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一虽然理论研究者对游戏的定义各持己见,但他们都不约而同地把“游戏愉悦”作为游戏的一大特质保留在自己的理论中。游戏无疑是愉悦的,儿童对它的迷恋充分地说明了这一点。然而,在教育活动中,教师在关注游戏愉悦时出现了某些认识偏差,致使儿童的游戏水平难以提高。一是将儿童的游戏愉悦理解为表情上的兴高采烈。为了追求这种快乐、热烈的效果,教师在组织游戏时,以逼真、花样繁多的玩具刺激或以外在奖赏为手段,让儿童玩
Although theoretical researchers hold their own views on the definition of the game, they all spontaneously retain “game pleasure” as a game trait in their own theory. The game is undoubtedly pleasing, and the fascination of children with it fully illustrates this point. However, in the educational activities, teachers have some awareness bias when it comes to the pleasure of the game, which makes it difficult for children to improve their level of play. First, the joy of children’s games is understood as the expression of euphoria. In pursuit of such a happy and enthusiastic result, teachers organize children’s games by vivid, colorful toys to stimulate or outside rewards as a means to allow children to play