根据游戏特点指导幼儿游戏

• 作 者: 岳德亮
• 出 处: 幼儿教育
• 发表日期: 1989年03期
• 关键词: 幼儿游戏 包办代替 一本 性游戏 现实生活 社会生活内容 儿童身心健康 经验模式 自我实现 物质利益

在某幼儿园里,一位教师拟定了“××游戏”的主题,制定了指导计划,并全力以赴地指导幼儿们去做。但快结束时,一个幼儿忽然兴冲冲地跑来问道:“老师,可以开始玩了吗?”这是一位日本学者在一本书里讲述的一件事。其实,这样的事在我国幼儿园里恐怕更容易找到。不是吗,教师为了使孩子们的游戏更“逼真”、更“有趣”、更有“教育意义”等,往往亲自设计、亲自指挥幼儿游戏。结果呢?常常是用心良苦,事与愿违。

In a kindergarten, a teacher drafted the theme of “XX Games,” set up a mentoring plan and guided the children to do their best. At the end of the day, a young child suddenly ran excitedly and asked, “Teacher, can you start playing?” This is what a Japanese scholar tells in a book. In fact, such a thing is probably easier to find in our kindergarten. Is not it, teachers in order to make children’s games more “realistic”, more “interesting”, more “educational”, etc., often personally designed and personally directed child care games. The result? Often well-intentioned, contrary to expectations.