The Guiding Outline of Kindergarten Education (Trial) points out: create a relaxed environment for children's exploration activities, so that every child has the opportunity to participate in the attempt, support and encourage children to ask questions boldly, express their different opinions, and learn to respect the views and experiences of others. Support and guide children to play, explore, experiment, make and other activities, and guide children to actively construct relevant knowledge and experience through their own discoveries. Regional activities refer to the activities in which teachers purposefully create an activity environment and put in activity materials according to the educational objectives and children's development level, so that children can carry out personalized autonomous learning in a fiddling-based way according to their own wishes and abilities, which just verifies the scientific rationality of this concept. The preparation link is the first link, including the creation of regional environment, the preparation and delivery of regional materials. In regional activities, the activity environment and materials are an important part of the success of the activity. Only by interacting with the environment and materials can children gain experience and knowledge. First, create a good regional environment. The new syllabus points out that the environment is an important educational resource, and children's development should be effectively promoted through the creation and utilization of the environment. The environment creation of regional activities should be arranged according to the educational objectives, the specific requirements of educational content and the age characteristics of children. From the perspective of children's level and development needs, children should be masters and become masters of the region. How to arrange it will directly affect the degree of their free conversation. In the creation of regional environment, we should not only consider the mutual communication and cooperation between children, but also pay attention to non-interference, so that children can concentrate on an activity and explore problems with confidence. The setting of the activity area is to make good use of the geographical factors of the class environment, create a colorful, multifunctional and freely chosen regional corner through the discussion between teachers and students and the combination of fixed and flexible settings, so that every child has the opportunity to choose freely and learn in his own way. As far as possible, activities are divided into static areas and dynamic areas: generally, quiet areas are arranged indoors, such as language areas and calculation areas; Activities with relatively high noise are arranged near the entrance, such as performance area, sports area, popular science area and hands-on area, which can be adjusted flexibly according to the situation. In addition, let the environment speak and let children interact with the environment. We should use the walls of classrooms and corridor stairs to display materials, photos or children's art works related to the class theme. For example, when organizing the theme of "tree", we decorate the walls of stairs with pine, maple, mulberry, peach and willow to form a big forest. Post pictures of children walking around trees on the wall of the corridor; Stick the tree drawn by the children on the wall where the works are displayed; Put all kinds of bonsai brought by children from home in the corner of nature; Hanging various leaves above the activity room; Lead children to plant all kinds of small trees in natural corners and plantations. In short, all the available space in the activity room is used. According to the changes of seasons and theme activities, children will actively cooperate with teachers to decorate the surrounding environment. Children express their feelings in their own way, choose their own expression freely, and dress up the activity area together. Second, the preparation and reasonable delivery of materials in the activity area will promote children's active participation in regional activities. Materials are the objects of children's activities. Materials suitable for children's age characteristics, experience, abilities and needs can stimulate children's initiative in learning, so that they can actively observe, find problems, think and solve problems independently in a stress-free environment. Therefore, when preparing, selecting and providing materials, we put them in according to children's interests and development level. 1 Piaget, a regional material for family preparation, put forward: "Children's wisdom comes from materials." The educational function of regional activities is mainly expressed through materials. The richer the materials, the more diverse the forms of regional activities, and the smarter, more confident and bolder the children will become in the process of doing it. The use of natural objects and waste materials has become a good form to enrich regional materials, and parents and children need to work together in the collection of materials. First, the use of natural objects, in the natural field, there are inexhaustible natural materials. For example, paste small leaves into small animals and print them out to make "bookmarks"; Pick up small stones and twigs as calculation materials; Small stones are dyed into flying chess pieces; Leaves are used as umbrellas, fans, hats,,, and children get free experience and creative fun in free play. Second, skillfully use waste items, such as shampoo bottles and cosmetics bottles brought by children at home, and put them into "haircuts"; Grow onions and garlic in the instant noodle bowl; The children brought the little clothes they used to wear and turned them into "doll clothes"; The bottle cap is made into a string bell. Children participate in the production, their hands-on ability is improved, their sense of innovation is enhanced, their awareness of environmental protection is improved, and they prefer to play regional activities. Xinyi and her mother made a "beautiful doll" with mineral water bottles; Jia Jia and her father made several "moves" with milk boxes; Star sisters cut "window flowers" with old calendar paper; Doudou and Grandpa folded the "ship" with all kinds of advertising paper. The active participation of parents enriches regional activities, and their awareness of environmental protection also sets a good example for children. 2. According to children's interests, the richness of materials put by teachers can directly affect the quality of children's activities, so that children can "study" their world to the fullest. The material in the activity area should be rich and colorful. However, rich materials do not mean that the more the better, the more indiscriminate the more universal. The child's attention is unstable. Although too many miscellaneous materials can attract children to participate in activities, it is also easy to cause children to be distracted and dazzled. After playing with this and that for a while, they only learn to pick up one thing-leave it for a while-discard it-and change it. Obviously, this is contrary to our original intention of putting materials. Therefore, when putting in materials, we should consider the relationship between materials and activity goals, strengthen the pertinence, purpose and scientificity of materials, and replace and supplement them regularly according to the observation of children's activities. We usually discuss with children before playing games in a certain area, and then according to their cognitive characteristics and interests.