3+3 strategy opens a new idea of independent games in kindergartens.

3+3 strategy opens a new idea of independent games in kindergartens.

Games are children's nature and the basic activities of children's life, study and growth. Autonomy is an important symbol of children's subjective development, and it is also an important personality quality necessary for talents in the new century. However, influenced by the traditional teacher-centered teaching idea, teachers often interfere too much in games, and children don't like games that teachers think are well designed, let alone actively play them. The author tries to use the "3+3" strategy to design autonomous games for children, so as to promote the transformation of children from "passive games" to "autonomous games" and "happy games" and let children experience the fun of autonomous games.

First, the "three open" strategy to understand the real needs of children in independent games.

(A) open interpersonal communication, expand the scope of children's independent play.

1. Break class boundaries and expand mixed-age game playmates.

Vygotsky believes that compared with activities of the same age, children have the opportunity to form a wide range of relationships with partners at all levels of development in mixed-age activities, which provides potential and extensive interactive experiences and contacts for children's development. In fact, "partners at all levels of development" are the most favorable learning resources in children's cooperative activities and the main driving force to promote children's development. Therefore, in order to expand the range of children's independent games, we try to carry out an open interpersonal communication strategy-organize a series of mixed-age independent games that break the class, such as mixed-age happy days and outdoor exercise activities between classes. In these activities, the resources of mixed-age children are fully and reasonably utilized, so that children can negotiate, discuss and divide their work independently and reach cooperation.

2. Teachers participate in games and become children's playmates.

In children's independent game activities, the teacher's role is not a planner or commander, but an "older playmate". The so-called "older playmates" mainly means that teachers should participate in games as playmates, provide support for the sustainable development of children's independent games, and guide children to improve their game level in time. In the process of autonomous play, teachers should also "weaken" themselves in time, stand on children's point of view, participate in children's autonomous play as equal "big children" and become children's real playmates, thus promoting more effective teacher-child interaction and expanding the scope of children's autonomous playmates.

(B) open space to expand the potential of children's independent games.

1. Open environmental space and promote integration.

Kindergartens should comprehensively consider creating an attractive independent game environment, so that children can freely and independently participate in various independent game activities. First of all, we should make rational use of various functional rooms in kindergartens. The art room has become a billiards game room, the swimming pool has become a large building city, and the music room has become a cinema ... Each activity room is not a single fixed function, but takes into account the needs of game development and gives full play to the rational integration and utilization of various venues. Secondly, based on the concept of * * * resource sharing, we should further make full use of the natural environment resources of kindergartens to create completely different playgrounds for children. Small hills and winding paths lead to secluded places, allowing children to experience natural changes; Pools and bunkers satisfy children's interest in using natural materials.

2. Open the psychological space and promote innovation.

The game is an activity of experiencing positive emotions, which shows that the game is a relaxed and pleasant activity with psychological safety. Therefore, teachers should get along with children on an equal footing with an open, respectful, sincere, understanding and enthusiastic attitude, and create an open psychological space for children, even if it is a kind encouragement: "Just try!" Or an encouraging look, or touching his little head and patting his little shoulder will give young children encouragement and motivation.

(c) Publicize materials to publicize the content of children's indie games.

1. According to the material characteristics.

In autonomous games, we usually put in two kinds of open materials, one is unstructured material and the other is low-structured material. The so-called unstructured materials refer to game materials such as waste bottles, waste boxes and waste bags. These were not set when the teacher put them in. Teachers can use this unstructured material to develop children's imagination, such as providing a "treasure chest" filled with all kinds of unstructured and operable materials in the classroom. These discarded beverage bottles and milk boxes will become substitutes for children's games and toys that they think are fun, which will greatly satisfy children's imagination and creativity. Low-structure materials refer to materials that teachers simply design according to certain teaching objectives, but are not limited to playing, such as building blocks and plastic products. Because the goal of such materials is very hidden, there is still a lot of room for children to operate independently.

2. according to the age characteristics of the child.

The delivery of materials should be combined with the age characteristics of children. Small class children love to imitate, and the image is intuitive. We can put in some finished or semi-finished low-structure materials. The germination of middle-class children's innovative consciousness needs guidance, and we can put in more semi-finished and low-structure materials; Children in large classes have strong experience in using existing ones, so we can put in more unstructured materials. Through the combination of low-structured and unstructured open materials, the game content is enriched and the children's thinking and hands-on ability are exercised.

3. According to children's interests.

Children's activity motivation and enthusiasm are inseparable from interest, and their activities and behaviors are often dominated by interest. No matter how fun and interesting the game material is, playing it every day will also make children feel bored. For children, anything novel, vivid and interesting can often attract their attention. This requires the teacher's careful observation and discovery, and timely adjust and update the delivery of game materials according to children's interests and concerns.

Second, the "three-self" strategy focuses on how children play and learn independently.

(1) Free choice and happy play.

Interest is the best teacher for children to learn, and the game suitable for children is to let children choose what games to play. When children devote themselves to the game, the game becomes the content and expression of children's learning. As long as "give the game back to the child", we will find that children playing "their own game" is more exciting than playing "the teacher's game".

(B) spontaneous planning, self-confidence play

We try to get children to spontaneously design games around a certain theme. For example, in the theme game of "Movie City", children turn all the classrooms in the park into large and small cinemas, and each cinema shows different movies. Children in large classes spontaneously plan and arrange the roles of ticket sellers and ticket inspectors in various cinemas. The children in the middle class are responsible for the scene layout of each cinema, spontaneously plan the film content, design posters around different films, and decorate the cinema environment with simple materials such as cardboard boxes and cloth in combination with the characteristics of cartoon characters in the film. After the opening of the cinema, the children found that the charges of big cinemas and small cinemas should be different, and then they planned to arrange "VIP" seats in each cinema. The children are complacent about their cleverness. In the activity, children cooperate and negotiate, experience different ways of playing games, experience the success and failure of negotiating with their peers, experience how to solve conflicts when they disagree ... experience success in trying and feel their own abilities in success, so as to become more and more confident and more leading.

(C) independent creation, give play to wisdom

"Imagination is the source of knowledge evolution. Strictly speaking, imagination is a real factor in scientific research. " Children's imagination is very rich, and ideas that adults can hardly think of often come from children's Arabian Nights.

In traditional games, teachers always understand children's games with their own understanding of games, and rarely consider the feelings of the protagonist-children. In fact, children need games and independent games. When we give children more freedom and autonomy in indie games, we will see the children's incisive games, restore their real life, and let them truly experience life and grow up independently. We have to admit that children are the real "game experts"!

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