论文总字数：9008字

摘 要

积木游戏是小班幼儿最为喜欢的游戏之一，它对幼儿的多方面发展都具有积极的意义和价值。本文通过观察、作品分析等方法，对小班幼儿积木游戏的发展特点进行了分析，进而归纳了当前小班幼儿积木游戏教学中存在的问题，在此基础上，对幼儿园教师在小班幼儿积木游戏中的指导策略进行了探讨。

关键词:小班幼儿，积木游戏，指导策略，发展特点

Abstract: Blocks game is like most small children, one game multifaceted development of its children has a positive meaning and value. Through observation, analysis and other methods work, characterized by small children building blocks for the development of the game were analyzed, and then summed up the current small children building blocks problems in teaching the game, on this basis, for kindergarten teachers in small children building blocks game instructional strategies were discussed.

Keyword: Small children, Blocks game, policy of guidance, development features

目 录

1 前言························································4

1.1 研究缘起·····················································4

1.2 研究目的 ··················································4

1.3 概念界定·····················································4

1.4 文献综述·····················································4

1.5 研究方法·····················································5

2 小班幼儿积木游戏的发展特点·····································5

2.1积木游戏的创造性与造型的无目的性在小班中体现明显··············5

2.2小班幼儿积木搭建水平存在着性别差异····························6

2.3小班幼儿在积木造型活动中，处于不断遇到问题与解决问题的状态中·7

2.4小班幼儿的表达能力、合作意识等在积木游戏中有一定的提升·······7

2.5幼儿的建构经验来源于生活中的积累，来源于对周围事物的感知······8

3 当前小班幼儿积木游戏中存在的问题分析···························9

3.1 在积木游戏过程中，没有制定相应的游戏规则·····················9

3.2 过度放任了幼儿的自主性······································10

3.3 各游戏区域独立设置致使幼儿无法进行交流······················10

3.4 没有为幼儿提供适宜的模拟参照物······························10

4 小班幼儿积木游戏中教师指导策略································10

4.1 制定相应的游戏规则··········································10

4.2 幼儿积木游戏过程中，教师介入的时机与指导方式·················11

4.3 积木区与其他区角活动相结合，并在积木区中投放适宜的参照物····11

4.4 丰富幼儿对的周围客观事物的认识，加深其印象 ················11

4.5 注重积木游戏中对幼儿与同伴合作、交流的指导···················12

结论····························································13

参考文献························································14

致谢····························································15

1 前 言

1.1 研究缘起

笔者所实习的幼儿园倡导蒙式教育，幼儿活动大多是以游戏为主，各种有利于孩子发展的游戏都加入到了孩子们的课程，积木游戏是一种较为传统的游戏形式，占幼儿园的学习生活中的比重很大。在我所实习的幼儿园中，由于其“蒙式教育”理念的关系，所以园里的积木游戏很有特点。但凡是游戏时间，孩子们的注意力就会在积木游戏上集中较长时间。相对于孩子们对积木玩具的情有独钟，别的游戏玩具，就显得不具备那么大的吸引力，对于其他游戏玩具，孩子们刚开始玩的时候还挺新奇，挺开心，但玩上几次那股新奇劲过来之后，就不想再继续这个游戏玩具。

小班幼儿，由于这一阶段的年龄特点，其自我本身的注意力并不是持久的，可是他们却能把注意力高度集中在积木游戏中，持续的时间甚至超过15分钟，其兴趣表现是如此惊人，这到底缘于他们这一特定的年龄阶段的阶段特性，或是这一游戏所能达到的效果，又或者是成人们有意识的指导？这些问题引起了我极大兴趣，进而成为了我毕业论文的选题。

1.2 研究目的

通过文献来看，针对幼儿园小朋友结构水平的研究大多集中于研究中班，相对而言，对小班与大班幼儿结构游戏的研究就要少的多。因此，本研究聚焦于小班幼儿积木游戏的发展特点，并探讨其指导策略，具有一定的意义，能够为小班幼儿结构游戏的进一步研究提供素材与参考资料。

1.3 概念界定

积木游戏是结构游戏的一种，是指幼儿自主动手操作积木材料，按自己的各种经验，想法进行物体造型的游戏活动。积木游戏能体现幼儿的自主创造性，能让宝宝体验与其他同伴合作、协商，并能使幼儿感受其成功与失败。

1.4 文献综述

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