20 19 basic knowledge of teacher recruitment education in inner Mongolia-guidance and intervention of children's games?

1. Children's knowledge and experience are the source of games, so teachers should enrich children's knowledge and experience in daily life and let children know more about social roles.

2. Create a suitable space and psychological environment for children. Among them, the size of the playground should be appropriate, and the relationship between peers and teachers and students should be harmonious.

(2) The game is in progress

1. Based on observation. In the process of children's play, teachers must observe the problems and difficulties encountered in children's play in order to guide and intervene children appropriately and observe the theme, environment, content, materials, needs and behaviors of children's play.

2. Appropriate guidance and intervention.

(1) Determine the timing of guidance and intervention. The time to get involved in children's games depends on the needs of observation. When children have difficulty in playing games, when the game order is threatened, when children lose interest in games and are ready to give up, and when the development of game content or skills is difficult, teachers should properly intervene to help children develop games.

(2) Determine the ways and means of guidance. Teachers can use themselves, materials or children's partners as media. Teachers can participate in children's games as players, or as bystanders through words, gestures and eyes. In terms of materials, teachers provide more transformed and natural game materials, which can stimulate children's interest in exploring games and maintain a happy mood.

3. Preventive measures

(1) Grasp the scope of guidance and intervention. We should combine the focus with the general, the individual with the collective, the part with the whole, and give guidance at different levels according to the differences of different ages and children.

(2) Grasp the rhythm of interaction. Teachers should experience their needs and interests from children's perspective, and avoid asking realistic questions to break children's imagination and creativity when interacting with children.

(3) Quit in time. When children appear expected game behavior, teachers should quit the game, let the children regain control of the game, and cultivate their independence and self-confidence.

(3) After the game.

After the game, the teacher can evaluate the children's behavior in the game and give more encouragement, so that the children can maintain a high love for the game. At the same time, teachers should also reflect on whether their game guidance behavior is appropriate and whether the children have achieved the expected game behavior.

In the teacher qualification examination and recruitment in previous years, this part of the content is usually investigated in the form of objective questions and material analysis questions. For example, what are the contents observed by teachers in objective questions; What kind of guiding role teachers should play, etc. When you do the problem, you must first have a clear grasp of the knowledge points, and then use the keywords in the problem to mobilize the knowledge. In the material analysis problem, we will analyze what strategies teachers use to support children's game activities. To do this kind of problem, we must first find the correct theory according to the problem, then analyze the materials and find the corresponding theory. Finally, we can evaluate teachers' practices and put forward our own suggestions. For example, the following questions:

Materials Teacher Li found that there were few customers in the barber shop in the big class, and the customers were not interested in the barber shop. So Mr. Li took the children to visit the barber shop, looked at the facilities of the barber shop, encouraged the children to consult the barber, recorded the children's problems and took pictures. The children saw customers lying in the barber shop washing their hair and combing their hair. Back in kindergarten, Teacher Li organized children to discuss "how to run a barber shop well" and commented on photos for them. Some children responded that there were no recliners, and some children didn't comb their hair. Teacher Li encourages children to make their own recliners with building blocks and draw their own hairstyles. After that, the business of "barber shop" flourished again.

Please analyze the strategies used by teachers to support children's game activities in the case.

The answer score is 1. The purpose or function of teachers' guidance and intervention in children's games.

2. Theory+matter (by means of external intervention; Enrich children's life experience; Through communication and discussion)

3. Evaluate teachers' practices or put forward other guiding strategies.

The Outline points out that teachers should be supporters, collaborators and guides of children's learning activities. In children's games, only when teachers reasonably master their roles to guide children can they highlight children's subjectivity and help children get more direct experience from games.