教师介入幼儿游戏,其实也是一种指导过程。何时介入幼儿游戏将会增强幼儿的游戏兴趣,并提升幼儿的游戏经验;何时介入则会消解幼儿的游戏热情,并干扰幼儿的游戏进展,这完全取决于教师对幼儿的观察与思考,以及在此基础上对游戏介入时机的判断和把握,但更重要的一点是尊重孩子在游戏中的主体地位。由此,我不禁思考:在孩子的区域游戏过程中,作为教师的我们,该如何有效引导孩子探索,促进孩子自主学习?不是放任不管,也不是越俎代庖,而是真正 Teachers involved in early childhood games, in fact, is a guiding process. When to step in early childhood games will enhance the children’s game interest and enhance children’s game experience; when intervention will eliminate children’s game enthusiasm and interfere with the progress of children’s games, it depends entirely on the teacher’s observation and thinking of young children, And on this basis to judge the timing of game intervention and grasp, but more importantly, respect the child’s dominant position in the game. As a result, I can not help thinking: how can we, as teachers, effectively guide our children to explore and promote their children’s self-learning during the children’s regional games? They are not indulgent, nor are they more genuine and genuine