本文采用问卷法、访谈法、观察法等，结合大学四年期间的见习和实习经历，以

This article uses questionnaire method, interview method, observation method, etc., combined with the internship and internship experience during the four-year period of the university, and research on some related literature, it is found that the current implementation of independent games in kindergarten has basically reached a relatively good level. No longer is a teacher-led game, children become the main body of the game; in the game, teachers pay more attention to the children ’s interests and needs, but such a good situation is limited to certain provincial parks or demonstration parks and some Kindergarten with game features. Many teachers often ignore the game-sharing link when doing autonomous game activities, and different education implementers have different understandings of the game-sharing link and have different educational effects.

This paper uses questionnaire method, interview method, observation method, combined with the university four years of internship and internship experience, as well as some related literature research found that the current implementation of the kindergarten autonomous game is basically reached a better level, in the game is no longer a teacher-led game, young children become the main body of the game; Many teachers in the independent game activities, often directly ignore the game sharing this link, and different educational implementers of the game sharing link understanding is different, the educational effect is also different.

In this paper, questionnaire, interview and observation are used, combined with the four-year internship and internship experience of the University, as well as the research of some related literature, it is found that the implementation of kindergarten's autonomous game has basically reached a better level, in the game is no longer the teacher-directed game, and children become the main body of the game; in the game, teachers pay more attention to children But such a good situation is limited to some provincial or demonstration parks and some kindergartens with game characteristics. When many teachers are doing their own game activities, they tend to directly ignore the game sharing link, and different education implementers have different understanding of the game sharing link and different education effects.