Construction of the Teaching Model for the Course “Preschool Children’s Games” Under the “Full Practice” Concept

Play is the basic activity and main learning method for young children, and the future preschool teachers’ theoretical literacy in games and practical guidance capabilities are directly related to the all-round physical and mental development of young children. In response to the current problems in the teaching of the course “Preschool Children’s Games”—such as the lack of systematic planning of objectives, overemphasis on theory while neglecting practice in teaching content, single teaching methods, disconnection between theoretical classrooms and practical training, crude curriculum evaluation mechanisms, and backward practical training platforms and management systems—this paper proposes to reconstruct the curriculum system and improve the curriculum teaching guarantee mechanism. In terms of the curriculum system, it constructs a diversified and organically integrated curriculum objective, a “one-core, three-dimensional, four-stage” curriculum content framework, a teaching system of “learning by doing, thinking while learning, and innovating through thinking”, and a closed-loop evaluation mechanism for practical ability implementation featuring “five-party collaboration”. For curriculum teaching guarantee, specific suggestions are put forward from the aspects of constructing a university-kindergarten collaborative education mechanism, building a “double-qualified” teaching team, and developing resources and platforms. Through the construction of the teaching model for the course “Preschool Children’s Games” under the “Full Practice” concept, it is expected to enhance the effectiveness of the curriculum teaching of preschool education majors, thereby improving the quality of talent training in preschool education.