经过三年的研究,我们初步构建了幼儿结构游戏的指导体系,不仅满足了幼儿的游戏需要,而且促进了幼儿情感、能力、品质、习惯诸方面的和谐发展。在结构游戏中,我们既重视幼儿整体和谐发展的结果目标,更重视幼儿获得主体性体验的过程目标。实践证明,教师树立了整体的指导意识后,就会有意识地在游戏中捕捉契机,渗透整体发展目标。如教师时而激发情感,时而提高能力,时而进行坚持性、独立性品质的培养,时而进行爱 After three years of research, we have initially constructed a guidance system for early childhood structural games, which not only meets the needs of children’s games, but also promotes the harmonious development of children’s emotions, abilities, qualities and habits. In structural games, we attach importance not only to the outcome goal of children’s overall harmonious development, but also to the process goal of children’s subjectivity experience. Practice has proved that teachers establish a sense of overall guidance, they will consciously capture the opportunity in the game, infiltrating the overall development goals. Such as teachers from time to time to stimulate emotions, sometimes improve their ability to carry out perseverance, independence, quality of training, sometimes love