教师可以在角色扮演时拍下学前儿童的具体行为，观察出现问题时学前儿童的解

Teachers can take pictures of preschool children's specific behaviors during role-playing, observe the solutions of preschool children when problems arise, record specific behaviors such as cooperation between preschool children and other preschool children during the game, and present them to preschool children after the game. Guide preschool children to discuss and give preschool children an objective evaluation. In this way, through the evaluation of the behaviors exhibited by preschool children, teachers can understand their behaviors and at the same time reflect on their own behaviors. Improve the awareness of reflection and explanation of preschool children, and strengthen the ability of reflection and explanation of preschool children. <br>Teachers should be good at guiding preschool children to think, pay attention to the evaluation function of role games, and provide opportunities for preschool children to make evaluations, let preschool children explain and think about their own game behaviors, explain other people's game behaviors, and reflect on their own. Behavior. When preschoolers finish their role games, help them recall what they did, how they did it, and why they did it that way, and guide them to recall and describe the problems they encountered and the process of solving them. For preschool children who encounter difficulties or conflicts in the game, teachers should encourage and guide them to tell what kind of difficulties or conflicts they encountered, and what methods they used to overcome difficulties and resolve conflicts; Help them analyze where the problem is that led to the failure to solve it smoothly. Let the preschool children conduct attribution analysis to know where their problems are, so that the preschool children can have an objective and fair evaluation of themselves. Teachers create conditions for preschool children to conduct self-evaluation, peer evaluation, and repeated evaluation, inspire preschool children to think and explain, and guide preschool children's evaluation from simple and general to specific and detailed.

Teachers can capture the specific behaviors of preschool children during role-playing, observe their solutions when problems arise, record their cooperation with other preschool children during the game, and present them to preschool children after the game is over, guide them to discuss, and provide them with objective evaluations. In this way, teachers can evaluate the behavior exhibited by preschool children, understand their behavior, and reflect on their own behavior. If there is any improvement, they can encourage them to know what to persist in, what to improve, and which behaviors are appropriate. This can enhance preschool children's awareness of reflection and interpretation, and strengthen their ability to reflect and explain.<br>Teachers should be good at guiding preschool children to think, pay attention to the evaluation function of role games, provide opportunities for preschool children to evaluate, let preschool children explain and reflect on their own game behavior, explain others' game behavior, and reflect on their own behavior. After preschool children finish role-playing, help them recall what they did, how they did it, why they did it, and guide them to recall and describe the problems they encountered and the process of solving them. For preschool children who encounter difficulties or contradictions in the game, teachers should encourage and guide them to tell what kind of difficulties or contradictions they have encountered, and what methods they have used to overcome difficulties and solve conflicts; If the problem cannot be solved smoothly, teachers should help them analyze where the problem occurred that caused the problem to not be solved smoothly. Preschool children should be allowed to conduct attribution analysis to know where their problem lies, so that they can have an objective and fair evaluation of themselves. Teachers conduct self-evaluation, peer evaluation, and repeated evaluation for preschool children to create conditions, inspire them to think and explain, and guide preschool children's evaluation from simple and general to specific and detailed.

Teachers can take pictures of preschool children's specific behaviors during role-playing, observe their solutions when problems arise, record their specific behaviors such as cooperation with other preschool children during the game, present them to preschool children after the game, guide them to discuss and give them an objective evaluation. In this way, teachers can understand preschool children's behaviors through the evaluation of their behaviors, and at the same time reflect on their own behaviors. If there is something, they will change it, and then encourage them to know what to insist on, what to improve, and which behaviors are appropriate, so as to improve preschool children's awareness of reflection and explanation and strengthen their ability of reflection and explanation.<br> Teachers should be good at guiding preschool children to think, pay attention to the evaluation function of role games, and provide preschool children with opportunities for evaluation, so that preschool children can explain and think about their own game behaviors and explain others' game behaviors, so as to reflect on their own behaviors. When preschool children finish role play, help them remember what they did, how they did it, why they did it, and guide them to recall and describe the problems they encountered and the process of solving them. For preschool children who encounter difficulties or contradictions in the game, teachers should encourage and guide them to tell what kind of difficulties or contradictions they have encountered and what methods they have used to overcome them and solve them; If it can't be solved smoothly, teachers should help them analyze what caused the problem, and let preschool children make attribution analysis to know what their problems are, so that preschool children can have an objective and fair evaluation of themselves. Teachers create conditions for preschool children to conduct self-evaluation, peer evaluation and repeated evaluation, inspire preschool children to think and explain, and guide preschool children's evaluation from simple and general to concrete and meticulous step by step.