Models of Role-Structure in Project-Based Games for Children in Kindergarten About 5-6 Years Old

Yingying Wang, Li Zhao
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Abstract

In this paper we report on the use of project-based learning in teaching the children about 5-6 years old. We call it “Project-based game”. It’s a way of proceeding through the organization of mutual collaboration of children to solve the real problems of games, from which can excise children on transferring knowledge and problem-solving ability. Children work as a team. Each team member has the different role and task. So how to integrate resources to play a team advantage, and how to tap the maximum potential of each team member are particularly important. This study was trying to build a role of structural models for children to explain the relationship between the different roles in the project learning and reference for researchers. This study accomplished the following works:we interviewed normal teachers and children which from different classes, aware of the problems of grouping when teachers carry out the project game. Then we tracked and observed a number of project cases in kindergarten, designed the questions and tasks and collected a wealth of experimental data. Through the collation and analysis, we finally obtained significant achievement in this study “The role of structure model in project-based games for the children in kindergarten about 5-6 years old”.
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5-6岁幼儿园儿童项目型游戏角色结构模型研究
在本文中,我们报告了在5-6岁儿童的教学中使用基于项目的学习方法。我们称之为“基于项目的游戏”。这是一种通过组织孩子们相互协作来解决游戏中的实际问题的方式,可以锻炼孩子们知识的转移和解决问题的能力。孩子们是一个团队。每个团队成员都有不同的角色和任务。因此如何整合资源发挥团队优势,如何挖掘每个团队成员的最大潜力就显得尤为重要。本研究试图建立一个儿童角色结构模型来解释不同角色在项目学习和参考中的关系。本研究主要完成了以下工作:对正常教师和不同班级的幼儿进行访谈,了解教师在开展项目游戏时存在的分组问题。然后我们在幼儿园跟踪观察了多个项目案例,设计了问题和任务,收集了丰富的实验数据。通过整理和分析,我们最终获得了“结构模型在5-6岁幼儿园儿童项目型游戏中的作用”这一研究成果。
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