How to answer the case analysis of preschool teacher recruitment examination

"Working Rules for Kindergartens" points out that kindergartens should take games as their basic activities and integrate education into various activities. According to children's age characteristics and learning rules, games are children's independent activities and the basic activities for children to get a pleasant experience. In all kinds of teacher recruitment examinations, the investigation of games is mainly based on multiple-choice questions and material analysis questions. The investigation in multiple-choice questions is simple and theoretical, while the investigation in case analysis is more based on the understanding of kindergarten games. In order to make it easier and better for students to answer the case analysis questions about the game, the senior lecturer of Zhonggong analyzed the following aspects:

I. Theoretical basis

(A) teachers' guidance strategies for children's games

1. Guidance is based on observation.

2. Determine the ways and methods of guidance

(1) from the media: players and bystanders

(2) Using materials as the medium

(3) Take the child's partner as the medium.

3. Determine the timing of guidance

4. Grasp the scope of guidance.

5. Grasp the rhythm of interaction

Teachers' participation in children's games

1. Role orientation of intervention

(1) Unsupported roles: non-participants and directors.

(2) Supporter role: spectator, stage manager, game partner and game leader.

2. Timing of intervention

(1) Intervene when children have difficulty playing games.

(2) Intervene when the necessary game order is threatened.

(3) When the child loses interest in the game or is ready to give up.

(4) When it is difficult to develop the game content or skills.

3. Intervention methods: external intervention and internal intervention.

4. Matters needing attention in intervention

(1) grading guidance

(2) Carefully play the role of "realistic spokesman"

(3) Quit in time

Second, the way to solve the problem

1. Interpretation materials

By reading the materials, we can find the key words of the materials, so as to determine the main points of the investigation.

2. Connection theory

After discovering knowledge points, we can contact the theoretical basis, thus increasing the correct rate of solving problems.

Determine ideas

Through the interpretation of materials and the connection between theoretical knowledge and materials, the way to solve the problem is finally determined.

Third, the case analysis

The children in the small class are active in the role-playing area, while Wen Wen is doing nothing in the post office, fiddling with the scales. Before that, children had no experience in the role game of "post office". The teacher saw this situation and took it.

A box went over and said to Wen Wen, "I want to take this to the supermarket (there is a supermarket game area next to it)." Can you weigh it for me? " Wenwen immediately picked up the box, put it on the scale, looked at it and said, "100.

Dick. The teacher asked, "How much is it?" ""10 yuan. " The teacher pretended to pay, and Wenwen immediately sent the box to the supermarket next door. Then, some children followed the teacher's example and sent something to the doctor nearby.

Hospitals, beauty salons, doll houses and post offices have become lively.

Please analyze how teachers interfere with children's games in this situation.

Analysis ideas 1. Interpretation material: Investigate the intervention and guidance of the game.

2. Contact theory: intervention methods and game guidance strategies.

3. Determine the idea: combine theory with game material.

Reference answer

1. Kindergarten teachers pay attention to the behavior of children in the game. For example, in the case, the teacher saw Wen Wen doing nothing at the post office, fiddling with a scale, so the teacher rushed there in time to guide the competition.

2. Teachers take the method of internal intervention to children, and teachers participate as players, which promotes the development of children's games. For example, in the case, the teacher walked up to Wen Wen and said, "I want to take this to the supermarket (there is a supermarket game area next to it)." Can you weigh it for me? "

3. The timing of teachers' intervention is appropriate. For example, the teacher gives timely guidance after seeing the performance of the text, and quits the game at the beginning.

In the case, the teacher participated in the children's post office game as a customer. Although he didn't directly suggest what children should do, he suggested the game method through role behavior, prompting children how to play the game. For small class children with little life experience, it is more effective for teachers to participate in games and give game hints through role behavior than simple suggestions.

Based on the above analysis, the idea of solving case analysis problems in game activities has been basically determined. I hope that in the future exam process, students can get the advantage of scoring case analysis questions according to the three links of reading materials, connecting theory and determining thinking.