The development of educational games in China is briefly described in this paper.

At present, I have not found that there is game teaching in higher education, just like some teachers in art disciplines have innovated, but they are all patents of other people's education and teaching, and we can't get them.

But there are definitely any, but quite few.

Because China is facing the reform of exam-oriented education.

Very few universities think about students who are admitted to university and then give them an interest in learning

It's all about primary and secondary school children, if you think it's a waste of your time, don't look at it:

The value of the game is as follows:

1) Play promotes children's physical development.

Promote the growth and development of children's bodies;

develop children's basic motor and skill skills;

Cultivate children's ability to adapt to changes in the external environment;

It is beneficial for children's physical and mental health.

2) Play promotes children's intellectual development.

Play expands and deepens children's understanding of the things around them, and increases children's knowledge;

Play promotes children's language development;

Play promotes the development of children's imagination;

Play promotes the development of children's thinking skills;

The game provides a relaxed and pleasant psychological atmosphere for children's intellectual activities.

3) Play promotes children's social development.

The game provides opportunities for children's social interaction and develops children's social communication skills;

Play helps children overcome self-centeredness and learn to understand others;

Games help children learn social roles and enhance their social role-playing skills.

Play helps children master the norms of behavior and form good moral character;

The game helps to enhance children's self-control and exercise children's will.

4. Play style to promote children's emotional development.

The role-playing in the game enriches children's positive emotional experience;

The freedom and autonomy in play develops children's sense of accomplishment and self-confidence;

Aesthetic activities in play develop children's sense of beauty;

Emotional catharsis in play helps children eliminate negative emotional feelings.

In short, games can promote the physical and mental development of children, and are conducive to the healthy growth of children.

The role of the game in education:

1. Develop cognitive ability: Games can stimulate children's curiosity and desire to explore, and help them actively explore and understand the world. Through play, children can develop their cognitive skills such as thinking ability, observation, memory, and problem-solving ability.

2. Enhance social skills: Play is an important way for children to interact and communicate with others. Through participating in play, young children can learn to share, cooperate, communicate and resolve conflicts with other children. This helps to develop their social skills and teamwork.

3. Cultivate emotions and creativity: Games can stimulate children's imagination and creativity, allowing them to express their emotions and ideas. Through role-playing, painting, handicrafts and other game activities, children can develop their emotional expression skills and artistic creativity.

4. Cultivate attention and concentration: Games can help young children develop attention and concentration. In play, toddlers need to concentrate to understand the rules, solve problems, and complete tasks.

Through continuous play practice, children's attention and concentration can be trained and improved.

5. Promote physical development: Games can promote children's physical development and motor ability. Running, jumping, crawling, throwing, catching and other games can exercise children's muscle coordination, balance and physical fitness level. <>

For a long time, in the practice of early childhood education and teaching, games have only been used as a tool or means to manipulate children's attention, improve the efficiency of knowledge transfer and skill training, and even standardize the teaching order, without taking into account whether children really get the psychological experience of play, as the so-called "children are not playing, but playing children".

The epistemic roots of this phenomenon lie in the one-dimensional view of play that sees play as an explicit activity or behavior. Because it cannot pay enough attention to the intrinsic spiritual meaning and educational value of the game, it will inevitably lead to a utilitarian game values and a formalistic orientation in practice that overemphasizes the realization of the immediate teaching goals. It can be seen that it is necessary to break out of the limitations of traditional understanding, fully interpret the existence of children's play and its value for education and teaching, and determine the possible path for the full realization of the value of play in the kindergarten curriculum.

The essential value of the game, that is, the existence of the game as a substance, is fundamentally a spiritual existence.

Dewey realized that the spirit of the game was far more educational than the form of the game itself. He said: "The attitude of the game is more important than the game itself, the former is the attitude of the mind, and the latter is the present external manifestation of this attitude.

Undoubtedly, once play is regarded as a mental state and spiritual tendency of childhood, it has become synonymous with children's nature and childhood spirit, and has become a kind of life existence and lifestyle of children. In this way, the value of games in preschool education is bound to go beyond the scope of micro-operation of teaching forms, and gain a deeper and broader meaning.