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1986年以来,我们对结构游戏作了些探索。在领导幼儿开展结构游戏中,我们有以下几点体会。一、结构游戏是对幼儿进行体智德美全面发展教育的有力手段,有利于幼儿身心的健康发展。结构游戏使幼儿的基本动作,特别是手的动作获得协调发展。如在建造“钱江大桥”和“西湖栏杆”时,手臂肌肉的力度及手指手腕的灵活性能得到锻炼。同时在游戏中孩子们感到愉快和满足,有利于身心健康发展。在结构游戏中,幼儿的创造思维得到发展。例如在建造“花港观鱼”时,幼儿通过形象记忆,回忆“牡丹亭”的结构特点,然后选用合适的素材通过巧妙的
Since 1986, we have made some exploration of the structure of the game. In leading children to carry out the structure of the game, we have the following experience. First, the structure of the game is a child of Germany and the United States all-round development of education a powerful tool conducive to the healthy development of children’s physical and mental health. The structure of the game so that children’s basic movements, especially the movements of the hand to get coordinated development. As in the construction of the “Qianjiang Bridge” and “West Lake railings,” the strength of the arm muscles and finger wrist flexibility can be exercised. At the same time in the game children feel happy and satisfied, is conducive to the healthy development of physical and mental health. In structured games, young children’s creative thinking has developed. For example, in the construction of “Huagangguanyu”, young children use the image memory to recall the structural features of “The Peony Pavilion”, and then select the appropriate material through clever