入学准备是儿童从学前教育阶段转向小学教育阶段的一个重要里程碑。如何支持幼儿园与小学之间课程与教学的连续性，是幼小衔接中的热门议题。游戏教学法被认为是解决这一问题的可行方法之一。基于以上背景，本研究采用质性研究的案例研究范式，对一所以游戏教学法为课程特色的幼儿园进行深描，通过观察法、访谈法、文本分析法等数据收集方法，主要回应以下三个研究问题：（1）幼儿园教师如何理解“游戏”和“游戏教学法”这两个概念？（2）幼儿园教师如何开展游戏教学法？（3）幼儿园教师如何运用游戏教学法支持大班儿童做好入学准备？

本研究共分为五个部分，包括绪论、文献综述、研究设计、结果与分析，以及结论、建议与不足。第一部分是绪论，介绍了本研究的研究背景、研究问题与意义。第二部分是文献综述，主要介绍了国内外对于游戏、游戏教学法和幼小衔接的研究现状与理论基础，阐述了游戏教学法的理论知识以及方法。第三部分是研究设计，主要通过观察法、访谈法和文本分析法，以一所在游戏教学法实践探索较为丰富的幼儿园为案例，对该园所的大班教师进行观察与访谈，以探讨教师开展游戏教学法的实施路径和运用游戏教学法支持儿童的入学准备的实施路径。第四部分是结果与分析，主要采用主题分析法并使用MAXQDA软件对所收集的观察内容、访谈内容以及儿童的“学历案”进行文本分析，并以《3-6岁儿童学习与发展指南》以及《幼儿园入学准备指导要点》作为分析框架对儿童个体维度的游戏故事“一对一倾听”画册和“学历案”进行编码，对访谈数据进行扎根理论的三级编码。本研究通过梳理四套编码框架分析和归纳研究发现，包括：（1）教师焦点小组访谈和管理层焦点小组访谈，形成S园所对于“游戏”和“游戏教学法”的概念的理解的编码框架；（2）结合研究对象班级过往所开展的案例进行教师个人访谈，形成S园教师所开展游戏教学法实施途径的编码框架；（3）结合《3-6岁儿童学习与发展指南》中的指标，对儿童的“一对一倾听”画册、学历案进行编码，形成儿童在游戏教学法环境下的学习与发展编码分析框架；（4）结合《幼儿园入学准备指导要点》中的指标，对儿童的“一对一倾听”画册、学历案进行编码，形成儿童在游戏教学法环境下的入学准备编码分析框架。第五部分为结论与建议，包括本研究的结论与主要发现建议：（1）S园的教师对于儿童的“游戏”的理解，包含了“自由”“探究”和“愉悦”这三个关键因素，这与哈佛大学“零点项目”的所提倡的“玩的教育学”的核心理念相符，而儿童的游戏在基于儿童自身的生活经验，会产生地域的文化差异；（2）S园教师在开展游戏教学法时，结合“马赛克方法”与儿童共同进行游戏探索，形成“自由游戏——探究游戏——合作游戏”的实施途径；（3）从儿童的视角出发，S园实施的游戏教学法，使儿童的五大领域得到全面发展，实现真正意义上的“玩中学”，并支持儿童做好入学准备。结论部分相应地提出教师开展游戏教学法的实施策略建议。

The transition from preschool to primary education is a major milestone in the life of children. Supporting the continuity of curriculum and teaching in primary and early childhood education has become one of the most popular issues in early childhood and primary school convergence. Pedagogy of play has become an important keyword, which is currently considered as one of the feasible solutions by academics. Against this background, the present study was conducted to provide an in-depth description of a kindergarten in China where the pedagogy of play is the core of the curriculum by adopting the case study paradigm of qualitative research. Through observation, interviews, and textual analysis, the study responded to the following three research questions: (1) How do kindergarten teachers understand the concepts of "play" and "pedagogy of play"? (2) How do kindergarten teachers conduct play-based teaching? (3) How do kindergarten teachers use the pedagogy of play to support children's transition to primary school?

This study is divided into five parts, including Introduction, Literature Review, Research Design, Results and Analysis, and Conclusions and Recommendations. The first part is the introduction, which describes the research background, research questions, and significance of this study. The second part is the literature review, this chapter mainly introduces the current status and theoretical foundation of domestic and international research on play, and pedagogy of play, and describes the theoretical knowledge and methods of pedagogy of play. The third part is the research design, this study mainly uses the observation method, interview method, and text analysis method, taking a kindergarten in China where pedagogy of play is the core of the curriculum as a case study, and teachers of the kindergarten's 5-year-old classes are observed and interviewed to explore the implementation paths who were using the pedagogy of play to support children's transitions. The fourth part is the results and analysis, this study will use MAXQDA software to analyze the text of the collected observations, interviews, and children's "learning portfolio", and the children's "one-to-one listening" picture book, The children's "one-to-one listening" picture book, the "learning portfolio" were coded through multiple sets of analytical frameworks, and the interview data were coded at three levels of the Rooted Theory. Through analyzing and summarizing four sets of coding frameworks, this study found that (1) teachers' focus group interviews and management focus group interviews formed a coding framework for S-Kindergartens understanding of the concepts of "play" and the "pedagogy of play"; (2) Conduct personal interviews with teachers in combination with previous cases of the class of the study object, and form a coding framework for the implementation of the pedagogy of play carried out by teachers in S-Kindergarten; (3) Combined with the indicators in the "Guide to Learning and Development for Children aged 3-6", children's "one-to-one listening" picture book and "learning portfolio" were coded to form a coding analysis framework for children's learning and development in the environment of the pedagogy of play; (4) Combined with the indicators in the "Guiding Points for Kindergartens to School Readiness" , children's "one-to-one listening" picture book and "learning portfolio" were coded to form a coding analysis framework for children's school readiness in the environment of the pedagogy of play. The fifth part is the conclusions and recommendations, including the conclusions and main findings of this study. (1) Teachers' understanding of children's "play" in S-kindergarten includes the three keywords like "freedom," "inquiry," and "joyful", which is consistent with the core concepts of "the pedagogy of play" advocated by Harvard University's Project Zero. Also, children's play is based on children's own life experiences, which may result in regional cultural differences; (2) When carrying out the pedagogy of play, the teachers of S-Kindergarten combined the "Mosaic Approach" with children's playing exploration, and formed the teaching implementation pathway of "free play - inquiry play - cooperative play";(3) From the children's perspective, the pedagogy of play implemented in the S-Kindergarten enables the children's five areas of comprehensive development, realizes the true meaning of "learning through play", and inadvertently prepares the children for primary school. The study also suggests strategies for teachers to implement the pedagogy of play.