摘 要游戏活动作为一种常见的教育方式，在幼儿园教学中得到了广泛地运用。在游戏的整个过程当中，教师必须发挥出引导的作用，这样才能更好地让幼儿在过程中有所收获。同时，教师在整个游戏中体现出的情绪，和进行指导的方式都会对游戏是否成功达到目标产生影响。本研究主要运用观察法和访谈法对西安某公办幼儿园一个中班教师介入幼儿游戏现状进行分析总结，在观察研究过程中发现，教师介入指导幼儿游戏起到积极作用占比例较大，无效果占较少的比例，说明教师介入游戏是可以为幼儿提供支持，拓展幼儿游戏经验和水平。在研究中也发现，教师介入时所运用的语言不太规范，有时会因教师自身原因，只是随意的回应幼儿，并没有真正解决幼儿的问题。因此针对这些问题在研究的最后预设出了一些策略供教师参考，首先要耐心观察，寻找适宜的介入时机解决幼儿的需要，其次要尊重幼儿游戏的主体，给幼儿提供一个自由和谐的环境，第三要学会运用多种介入方式，根据不同的情况选择最为合适的方式，第四教师要进行定期培训，学会反思总结，最后教师需要根据幼儿年龄特征和特点制定明确合理的目标。本文希望可以给教师更多的借鉴和思考，在实际当中让教师发挥出独特的作用，也能让幼儿在一个相对活泼和谐的环境下成长，并体验到幸福和知足。关键词：教师；幼儿游戏；介入现状AbstractGame activities as a common way of education, in kindergarten teaching has been widely used. In the whole process of the game, teachers must play a guiding role, so as to better enable children to gain in the process. At the same time, the teacher in the game to reflect the emotions, and the way the guidance will be on the success of the game to achieve the desired impact.In this research, we focused on children's regional game activities and try to observe the children’s behavior and study teachers’ involvement in one public kindergarten, which locates in Xi’an. We found that the influence of teachers’ involvement in games is mostly positive. Only in a few cases the involvement is not ideal. This phenomenon indicates teachers can help to support children because of ...
