems such as "result oriented","knowledge-based","separation of teaching and game","unsuitable game factors" and "lack of game spirit" hinder the realization of the ideal state of kindergarten science teaching gamification.Therefore,it is necessary to study the exploration and practice process of kindergarten science teaching gamification,so as to optimize and improve the practice mode of kindergarten science teaching gamification,and put forward some suggestions to improve the quality of science teaching game.This study adopts the case study method,taking the science teaching activities of S kindergarten in Xi’an as the research object,using the methods of literature,interview,observation and physical analysis,respectively from the concept of science teaching gamification,the formulation of teaching objectives,the selection of teaching content,organization and implementation,environment creation and teaching evaluation of six dimensions to deeply research and analysis the situation of the practice and explorition of the gamification of science teaching in S kindergarten.The results show that S kindergarten has gained the following beneficial experience:1.Teachers agree with the necessity and importance of games in science teaching,and pay attention to the value of games in stimulating children’s learning interest and ability training.2.The playfulness,liveliness,generativity and flexibility of science teaching objectives and contents have been enhanced compared with before.Teachers pay more attention to mining children’s interest points from children’s daily conversation or life events to generate scientific activities,and also pay more attention to the creation of game based spiritual environment.But there are some problems to be solved:1.There are some problems in the concept of science teaching gamification,such as the deviation between knowledge and practice;2.The goal of science teaching gamification focuses on knowledge and lacks gamification;3.The content of science teaching gamification activities is single and lacks interest;4.The organization and implementation of science teaching gamification activities lack children’s dominant position;5.The environmental creation of science teaching gamification is insufficient;6 The evaluation of science teaching game activity is single,and the result is emphasized while the process is ignored.In view of the problems existing in S kindergarten’s science teaching gamification,the author analyzes the reasons from the two aspects of teachers themselves and kindergartens.The reasons for teachers are as follows:1.Lack of understanding of science teaching gamification;2.Lack of skills in science teaching gamification.The reasons of kindergarten are as follows:1.The ratio of teachers to children is too small;2.The support of kindergarten is insufficient;3.The relevant training is lack of effectiveness.Based on the problems and reasons of S kindergarten science teaching game,this paper puts forward the following education suggestions:1 To deepen kindergarten teachers’ understanding of science teaching gamification;2.To improve kindergarten teachers’ scientific literacy;3.To create a suitable environment for science teaching gamification;4.To increase the gamification of science teaching activity design;5.To improve children’s participation in science teaching gamification;6.To build a multi-level dynamic evaluation model of science teaching gamification.It is expected that through the above education suggestions,S kindergarten can more deeply and accurately understand and explore the essence and scientific and effective implementation methods of science teaching gamification,so as to promote the professionalism of kindergarten teachers’ science teaching gamification,provide theoretical thinking and practical guidance for kindergartens,and promote children’s scientific literacy and ability in the happy experience.