大家知道,幼儿是人生的起步阶段,他们知识少,年龄小,活泼、天真、爱动,乐于表现,遇到什么事都感到好奇,想知道这是什么,这是为什么。他们对自己感到“有意思”的事兴趣浓厚,乐于参与。现在幼儿园也采用集中授课的方式进行教学,而课堂教学总是有纪律的,纪律带有一定的强制性和约束性。这对于无意注意占主导地位的幼儿来说,如果要求他们像初高中学生那样遵守课堂纪律困难很大。在幼儿教学中,我有意识地引导幼儿在游戏中求知,收到了较好的教学效果。下面,就以我在语言教学中通过游戏,调动幼儿学习的积极性,激发幼儿的学习兴趣,引导他们在游戏中求知为例谈谈自己的初步收获和肤浅体会。充分挖掘教学内容因素,组织游戏。幼儿虽然年龄小,但每一名幼儿都有一定的模仿能力,有一定的形象思维,即使是比较抽象的概念只要用具体的、形象的东西表现出来,他们也很容易理解。基于这一点认识,我在语言教学中尽量 As we all know, young children are the initial stages of their lives. They have less knowledge, younger age, lively, innocent, love moving, are willing to behave, are curious about what they encounter and wonder why this is. They are very interested in what they feel “interesting.” They are willing to participate. Now kindergartens also use centralized teaching methods for teaching, and classroom teaching is always disciplined, with a certain degree of discipline and binding. This is a difficult time for young children who have no intention of noticing the dominance of the classroom because they are obliged to abide by the rules of the classroom as junior and senior high school students. In early childhood teaching, I consciously guide children to seek knowledge in the game, received a good teaching effect. Next, I talked about my initial harvest and my superficial experience through my motivation in playing games, mobilizing young children’s learning in language teaching, stimulating children’s interest in learning and guiding them to seek knowledge in the game. Fully tap the teaching content factors, organize the game. Although young children are young, every young child has some ability to imitate and have certain image thinking. Even abstract concepts, as long as they are expressed in concrete and vivid images, are easy to understand. Based on this understanding, I try my best in language teaching