How to effectively carry out gamification teaching in kindergartens

It refers to a teaching method that uses games as a means to run through the whole teaching activities of kindergartens, hiding and melting the goals, contents, requirements and tasks of preschool education into various games, so that children can master knowledge and acquire skills in pleasant games. Its essence is to make children the main body of learning and development.

How to carry out gamification teaching;

To carry out gamification teaching in kindergarten, we must first recognize two kinds of children's games.

1, two categories of children's games.

The first kind of children's games are traditional children's independent games, such as role games, construction games and performance games. Role-playing is a game in which children creatively reflect real life by playing roles and using imitation and imagination. Architectural game, also known as structural game, is a game in which children combine real life with children's imagination by using various natural or unnatural objects, such as mud, sand, snow, building blocks, plastic inserts and metal pieces. When constructing games, we need to pay special attention to building block games, which are irreplaceable games for children to develop and creatively reflect real life. Respecting children's game nature, giving them rich and happy game experiences, and letting them fully connect with life experiences in the game, so as to obtain natural and integrated learning and development, are the key points of independent games.

At the same time, another "purposeful game" has also become an important content of game research. The purposeful game, also known as "game work", has been redefined as "evolutionary game work" in the study of evolutionary game theory, and has become a new focus of game research that researchers attach great importance to. Purposeful games have a clearer educational goal. According to the requirements of children's development in a certain field, games are used to guide and organize children's learning. Purposeful games have the dual characteristics of games and activities, and can flexibly become an effective part of kindergarten curriculum. For example, many kindergarten classes have activity areas such as puzzle area and science area, which allow children to choose freely, find companions and play games.

2, kindergarten game area materials.

This is a necessary toy material for children to carry out various activities in the game area. For example, in the role-playing area, the infrastructure and props necessary for children to carry out various role-playing theme activities belong to the category of basic materials. Studying the role games with different themes, we found that the basic materials in this area mainly include: simulation dolls, tables and chairs, camp beds, wardrobes, shelves, kitchen stoves (cookers, sinks, refrigerators), washing machines and so on. These basic materials are relatively large in size, basically fixed in placement, and have no obvious theme characteristics, which can be used for children to carry out various types of role-playing theme activities. The main function of basic materials is to create and create an environmental atmosphere for role games, stimulate children's interest in games, and provide a relatively stable and independent role game activity area and platform for children.

Expanding materials refer to all kinds of auxiliary materials provided in combination with children's specific game themes or regional activities. For example, in the role game area, when playing the theme game of "Hospital", doctors' role clothes, medical equipment and tools are needed. According to the theme of children's role-playing activities, the development materials in this area can be divided into: doll house, hospital, restaurant, supermarket, barber shop, bank, police station and other theme types. In the research of autonomous games, researchers have paid more attention to the placement and replacement of regional materials in recent years, and discussed how to expand and construct the theme of children's games through toy materials, so as to better promote the development of children's games.

The configuration and use of creative materials may have different meanings in different game activity areas. For example, in the role-playing area, creative materials refer to some shaped or unformed activity materials with special functions developed by teachers or children according to the needs of children's role-playing theme and plot development. When playing the theme game of "cold drinks shop", there are juicers and various juice accessories made by teachers and children, as well as various wastes and auxiliary items needed to make these homemade teaching AIDS, such as plasticine, paper, colored pens, cartons, building blocks and so on. These creative game materials are usually adapted to the various needs of children's game plot development, and are hand-processed and transformed by teachers and children. They have timeliness and simulation, and can meet children's diverse game needs.

3. Teachers guide games effectively.

In the kindergarten environment, both autonomous games and purposeful games should have implicit requirements for children's learning and development, and children are expected to explore, learn and expand various effective learning experiences through games. Related to this, whether it is children's autonomous games or purposeful games in kindergarten curriculum design, teachers can't be indifferent and stand by and must play an effective guiding role.

In autonomous games, teachers are required to have the concept of children's learning and development in games, have a framework understanding of the process of children's learning and development, and have the guidance of game activities that conform to the laws of children's characteristics and support children's learning and development. Otherwise, any game activity area may become a place where children are psychologically comfortable and relaxed, and will never automatically form an environment to promote children's learning and development.

Problems existing in current gamification teaching;

In activities, children's autonomy is not reflected. Most teachers decide the theme of activities and lead the teaching activities. The child only responds and accepts according to the teacher's preset content, and does not leave enough room for thinking for the child;

The lack of game materials makes teachers have to call the roll, which makes some children psychologically unbalanced, resulting in aggressive behavior of grabbing toys between children;

Children's imagination and creativity are easily stifled. Children are very creative when operating game materials, and teachers restrict and interfere too much, which can't guarantee the realization of children's subjectivity.

Environment If there are too many students in a class, it will cause indoor congestion. It is difficult to play freely when doing indoor activities. In the construction of indoor game areas and activity areas, most of them retain the classroom characteristics of "attending classes".

Conception of kindergarten teachers' gamification education. Teachers should not teach mechanically and let children learn mechanically, but should integrate playfulness and educational factors. Some teachers stipulate that students must complete certain tasks before allowing children to carry out early childhood activities when guiding game teaching. While children are immersed in the game situation, they are under the pressure of teachers, which will undermine their self-improvement in the game and dampen their enthusiasm for playing games.

Communication with parents is not perfect. Family and society should fully realize the relationship and importance of children's play and learning, so as not to hinder the development of gamification education concept.

Game formalization, liberalization and patterning. First, the game is just a simple tool or means to keep children focused and attract people to enter the country. Secondly, some teachers equate games with free activities. They often take a look at toys and let children play at will. Without the teacher's participation and guidance, the game becomes an activity without purpose and plan. Third, as a course, games are taught in a collective way. Teachers decide what to play and how to play, define the role and position of each participant, stipulate the game actions, evaluate their correctness and evaluate the level of children's games, and finally give rewards, performances or criticisms.