First, the teacher suggested that he was confused in the role game. Xu Jing: The game time is short, so the children don't have enough time to play. Second, Fu's summary 2. During the game, teachers should promptly and correctly intervene in children's games, and don't interrupt children's innovative game highlights. 4. End the role game according to the situation of each class, such as: "After work, let's close the booth!" Third, collect information and summarize. (1) leads to the theme of the game, introduces the new material of the game, and the teacher gives a demonstration and guidance. (2) Teachers ask for games, children choose their own roles, and teachers assign homework in time. For example, at the beginning of the game, "I" said to the children, "Who can give his favorite role to other children like Mingming?" When some children voluntarily give up their roles to their peers, I will praise them. Of course, when there is a role dispute, I will guide the children to solve the contradiction by themselves, let them realize the necessity of being humble in the process of solving the contradiction, and encourage them to actively create new roles. For example, when playing the "shop" game, all four children want to play the role of drivers, and "I" let the children solve conflicts by themselves. One of the children said, "The two of us will work in the morning shift, and the two of you will work in the middle shift, each doing his own thing." A child said, "One works in the morning shift, one works in the middle shift, one sells cosmetics and one sells toys." In this way, the contradiction was solved and everyone was very happy during the game. After the game, "I" introduced their game process to the whole class, so that the children could understand that it is impossible to play games by arguing. We should use our brains to find ways to solve problems and let everyone have fun. (3) Children's games and teachers' itinerant guidance. Some teachers think that the purpose of games is to let children play, and it doesn't matter how they play. Adults should not interfere and guide casually, because the guidance of adults will affect the normal development of children's games. In fact, this idea is not correct. As an activity of children's freedom and autonomy, it is correct for teachers to intervene less, but less intervention does not mean that teachers should not give appropriate guidance. Teachers should observe and understand children's performance in the game and give random guidance, which will not only affect the development of children's games, but also stimulate children's interest in participating in the games. For example, teachers can participate in children's games in the form of roles, which can enrich the content and plot of children's role games; Teachers' participation in the role games of young, weak and timid children can help these children to enhance their role awareness, and they can get more successful experiences and fun in the games. What should be explained here is that the intervention and guidance of teachers should grasp the opportunity and discretion, without interfering with children's games. Piaget said: "Every time a child is taught something that he can find, the chance of finding it is suppressed, and the complete understanding of it is suppressed." Therefore, the teacher's guidance should grasp the opportunity, and don't rush for success because of the child's temporary failure. Teachers' guidance can be reflected in the following three aspects: ① Design new plots and enrich the game content. When teachers observe that the plot of a game theme is monotonous, repetitive and lacking originality, they can design some new inducing scenes to arouse children to play games further and make the game content more colorful. For example, call the dim sum shop with monotonous plot and ask them to deliver dim sum to the bank staff. (2) Play an intervention role and promote communication among roles. When children's role behavior only stays in the repetition of simple actions and lacks communication between roles, teachers can play a relatively passive role in the game and attract children's attention to role behavior with the fuzzy behavior of roles. ③ Set up difficult situations and try to solve problems. Teachers can ask questions in the role of the game and give children the motivation to solve problems. For example, the teacher went to the vegetable market as a customer to buy out-of-stock "Venice knots" and instructed the children to find ways to replace or make suitable materials. (4) Game evaluation. 1, keep the new situation for review. In role games, teachers should pay attention to cultivating children's creativity. For some innovative behaviors and results in the game process, we can usually reserve on-site comments. For example, in the window display of the doll's house, at first, children put some stoves, bowls, spoons and pots on it, which was messy and unreasonable. Once, a child put a puppy toy and a TV set bought from a store in the window, and the two dolls formed a sharp contrast. So when collecting toys, "I" asked the children to keep this scene. Through comparative discussion, the effect of window decoration is affirmed. The children's enthusiasm has been mobilized and they are constantly trying to find ways to make the doll's home warmer. For example, "I bought a basket of flowers and put them on the grid" and "I brought my toys!" "I'll buy a plate of fruit and put it there!" "Let's make a VCD and put it next to the TV!" Teachers have grasped this small innovation, stimulated children's positive thinking, enriched the game plot, and let children participate in the evaluation with an intuitive, positive and happy mood, thus getting twice the result with half the effort. 2. Grasp the new ideas in the evaluation process. In the process of the game, teachers can't perfectly design the whole process of role games. To a great extent, they play with children in a certain role identity and guide them in the process of playing. Therefore, teachers should be good at using random evaluation methods, especially flexible in grasping meaningful little things in games. Affirm in time. For example, when playing KFC games, the "manager" heard a child say, "I just took the bus to eat, and the driver wanted to eat KFC, but unfortunately he didn't have time. I'll bring it to him later! " Inspired by one sentence, the "manager" immediately set up a door-to-door "hotline". As long as he calls, he sends them no matter how far away, and he also takes the initiative to send cute little gifts to the children in kindergarten, so "business" is very prosperous. "I" told everyone about it, which aroused great concern of the children. This was originally a matter in a children's game, but it became a matter for everyone after careful consideration. The children in the doll shop also said, "We want to deliver the goods to your door!" "We want to buy one and get one free" and "We want to deliver fruit to patients in the hospital for free". From this incident, the children learned excellent qualities such as how to do business well, how to care for others, how to use their brains actively, and so on, which will solve some problems and can be carried forward in future games. Random comments turn trivial things into meaningful things, and the highlights instantly turn into flash films and flash faces, which have a good influence on all children. 3. Promote children's independent evaluation with divergent questions. With the growth of children's age and independence, the concept of right and wrong is gradually clear and enhanced, which can guide them to discuss, find answers in discussion and solve problems in games, thus further exerting their initiative and enthusiasm. For example, at the beginning of the hospital game, the "doctor" treated every visiting "patient" and gave the "patient" an injection without saying a word. The content of the game is very simple. So "I" asked the children to discuss how to treat patients. The children were very enthusiastic, and some said, "What happened first?" "Listen with a stethoscope first!" "Register first", "You can take medicine without an injection" and "If the needle is wrong, people will die! "Children have their own opinions and finally reach a more consistent view. Not only has a new way of playing been created, but the content of the game has been further developed, which has enhanced children's view of right and wrong and found a solution to the problem. It can be seen that discussion is also an effective way to comment on the game.