幼儿园课程游戏化的实践与反思

Practice and Reflection on Gamification in Kindergarten Curriculum

With the advancement of kindergarten education reform, curriculum gamification has become the focus of kindergarten curriculum reform. By integrating educational content into the game situation, children can actively explore in the process of participating in the game, stimulate children's interest and enthusiasm in learning, and obtain a positive learning experience, which is of great significance to the development of children's subjectivity. However, there are still problems in the practice of curriculum gamification in kindergartens, such as deviations in the understanding of the connotation of curriculum gamification, low level of implementation of curriculum gamification, ignorance of children's subjectivity in the implementation process, and weak external support. Establish the correct concept of curriculum gamification, build a hierarchical training mechanism in kindergartens, promote the improvement of teachers' curriculum gamification ability, and carry out the implementation and formation of curriculum gamification from the perspective of children. All parties work together to build a curriculum gamification support system, so that children can achieve comprehensive and harmonious growth in the process of curriculum gamification.

随着幼儿园教育改革的推进，课程游戏化成为了幼儿园课程改革关注的重点。课程游戏化通过将教育内容融入游戏情境中，幼儿能够在参与游戏的过程中主动探索，激发幼儿的学习兴趣和积极性，并获得积极的学习体验，对幼儿主体性的发展具有重要意义。但现今幼儿园在课程游戏化的实践中仍存在对课程游戏化内涵的理解存在偏差、课程游戏化实施水平不高、实施过程忽视幼儿主体性、外部支持力量薄弱等问题，为改善这一现状应明晰理念，树立正确的课程游戏化理念、幼儿园建设分层培训机制，促进教师课程游戏化能力的提升、从幼儿视角来进行课程游戏化的实施、形成多方合力，共同构建课程游戏化支持系统等，来使幼儿在课程游戏化的过程中获得全面和谐的成长。