在幼儿园阶段，社会适应性是幼儿每日生活中重要的内容。每一年新学期开始，笔者都会接待一批新的入学幼儿。这些孩子在幼儿园会出现各种各样不适应的情况。在每日生活中，幼儿的冲突频繁地发生，幼儿在活动过程中遇到问题既不会找教师帮忙也不会找同伴协商，往往会直接“动手”或“动口”的现象。基于这种常态现象的发生，故笔者采用行动研究的方法，希望在日常游戏中引入“合作性游戏”课堂，通过营造游戏环境、设计游戏活动、合理分组、教师角色参与等，解决小班幼儿一日生活中不合作或者争抢东西的现象以及幼儿与周围人际关系不适应的问题，探索一套行之有效的游戏策略。 本研究从3-4岁幼儿合作性游戏入手，采用以“娃娃家”为主题游戏的迭代设计和以“小火车来啦”为主题游戏的迭代设计，将游戏的开发过程分为资料搜集与整理、主题创意、游戏循环与迭代等多个环节。在研究过程中，采用观察法、访谈法等相结合的研究方法，探讨如何结合笔者工作实践与经验，开拓合作性游戏。本论文主要研究的问题就是：（1）在小班幼儿阶段，什么是合作性游戏？（2）在小班幼儿阶段，为什么要设置合作性游戏？（3）在教学实践中，运用或创设合作性游戏培养幼儿的社会适应性。 通过这两个不同游戏下的主题游戏设计可以发现，首先，幼儿在合作性游戏中积极的行为是较多的。如幼儿在游戏中有等待排队、懂得分享，懂得互助，慢慢又学会协商和安慰同伴等行为，而争执、不遵守规矩的现象随着游戏不断地迭代而明显较少。其次，幼儿的互动行为来看，小班幼儿主要体现在遵守规则、帮助与分享，然后协商，谦让行为则较少。最后，随着游戏不断的迭代与变化，幼儿整体社会适应行为增多。综上，笔者所设计的合作性游戏对幼儿社会适应行为有一定的改善作用。

Every year, when the new term begins, I will receive a group of new school children. These children will experience various kinds of uncomfortable situations in kindergartens. In daily life, children's conflicts frequently occur, children encounter problems in the process of activities will not seek help from teachers or peer consultation, often directly "hands-on" or "mouth-to-mouth" phenomenon. Based on the occurrence of this normal phenomenon, the author adopts the method of action research, hoping to introduce "cooperative game" class into daily games, through creating a game environment, designing game activities, reasonable grouping, teacher role participation, etc., to solve the problem of children in small classes in a day-to-day life, such as non-cooperation or scramble for things. Children are not suited to the interpersonal relationship around them, and explore a set of effective game strategies. Starting from the cooperative games of 3-4 years old children, this study adopts the iteration design of the theme game "doll home" and the iteration design of the theme game "little train is coming". The development process of the game is divided into collection of information, creativity, three cycles and so on. In the course of the study, the author adopts the methods of observation and interview to explore how to combine the author's work practice and experience to develop cooperative games. The main research questions in this thesis are: (1) what are cooperative games in the kindergarten stage? (2) why should we set up cooperative games in the kindergarten stage? (3) how to design and practice cooperative games for children in teaching practice? Through the theme game design under these two different games, we can find that, first of all, children in cooperative games have more positive interaction behavior, but less negative interaction behavior.