游戏有助于儿童的发展, 又能反映儿童的发展水平[1]。幼儿园游戏活动中, 角色游戏深受幼儿喜爱, 角色游戏对于幼儿的健康发展起着很大的作用。幼儿在参与角色游戏的过程中身心都得到了全面的发展与完善。中班幼儿处于特殊的过渡期, 不像小班幼儿没有太多对角色的认知, 也不像大班幼儿已经足够成熟, 因此中班幼儿更需要教师的指导。本文对A幼儿园中班角色游戏中教师的介入指导进行观察记录, 通过对教师介入指导的身份、介入指导的方式、介入指导的时间、介入指导的态度四方面进行分析发现教师在介入指导角色游戏中存在: 以导演者为主, 进行权威性介入指导; 教师介入指导方式不恰当; 介入指导中态度不积极; 教师介入指导时间不合理。针对这些问题提出: 教师应给予游戏关注, 适时指导; 教师应选择适宜方式进行指导; 教师应由“导演者”转变为“游戏者”; 尊重幼儿游戏意愿、充分发挥幼儿自由性。

Games contribute to the development of children and reflect the level of development of children[ 1]. In kindergarten game activities, role play is popular among children, and it plays a significant role in the healthy development of children. During the process of participating in role-playing, young children's bodies and minds are fully developed and perfected. Middle class children are in a special transitional period, unlike small class children who do not have much understanding of roles, nor are they mature enough like large class children. Therefore, middle class children need more guidance from teachers. This paper observes and records the intervention and guidance of teachers in the role play of the middle class in Kindergarten A. Through analyzing the identity, methods, time, and attitude of teachers'intervention and guidance, it is found that there are four aspects of teachers'intervention and guidance in the role play: the teacher is mainly a director, and he or she provides authoritative intervention and guidance; the teacher's intervention is inappropriate; the teacher's attitude is not positive; and the time of teacher's intervention is unreasonable. In response to these issues, it is proposed that teachers should pay attention to games and provide guidance at the right time; Teachers should choose appropriate methods for guidance; Teachers should transform. from “directors” to “players”; Respect children's willingness to play and give full play to their freedom.