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虽然儿童心理学家和儿童教育学家尚未就游戏的定义取得普遍一致的意见,但他们中的许多人都同意用一些相互联系的因素或特点来说明。这些因素或特点主要有六个方面:游戏的第一个特点是:游戏是由内部动机所控制的行为。这是人们最普遍认可的一个特点。游戏既不受饮食内驱力控制,又不是为了顺从社会要求,同时也不受行为本身以外的诱因支配。这也就是说,游戏与有成果的行为不同,而且,游戏与实现有成果行为的工具性行为也不同。游戏时儿童往往沉溺于游戏本身,而不是要达到游戏行为以外的目标。有一些游戏研究者进一步指出,游戏是机体所接受的信息和机体对这些信息的加工能力之间发生脱节或失调的结果,游戏的作用在于使这种失调获得调整,从而使机体与环境之间的平衡恢复到某种最佳水平。
Although psychologists and pedagogies have not generally agreed on the definition of games, many of them agree that some of the interrelated factors or traits explain them. These factors or features are mainly six aspects: The first characteristic of the game is: the game is controlled by internal motivation behavior. This is one of the most commonly recognized characteristics of people. The game is neither governed by dietary intimacy, nor is it to comply with social demands, nor is it governed by incentives other than the act itself. This means that games are different from productive ones, and games are different from instrumental ones that achieve productive behavior. Children tend to indulge in the game itself rather than reach the goal of the game. Some game researchers further pointed out that the game is the body of the information received and the body of the information processing capacity between the out of or out of order, the game’s role is to make such disorders to be adjusted so that the body and the environment between Balance restored to some optimal level.