First, guide children to learn to assign roles and deepen their understanding of roles.
Game record:
I invited three young children to be the staff of fast food restaurants, and designated one of them as a chef and the other two as waiters. At the beginning of the game, customers kept coming, and the four seats in the store were always full. The chef is as busy as a bee, and the waiter is urging him. After a long time, some customers left without waiting, and the waiter began to complain that the chef was too slow. At this moment, the waiter Tong Tong thought of a way, and she began to help the chef prepare the meal together. Another waiter felt that Tong Tong was wrong, so he reminded her: "You are a waiter, not a chef!" "Tong Tong said," The chef is too slow, so I want a chef to help him. "
Analytical thinking:
Faced with this situation in fast food restaurants, I first reflect on staffing: from the perspective of passenger flow, it is definitely not enough to arrange only one chef. But the teacher didn't consider this problem at the beginning of the game, but took it for granted to help the children arrange roles. During the game, the children encountered difficulties and found the problem: the allocation of one chef and two waiters was inappropriate. Because a waiter can serve up to two guests at the same time, and a chef can serve up to four guests at the same time. If the chef is not skilled in catering, he will definitely be in a hurry. Therefore, instead of teachers assigning roles to children, it is better to let children discuss the role assignment themselves. Choose the right role according to personal preference and ability, and determine the number of roles needed according to the situation of the game.
Second, guide the children to discuss and find ways to solve problems in the discussion.
Game record:
The waiter brought the set meal to the customer Xiaoxiang, who shook her head and said, "That's not what I ordered. I ordered a C meal with poached eggs in it. " The waiter took the set meal back to the kitchen and asked the chef to redo it. Unexpectedly, the chef did it again, but it was still wrong. Xiaoxiang said angrily, "What's the matter? I'm so hungry!" " "I watched and found that the reason why the chef made the wrong meal was that there was no control menu. So I intervened in time to remind the chef to match the meal according to the menu and the dishes ordered by the customers. After the game, I described the game scene to all the children and instructed them to discuss it according to the problem situation: "Why does the chef always mix the wrong meal?" "Is there any good way to keep the chef from making mistakes?" Young children talk to me, and some say that chefs don't have brains and don't understand customers' requirements; It is suggested that there should also be a menu in the kitchen for the chef to use; Others suggest that chefs should study before they can go to work.
Analytical thinking:
The problem of chef's mismatching meals often happens. Children with strong ability will often find the problem, but children with weak ability may not pay attention to it. Xiao Xiang, who just participated in the game today, found this problem. Through the interaction between several characters, the problem became more prominent and the contradiction became more intense. So, I seized this educational opportunity. In the game process, timely intervention to help children solve the current difficulties; After the game, initiate a discussion to guide other children to make suggestions and come up with various solutions to the problem. Through discussion and sharing among peers, children's game behavior is more standardized; Through the teacher's later follow-up and adjustment, the game rules and material settings are more reasonable.
Third, guide children to expand the game content and enrich the game plot.
Game record:
In another game, chefs and waiters are busy in the store. Xiao Jin, who plays a teacher in kindergarten, asked, "Can you give us some rice?" The cook enthusiastically handed her the rice cooker at once. After a while, Jin Xiao asked again, "Can we get something to eat?" The cook gave her some more dishes. Then I asked the chef, "What do you want with rice and vegetables?" The cook shook his head to show that he didn't know. I asked Xiao Jin to come over and explain to him that it was the kindergarten children who wanted to have lunch. Now, they are eating rice and vegetables piled on the table. I said, "Oh, how unsanitary! Chef, make some packages for the kindergarten! " The chef readily agreed, and after it was done, the waiter sent the set meal to the "kindergarten". As a result, there is a new service in fast food restaurants to deliver meals to kindergarten children.
Analytical thinking:
Children who act as teachers are flexible and can discuss and communicate with their peers to solve problems. Children who play with chefs are generous and friendly, and are willing to share game materials with their peers. In the face of such excellent performance of young children, it would be a pity if the game only stays at the level of borrowing materials. Therefore, teachers follow the trend and inspire children to create new game plots. The enlightenment of this game guidance process is that teachers should be good at discovering children's game needs, support children to play their initiative and creativity in the game, and help children expand the game content and enrich the game plot.
After repeated observation and guidance, I gradually realized that teachers are not only designers of game schemes and producers of game materials, but more importantly, they should become observers, promoters, supporters and guides of children's games, so that children can constantly improve their game level and enrich their game experience.