The educational function of regional activities is mainly expressed through materials. In the art area activities, children's interest often comes from materials, and children's development relies more on the operation of materials. Different materials contain different educational functions, and different materials will stimulate children's different game behaviors and creative thinking. In view of this characteristic of children's art activities, teachers should create the art area into a small world where children can feel and express beauty. Provide appropriate environment and conditions for their games, learning and creation, and create a good artistic atmosphere, so that children can freely observe and appreciate various works of art, and use different tools and materials to cooperate friendly and orderly with their peers. Children can freely carry out various art activities and creatively express their emotions and understanding, thereby shaping children's aesthetic ability. How to create a regional activity environment and put out materials suitable for children in large classes? How to provide more effective guidance and evaluation based on the age characteristics of children in large classes? Through continuous trial and practice, we found that the key to creating an environment in the art area lies in the following points.

1. Creation of aesthetic atmosphere

Regional activities are an effective extension of centralized education activities, which facilitate teachers to provide group and individual guidance to children, respect the individual differences of children, and in order to effectively develop art According to the functions of the art area, teachers should create a suitable environment for the art area. The environment has strong implications for people's behavior and can guide the connotation and direction of behavior. The art area should focus on a free, peaceful and rich atmosphere. In this atmosphere, children will naturally concentrate on creative activities. The "Outline" points out that children are communicating with the environment all the time. The environment is a resource for children's development. Children can only develop through interaction with the environment. Wall decorations in the art area play an irreplaceable role in completing the theme goals. Themed wall decorations can attract children's attention and trigger their thinking, thereby generating interest in exploration and creation.

The most important thing in the art area is to create a free, pleasant and harmonious democratic atmosphere for children, so that they can learn and create in free games, so that they can express themselves and develop themselves without restraint. First of all, it is best to choose a location near the window sill and water source, so that children can freely take and change water during activities. More importantly, it should have good lighting, which is conducive to protecting children's eyesight. In a classroom with conditions, its spatial location should also be considered. It should be conducive to children's individual activities, free combination of activities, and group activities with slight adjustments. Secondly, in addition to setting up cabinets for tools and materials, there should also be wall boards with certain positions for two or more children to freely combine for various pasting or painting activities, providing a spatial environment for cultivating children's social communication skills in aesthetic education. favorable conditions. For example: In the theme activity "We Love Putian", my children and I studied the layout of the walls in the art area. Xinxin said: "We have a lot of food here. We can arrange the art area into a food street and hang all kinds of delicious things." It's a good idea. Xinxin's idea inspired me, so I put Audio-visual media is introduced into the classroom to design a modern art teaching atmosphere that is compatible with the teaching content and children's psychology, so that children can watch, listen, talk, play, etc. without being limited by time and space during teaching. During the activity, we happily and proactively acquired art knowledge. Everyone started to decorate together with great enthusiasm. Even children with usually weak abilities also joined this activity one after another. The success of this event tells us that creating a purposeful and attractive environment for young children opens the door for young children to gain the motivation to create and play. The creation of regional wall decorations also requires attention to the development and changes of children's interests. It must be gradually enriched with the natural development and deepening of each theme activity, which requires that the wall decorations must be flexible. If the content of wall decorations is fixed for a long time, it will affect the development of children's imagination and reduce the opportunities for children to operate and interact with the surrounding environment.

2. Putting out activity materials

Piaget’s cognitive theory believes that children develop in interaction with the environment. Only by creating a good physical environment can children's independent activities be reflected and the development of children's creative abilities be promoted to a greater extent. The art area is one of the more popular activity areas for children. In the art area, children can use their hands and brains to develop imagination and creativity. At the same time, for children in the upper class, they like to experience the joy of success through their own activities. The activities in the art area can exactly satisfy this desire of young children. The art area has much more materials than other areas.

Various items can be used to carry out operating activities and develop children's hands-on ability.

1. The environment of the open activity area provides rich and varied open activity materials to induce children's curiosity and creativity.

Children’s pursuit of diversity and creation cannot be separated from material materials. Only rich, colorful and moderately difficult materials can ensure the quality of children’s activities. I provide materials to attract children to collect together, because materials collected by children themselves are more likely to trigger children's creation. For example, materials for children in large classes should be varied to attract children to participate more directly in activities. Materials with bright colors, small size, easy folding, and shapes that can easily trigger imagination are very popular with children. Children's creation is generally based on imitation and is a change after internalizing the imitation experience. Being able to draw inferences based on imitation is the characteristic of young children's creativity. For example: In the "art area", I provided some glossy paper, ribbons, and crepe paper. The teacher briefly introduced the play materials and demonstrated the semi-finished products, then let the children go to create. After the children discovered that these materials can decorate masks, It's very beautiful. It can be used for decoration and you won't be satisfied with it anymore. A large box of all kinds of materials stimulates children's creative motivation. What else can be used to decorate facial makeup? After experimenting, they found that various kinds of paper, wool, beans, seeds, etc. can be used to decorate facial makeup with different effects. Rich and suitable materials can make children's full creative desire ignite. The independently collected materials are placed in fixed positions, which is conducive to children's bold and creative three-dimensional shaping activities and decoration activities with diverse materials. Between experience, material, and finished product, thinking, stimulated by the intuitive feeling of materials, moves toward association with the impulse of creation, and flowers are bred in the soil of experience. The rich and changing material environment becomes a creative paradise for young children.

2. When placing art materials in conjunction with the theme, due to the different development levels of children, the content of the activities is also carried out from shallow to deep.

Therefore, art materials should meet the needs of children at all levels, and should follow the principle of step-by-step, from easy to difficult, so that they can be close to the theme and easy for all children to accept. Teachers must consciously adjust the materials they put out in a timely manner according to the children's activity needs, which will be a good support for the effective development of the activities. Teachers should provide different levels of guidance to children of different levels. For example: In the activity of "Puxian Facial Makeup", I first let the children have a preliminary understanding and understanding, and then tried to use the form of painting to understand the characteristics of facial make-up: symmetry, bright colors, exaggeration, etc. to express the facial make-up that the children like. , based on this experience, it has been improved to no longer using simple painting forms, but allows children to use a variety of forms to create. Children can choose different materials to make according to their own interests and operational abilities. For example, some children choose gouache and choose their favorite colors for graffiti creation; some children choose to use colored clay and beans for their facial features; others use shoe boxes, wool, cardboard, etc. When children are operating, they can choose suitable materials according to their own abilities, and use their own methods to complete the production better. For example: after the teacher understands the situation of the children in the children's area activities, they can provide the following guidance: Children with strong abilities (make facial makeup as shown in the actual picture) can freely make masks together after entering the area. The teacher should Put the priority on improving children's desire for expression, guide them to gradually learn to discuss the theme of production, negotiate division of labor and cooperation, and how to allocate materials and tools, etc., and guide them to jointly design facial features and business pictures in an orderly manner. Composition, combination, and layout create an interesting large face painting. And inspire them to share the joy of cooperation, happiness and success. Children with average ability (those who can partially imitate but still have difficulty) can be arranged to carry out free individual activities, encourage them to observe each other, inspire each other to learn, boldly try, and practice repeatedly with reference to the teacher's examples and pictures provided to guide them in their learning. How to grasp the rules of facial makeup, overcome difficulties, draw facial makeup with different feelings, and then decorate it. For children with weak abilities (who cannot imitate at all and have more difficulties), group activities can be organized in the district to introduce them to how to observe and understand physical pictures, guide them to learn step by step as shown in the pictures, and focus on the skills they have learned. Give more training guidance. Exhibiting children's works can encourage children, and at the same time, the exhibition of works can play an interactive role in mutual promotion.

In the exhibition corner and work display wall set up in the art area, children can post their favorite works on them. The exhibition table is for children to place their works and appreciate each other. In addition to setting up works for children's activities, teachers' examples are also placed, so that both It is helpful for children with weak abilities to create on the basis of imitating finished products, and it can also clearly guide children to design new items.

3. In order to make the art activity area more colorful and attractive to children, I used some auxiliary activities involving various senses to intervene in the art activities to promote the development of children's multi-faceted abilities.

In the activity area, I put a tape recorder and some tapes. These tapes have the ability to distinguish the pitch, strength, and size of sounds, allowing children to distinguish the pitch, intensity, etc. of sounds by listening, using some kind of Specific patterns are displayed regularly, such as drawing a watermelon for a loud voice, an apple for a quiet voice, and a two-sided continuous picture. There are also short stories familiar to young children, with small fragments of time, place, characters, etc. Children can draw a picture that matches the content of the story by listening to the recorded content. In this way, children can improve their ability to listen to sounds and their ability to listen and understand language during the painting process. There are also some that allow children to taste sour, sweet, bitter, spicy, and salty, and draw what the sour taste is and what the spicy taste is through personal experience, such as: The spicy taste can be an explosion The traditional feeling can be represented by a pattern formed by broken lines; the sour taste is a contraction-like feeling, which can be represented by a pattern formed by wavy lines. Children draw many peculiar patterns by tasting, which improves their sense of taste and allows them to fully develop their imagination and creativity. With the support of current information technology, it can not only effectively activate the static, two-dimensional graphics and text environment to make it more concrete, vivid and vivid, but also enable children to link relevant image information when interacting with the theme environment. Help children to further interpret graphic and text materials, so as to make the interaction between children and the environment more complete.

3. Echoing the class curriculum

1. The art area is an independent area and can also reflect the teacher’s teaching of other subjects.

For example, when the teacher teaches children to recognize numbers, they can prepare some worksheets with outlines of numerals in the art area, and let the children color within the outlines or paste them with shredded paper. When teachers guide children to understand leaves, they can prepare a variety of leaves in the art area for children to make creative collages or make leaf rubbings. While children are learning about fans, they can also be provided with different materials such as wooden sticks, paper, and feathers to create their own fans. For some children who have poor painting skills but have certain narrative skills, you can ask them to talk about some relevant knowledge they know, and ask teachers or parents to record it in words and display it on regional wall decorations. The wall decorations created in this way are rich in content, and the form of expression can also involve the fields of art, health, science, society, language, etc., and promote the development of children's emotions, attitudes, abilities, knowledge, and skills from different angles.

2. In the art area, teachers should be good at capturing the aesthetic opportunities in the class curriculum to create a regional environment, so that the environment creation and the class curriculum echo and support each other.

Teachers should pay attention to developing children's creativity and stimulating children's creative sparks. In the course topics, as the content deepens layer by layer, the children's knowledge of the relevant topics will also be enriched. At this time, teachers should give them free space, let them boldly expand their imagination, use their initiative, do what they want to do, and play what they want to play. In such an open environment, children have the opportunity to fully demonstrate their creative potential. For example: One morning I heard the children talking about where the houses were very tall and beautiful, so we carried out the generative activity "The high-rise buildings in my hometown I designed". The children's interest is very high. Some are painting, some are constructing, and some are making waste. The children have given full play to their creativity. They have always maintained a strong interest. Every child has been given the opportunity to show off his creative talents. Slowly emerging, the ability to use imagination and brain has been well developed, and the activities have been very successful. There are also some children who are blind or have unclear goals in the art area. This requires teachers to provide appropriate and scientific guidance to children’s art activities based on the curriculum theme.

For example, when most children enter the area to play with colored clay, they happily make things, but Zhicheng’s child pinches it aimlessly when playing. At this time, I asked him gently: "What do you want?" What to do?" He shook his head, and I connected with the theme of the course and asked: "We have learned so many delicious foods, what is your favorite food?" "I like to eat flat food the most. I will pinch some flat food. Take it to the doll's house and feed it to the baby." With his purpose clear, he began to concentrate on making it. During the review, he boldly introduced to his peers the production process and its uses after production, which received applause from the whole class. Therefore, teachers should provide timely guidance during games, watch more, observe more, and interfere less with children’s activities. Even if they want to participate in children’s activities, they cannot interfere or change the theme of children’s activities. Teachers only play the role of guides. . When children encounter things that cannot be solved within their own capabilities during activities, teachers should provide timely guidance, help, and guidance instead of rushing to provide answers to children. Cultivate young children to know the similarities and differences of the same things through observation. After a long period of practice, the ability to generalize, analyze, and synthesize will be enhanced, and a certain basic thinking ability will be provided for future learning (since any new knowledge is based on a certain amount of old knowledge, it is difficult to find the basis for new and old knowledge. ***Similar and different points make it easier to master new knowledge, and the ability to transfer learning will also be enhanced). Some children often encounter difficulties during the operation and do not want to draw or do it. At this time, I will use positive language to encourage the children (such as: You will definitely draw well, don’t worry and try another method, I will help You wait). In this way, children's awareness of overcoming difficulties and the quality of doing things consistently are enhanced.

Einstein once said: "Interest is the best teacher." It is precisely because of their interest in things that young children can use their extraordinary imagination and creativity in activities. We used the art area as a pilot to conduct research on how to invest materials and guidance. By organizing the activities of the art area in a purposeful and planned manner, we have indeed achieved good results. Our experience is that the creation of the art area must be based on the semester and monthly goals of the class of this age, so that the placement of materials and teacher guidance can be followed. At the same time, we also feel that the educational function of the activity area is very strong. If Only when teachers can grasp it correctly can the activity area truly exert its educational value. If the activity area can adjust materials in an orderly or continuous manner according to the goals, so that children have a sense of freshness, then they can be willing to explore new things. By carrying out a variety of art area activities, I found that children love to ask questions, use their brains, dare to innovate, and their thinking abilities, especially creative thinking abilities, have greatly developed. It can be seen that art area activities are an effective way to cultivate children's creative ability. We should try our best to provide children with opportunities for free expression, encourage children to boldly express their emotions, understanding and imagination through different art forms, respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and expressions, Share the joy they create.