摘 要

《幼儿园管理条例》、《幼儿园工作规程》等涉及基础教育的相关文件是这样规定记录：“幼儿园应当以游戏为基本活动”；著名中国教育家陈鹤琴在《家庭教育》一书当中曾这样描述小孩子：“小孩子是好游戏的[​[1]​]”。因此，游戏对于幼儿的发展的重要性自然是不言而喻。在幼儿园当中，游戏不仅是幼儿的主要活动，还是幼儿园教师开展教育的重要辅助手段。它带给幼儿乐趣的同时，也潜在地满足了幼儿发展需求与愿望。但是，由于幼儿思维水平受限、生理因素等原因，幼儿并不具备独自进行游戏的能力。因此，游戏活动需要不同种类的游戏规则和成人指导以此保证游戏活动的顺利进行。

规则，它不仅是幼儿园一日生活中教师开展各项活动的依据和基石，还是幼儿在园时期生命安全的重要保障。但是在幼儿园的一日生活当中，幼儿仍会出现游戏违规行为。那么，为什么幼儿会出现游戏违规行为？它的发生机制如何？幼儿的违规行为可以具体分为多少种？当违规行为发生时，教师应该怎么处理？本研究依据以上问题，对西宁市Q幼儿园大三班的幼儿进行观察，记录他们的游戏违规行为，并进行分析。

通过观察、记录与分析，研究者得出以下结论：大班幼儿的游戏违规活动类型是多样的，研究者将大班幼儿的游戏违规行为从四个维度进行了类型划分，其中包括行为发生方式、行为类型、影响程度、发生地点；大班幼儿违规的影响因素是多样的，主要包含了幼儿、游戏规则、游戏活动环境、教师等因素。其中，幼儿因素包括了幼儿认知水平有限、幼儿生理条件限制、幼儿社会经验不足、幼儿对游戏活动失去兴趣或转移兴趣、幼儿的胜负心过重、幼儿过于沉浸游戏动作等；游戏规则因素包括了游戏规则与幼儿发展水平不匹配、游戏规则繁琐、游戏规则传递过程不合理等；游戏活动环境因素包括游戏材料准备不充分、游戏材料陈旧、游戏空间不足、游戏时间少；教师因素包括教师应对违规态度、教师处理违规行为事件的权威、教师反应三方面。依据上述研究结果,研究者从幼儿、游戏活动、游戏规则与游戏实施、游戏环境、教师本身提出相应的策略：尊重幼儿发展规律、灵活调整游戏活动、清楚表达游戏规则、让幼儿参与规则制定、明确游戏规则目标等。

关键词:游戏活动,大班幼儿,违规行为

and other educational documents related to basic education stipulate and record: "Kindergartens must attach games to their basic activities";the famous Chinese educator Chen He qin once described children in the book "Family Education": "Children It’s a good game ". Therefore, the importance of play to the development of young children is self-evident.In kindergartens, games are not only the main activity of children,but also an important auxiliary means for kindergarten teachers to carry out education. While it brings fun to young children,it also potentially satisfies young children's needs and desires. However, due to the lack of the thinking ability of children,physiological factors and other reasons, children do not have the ability to play games alone. Therefore, game activities require different kinds of game rules and adult’s guidance to ensure game activities.

Rules are indispensable ,espicially in all aspects of the kindergarten's daily life,because it is not only the basis and cornerstone for teachers to hold various activities in the kindergarten's daily life, but also an important guarantee for children's life safety in the kindergarten. But in the period of studying , children still frequently have various game violations.So, why do young children's violations occur?How does it happen?How many types of violations can be specifically divided into children?What should teachers do when violations occur?Based on the above questions,this study observes the children in the third class of Q kindergarten in Xining City, records their game violations, and analyzes them.

Through observation, recording and analysis,the researcher came to the following conclusions: the types of game violations of children in large classes are diverse. The researcher divided the types of game violations of children in large classes into four dimensions, including behaviors and behaviors. Type, degree of influence, and place of occurrence;the influencing factors of children's violations inlarge classes are diverse, mainly including children, game rules, game environment, teachers and other factors. Among them, the infant factors include limited children’s cognitive level,limited children’s physical conditions,insufficient children’s social experience, children’s loss of interest or transfer of interest in game activities, children’s over-weight for winning and losing, and children’s over-immersion in game actions, etc.; game rules factors Including the mismatch between the game rules and the development level of children,the cumbersome game rules, and the unreasonable transmission process of the game rules;the environmental factors of the game activity include insufficient preparation of gamematerials, outdated game materials, insufficient game space, and less play time;teacher factors include teachers There are three aspects: the attitude of dealing with violations, the teacher's authority in dealing with violations, and the teacher's response.

Based on the above research results,the researchers put forward corresponding strategies from children’s factor, game activities’s factor,game rules’s factor and game implementation’s factor, game environment’s factor, and teacher’s factor: respecting children’s development laws, flexibly adjusting game activities, clearly expressing game rules, allowing children to participate in rule-making, Clarify the goals of the rules of the game, etc.

Key words：Game; Big Class Children;Violation Behavior