通过采用非参与式观察法和结构式访谈法对中班幼儿角色游戏中新手教师与专家教师的指导行为进行研究,结果发现:专家教师在指导频次上明显多于新手教师;新手教师与专家教师在指导身份、情绪态度上存在显著差异,在语言指导方式、指导结果上无明显差异。研究者认为专家教师在指导身份的运用上更为合理,新手教师在情绪态度的表现上更为积极,应让二者优势互补,以提高教师对游戏指导的深度把握。 By using non-participant observation method and structure-based interviewing method, the author studies the guidance behavior of novice teachers and expert teachers in the role-playing game of middle class children. The results show that the frequency of instructional teachers is significantly higher than that of novice teachers; that of novice teachers and expert teachers is There were significant differences in the guiding status and the attitude of the students. There was no significant difference in the language guidance and guidance. The researcher thinks that the expert teachers are more reasonable in guiding the use of identity. The novice teacher is more positive in the attitude of emotion, so that the two should complement each other in order to enhance the teacher’s grasp of the game’s guidance.