一、游戏形式化。《幼儿固工怍规程》将游戏确定为幼儿的基本活动。然而,不少教师在观念上仍有重上课轻游戏的倾向,没有真正把游戏寓于一日活动之中。有的教师嫌玩游戏麻烦,平时不玩游戏.只有在有人参观检查时才让幼儿玩游戏,因而幼儿的游戏不能得到正常的开展。二、游戏教学化。具体表现为:第一,在选择游戏内容时,过多考虑游戏的教学因素,而忽视幼儿的兴趣和好奇心;第二,在游戏过程中,教师过于求全,急于求成,希望每一个孩子玩游戏都能达到某一目标和水平,而幼儿的创造性、自主性被忽略了。三、游戏自由化。有的教师没有认识到教师适当的指导对体现幼儿游戏价值的作用,把游戏等同于自由活动,常常是把玩具一撒,便不闻不问,让幼儿随意地玩。没有教师的参与,没有教师的指导,游戏成了 First, the game formal. The Child Labor Code establishes the game as a basic activity for young children. However, many teachers still have a tendency of focusing on light games in their concepts. They have not really placed the game in a day’s activities. Some teachers are suspicious of game troubles and usually do not play games, and children are not allowed to play games normally until someone visits the exams. Second, the game teaching. Specific performance: First, in the choice of game content, too much consideration to the game’s teaching factors, while ignoring the children’s interest and curiosity; Second, in the course of the game, the teacher too much, anxious for success, I hope every child Play games can achieve a certain goal and level, and children’s creativity, autonomy was neglected. Third, the game is free. Some teachers fail to recognize that teachers’ proper instruction plays a role in reflecting the value of young children’s games. They equate games with free activities. They often leave their toys scattered and indulge them so that they can play freely. No teacher’s participation, no teacher’s guidance, the game has become