摘 要：实施课程游戏化建设，构建游戏化区域活动，需结合实际，有效理解运用课程游戏化思想，将其渗透到幼儿园区域活动的创设之中。在这样背景下，进行良好的区域活动创设，对幼儿区域活动的开展和自身良好的发展起着重要作用。但纵观课程游戏化背景下的区域创设，发现仍存在缺乏细致持续区域观察；区域空间和时间设置不合理；材料投放种类，玩法操作变化少；区域调整不及时；创设中幼儿自主性参与少等问题。为此，结合课程游戏化背景理念，提出了注重细致持续观察；科学规划设置区域时空间；投放适宜，多层次材料；及时调整区域；注重幼儿自主参与创设等一些有效的区域创设策略。从而使幼儿能更好自主，自由，创造，愉快的游戏，促进幼儿的全面发展。93215

毕业论文关键词：课程游戏化背景，区域活动，创设，策略

Abstract: To implement the course of the game construction and construct the regional activities of the game,we should be combined with the actual, effective understanding and use of curriculum game ideas to penetrate into the creation of the kindergarten regional activities。 Under such background, the creation of good regional activities plays an important role in the development of children's regional activities and their own good development。 But the concept of the game under the background of the creation of the game, found that there is still a lack of meticulous continuous regional observation; unreasonable set the regional space and time; the type of material that is released, and the operation of the game less; regional adjustment is not timely; there are fewer self-directed participation in the creation and other issues。 To this end, combined with the concept of the background of the curriculum game, put forward a focus on careful and sustained observation; scientific planning to set the regional space; put appropriate, multi-level materials; timely adjustment of the region; focus on children to participate in the creation of some effective regional strategy。 So that children can better play independent, free, creative and happy games, and promote the comprehensive development of children。

Keywords：background of the curriculum game, regional activities, create, strategy

目 录

1 前言 3

2 课程游戏化的内涵 3

3 课程游戏化背景下区域活动创设的内涵与价值 4

4 课程游戏化背景下区域活动创设使用的现状呈现 5

4。1 缺乏细致，持续的区域活动观察 5

4。2 区域空间和时间设置不合理 5

4。3 材料投放种类单一，材料玩法操作变化少 6

4。4 区域调整不及时 6

4。5 区域创设中幼儿自主性参与少 7

5 课程游戏化背景下区域活动创设使用策略 7

5。1 注重区域活动的细致持续观察 7

5。2 科学规划设置区域空间、时间 8

5。3 投放适宜、多层次区域材料 9

5。4 及时调整区域活动创设 10

5。5 多提供幼儿自主参与的机会 10

结 论 12

参考文献 13

致谢 14