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目的通过调查和分析,幼儿园教师和小学教师对于游戏的认识是否存在差异,对于游戏和教育课程联系的认识是否存在差异。方法由幼儿园、小学园长和校长随机给本校在职第一线的教师分发问卷,并由教师独立进行填写,收集的调查问卷材料用SPSS 12.0进行分析。结果通过比较分析发现,幼儿园教师和小学教师,对于游戏的认识、幼儿园(小学)1日课程中游戏的安排,以及游戏与教育课程联系度等方面差异有统计学意义(P<0.01)。基于幼儿园和小学是孩子成长和学习不同的阶段,显示的结果对从事幼儿教育和小学教育的教师的教育方法有较强的借鉴作用。结论对于游戏的认识、游戏与教育课程联系的重要性等方面的比较结果中显示,幼儿园教师比小学教师的认识程度要高,因此这就要求小学教师要加强对游戏的认识,正确的运用游戏教学法。所以无论是幼儿园教师还是小学教师,在平时的教学活动中,都应学会正确的运用游戏的手段,把游戏与教育内容有机的结合起来,并且根据学生的实际情况,巧妙的运用游戏,把游戏与语言的操练,重难点的突破,复习巩固有机地结合,实现玩中学,学中玩的统一,把游戏的价值真正体现在教育活动中。
Purpose Through investigation and analysis, whether kindergarten teachers and primary school teachers have different understanding of the game and whether there is difference between the game and education curriculum contact. Methods The kindergarten, primary school principal and principal randomly assigned questionnaires to the first-line teachers in the university and completed the questionnaire independently. The questionnaire materials collected were analyzed by SPSS 12.0. Results Through comparative analysis, it is found that there are significant differences between kindergarten teachers and primary school teachers in understanding of games, arrangement of games in kindergarten (primary school) on the 1st course, and connection between games and education courses (P <0.01). Because kindergarten and elementary school are different stages of children’s growth and learning, the results show that they have a strong reference for teachers in early childhood education and primary education. Conclusions The comparisons on the understanding of games and the importance of the connection between games and educational programs show that kindergarten teachers have a higher level of awareness than primary school teachers, so this requires that primary school teachers should strengthen their understanding of the games and make proper use of the games teaching method. Therefore, both kindergarten teachers and primary school teachers in normal teaching activities, should learn the correct use of the game means, the game and the educational content of the organic combination, and according to the actual situation of students, clever use of the game, the game And language practice, heavy and difficult breakthroughs, review and consolidate the organic combination of play middle school, learning to play the unity of the game’s value is truly reflected in the educational activities.