游戏作为重要的活动方式与技巧，可以使活动中各主体以一种轻松、快乐、具有自发性的心态参与到活动中。同时，我们尊重每位参与者的意愿，参与者彼此间身份平等，这使得参与者在游戏中可以更好地进行自我表达、情绪释放，个体拥有有同等、自由的表达机会。因此，游戏在具有放松身心、活跃气氛的作用的同时，还可以帮助个体树立起规则意识，培养、提升参与者之间的默契，解决冲突、提高合作能力等等。各个体均被卷进游戏塑造的场域中，得到不同程度的能力发展。近些年，游戏这一方式逐渐被应用到小组工作或社区工作中，成为实现活动目标的一个载体。但很少有将游戏引入校园，甚至是课堂中的机会。也很少有项目专为留守儿童设计，以帮助留守儿童恢复社会功能，实现更好的校园融入与社会融入。

笔者通过与“开心屋”项目中数位老师的访谈后发现，项目教师在执行“开心屋”的游戏过程中，不仅帮助到留守儿童，教师自身身心也得到成长。同时，很多教师将在“开心屋”项目中所学的知识与游戏技巧迁移至课堂教学与班级管理中，对更多学生产生影响。这时，参与游戏的主体不再局限于留守儿童与教师，而是涵盖了更多个体，形成一个“游戏共同体”。在这个场域下，各主体间的良性发展又会彼此正向影响，最终形成一个相互促进的闭环，达成“1+1>2”的共赢结果。因此，笔者想以该项目人员访谈的相关信息及过往案例为研究资料，通过阐述游戏使个体（包括教师自身）发生改变的作用结果（包括：①在游戏营造安全的氛围中，促进自我表达能力；②游戏的实践唤醒个体的自我觉察；③游戏中个体得到情绪释放、情感宣泄，从而达到情绪健康；④调动正向情绪，植入正向信念，激活个体内在能量等）来总结游戏对个体的赋能所在，从而阐述游戏对校园教育环境的正向支持作用。

一般来说，留守儿童成长中存在父母缺位、教育功利化、不良社会风气影响的现状，以及留守儿童个体学习动机不足、心理关怀缺失、道德品质失范等严重的问题，更多地关注和支持显得重要和迫切。我们也期望通过加强留守儿童自身的认知水平，可以实现其行为改变，例如提高自我控制能力、挖掘自身潜能等，而这就需要社会工作者不断探讨、创新新的方式。笔者根据对“开心屋”项目的分析，在现有专业理论的基础上，充分遵守社会工作专业价值观，在对该项目整个实施过程进行阐述分析的基础上，叙述基于该项目的思考和启示。

As an important activity method and skill, game can make all subjects in the activity participate in the activity with a relaxed, happy, and spontaneous mentality. At the same time, we respect the wishes of each participant, and the participants are equal to each other, which makes participants to better express themselves and release their emotions in the game, and individuals have equal and free expression opportunities. Therefore, while the game has a relaxing and active atmosphere, it can also help individuals establish awareness of rules, cultivate and enhance the tacit understanding between participants, resolve conflicts, improve cooperation capabilities, and so on.Everybody is involved in the field shaped by the game and has different levels of ability development. In recent years, the game method has gradually been used in group work or community work, and has become a carrier to achieve activity goals. However, there are few opportunities to introduce games to campuses or even classrooms, and few projects are specifically designed for Left-behind children are designed to help left-behind children restore their social functions and achieve better campus integration and social integration.

This article takes the "Happy House" project as an example. Through interviews with several teachers in the project, the author found that the project teachers not only helped the left-behind children in the process of implementing the "Happy House" game, but the teachers themselves also grew physically and mentally. At the same time, many teachers transfer the knowledge and game skills learned in the "Happy House" project to classroom teaching and class management, which will have an impact on more students. At this time, the subjects participating in the game are no longer limited to left-behind children and teachers, but include more individuals, forming a "game community". In this field, the benign development between the subjects will have a positive influence on each other, and eventually form a closed loop that promotes each other, achieving a win-win result of "1+1>2". Therefore, the author would like to use interviews, information related to the game design of the project and past cases as research materials to explain the factors that influence individuals (including teachers themselves) through games (including: ① Create a safe atmosphere in games and promote self-expression ability; ②Game can awake the individual's self-awareness;③Release suppressed negative emotions to release individual emotions; ④To mobilize positive emotions, implant positive beliefs, and activate the individual's internal energy; ) to summarize the empowerment of the game to the individual, so as to explain the positive support of the game to the school education environment of left-behind children.

Generally speaking, left-behind children have the status quo of the absence of parents, educational utilitarianism, and the influence of bad social atmosphere, as well as serious problems such as insufficient individual learning motivation, lack of psychological care, and lack of moral character of left-behind children. It is important to pay more attention and support.. We also hope that by enhancing the cognitive level of left-behind children, they can achieve their behavior changes, such as improving self-control ability, tapping their own potential, etc. This requires social workers to continue to explore and innovate new methods. Based on the analysis of the "Happy House" project, the author fully abides by the professional values of social work on the basis of existing professional theories, and narrates the thinking and enlightenment based on the project based on the analysis and analysis of the entire implementation process of the project.