For young children, experience is a more common way for them to treat the world. Children are innocent and tend to adopt an experiential attitude towards things and people. Dutch cultural anthropologist Huitzinga once said: "What exactly is the fun of games? Why do young children shout happily? This is a psychological state of being caught, shocked, and fascinated." Early Childhood Curriculum Teaching Gamification particularly prominently shows the characteristics of experience. Curriculum gamification is a world for children to experience. Here, children are filled with their own lives. They are indulgent, selfless, and tireless. They do not serve any other purpose, but only fully learn and enjoy themselves in the game.
With the continuous deepening of the reform of early childhood education, the education model of kindergartens is quietly changing. The concept of constructive education has penetrated into early childhood education courses, and games are used throughout the goals of early childhood education. Gamification of early childhood education is a It refers to integrating the goals, content, and requirements of early childhood education into various games. The connotation of teaching gamification is to make children the subjects of learning and development.
At the beginning, we used games as an auxiliary means to organize teaching to arouse children's curiosity about cognitive objects, or to regulate their emotions and eliminate the boring feeling during practice. For example, the teacher shows a geometric figure and says to the child, "I invited the figure baby to play games with the children." Then the child is asked to name the name and characteristics of the figure, and to find objects similar to the figure in the surrounding environment. At this time, children are still in a passive and receptive learning state, and games only play a supporting role in teaching. Then we shifted from just imparting knowledge to attaching importance to the development of intelligence. This change promoted the intervention of games in teaching. Games designed according to teaching requirements gradually became one of the teaching links, and were combined with other teaching links to form a more substantial teaching activities. For example, in the activity of understanding the number "6" in the middle class, after I explained and demonstrated, I organized the children to play a "gift giving" game, and asked each child to hold a number card in turn to give the same number as the number represented. A gift to consolidate children's knowledge of numbers within 6 and their understanding of the actual meanings represented by numbers. The role of the game at this time is to mobilize children's enthusiasm for learning, participation and persistence of attention. However, at this stage the game is still under the direct control of the teacher, and the goals, rules, time and frequency of the game are still uniformly arranged by the teacher. Then we made full and appropriate use of games in teaching, and integrated the content and requirements of education into several games. When the game is over, the teaching requirements are also met. For example, in the middle class game "Pick up beans", children have to climb a hillside, drill through a cave, pick up 5 beans and run back quickly. This game not only helps children consolidate their understanding of logarithms, but also develops Children’s coordination, agility, and the quality of not being afraid of difficulties. Finally, we use games as a teaching process to meet the children's game needs and promote the healthy development of children's emotions, attitudes, friendship and cooperation with peers and other social aspects. Therefore, at this stage, gamification teaching has played the role of overall education for young children.
In the process of implementing gamified teaching for young children, I also conducted practice and exploration in the following two aspects:
1. Carefully compile various teaching games.
Based on the content and requirements of early childhood education, I created and adapted some interesting games that are in line with the age characteristics of children, so that children can actively and happily engage in learning activities, such as the game "Seven-Starred Ladybug" ", mainly permeates the requirements of understanding the number "7" and understanding the actual meaning of 7. The game "Leaves Changing" allows children to use their imagination to use leaves in their favorite ways to carry out art creation activities, so as to improve children's creative ability. When compiling games, I also designed various forms of games, such as games played individually, games played in groups, games played in groups and games played collectively, such as in the game "Flying Balls" , children can play with colored balls freely, play with colored balls, and participate in group passing games. These games can not only increase the density of children's learning per unit time, but also suit the needs of children with different personalities and development levels.
2. Flexibly guide games of various natures and forms.
In different forms of games, I provide guidance in different roles. In games played by children individually, I usually observe the children's games as a bystander. When the children need help, Provide some indirect guidance and do not interfere with children's games. In games played by young children together, I mainly observe, and provide suggestions and indirect guidance as participants or in the language of game characters. In cooperative group games, I act as an organizer or evaluator. Provide guidance related to teaching requirements, organize discussions and exchanges among children, and find the best solution to problems.
Children’s games also contain a wealth of cognitive components, mainly including observation, imagination, memory, thinking, etc. These cognitive components run through the entire process through words and operations during the game. The game Observation in activities is a purposeful and planned perceptual activity, which not only constitutes the prerequisite for the game, but also runs through the entire process of the game. For example, in construction games, children will first understand the colors and shapes of the materials provided. Observe the objects, sizes, etc., and think about "What should I make them into?" Then operate while observing, and finally make the items you want to make. It can be seen that games constitute an effective means of developing children's observation ability. In games, children's imagination and thinking can also be fully expanded. For example, in the teaching game with the theme of "Autumn Colors", middle class children, inspired by the teacher, can associate the mountains, forests and lakes with the sea, and associate the grass, maple leaves, and chrysanthemums with pine trees, and then imitate poems. Therefore, when designing games, I consciously incorporate various cognitive elements. For example, when designing structured games, I must consider fully incorporating observation elements. When designing role-playing games, I must consider fully tapping children's imagination. When designing intellectual games, I must consider fully incorporating them. Infiltrate thinking elements in multiple places, and at the same time coordinate various games to promote the comprehensive development of children's cognition.