in regional activities, the delivery of materials is both important and complicated, and its importance lies in the fact that the lack of materials will affect the normal development of regional activities; Complexity lies in not only satisfying children's interest in inquiry, but also ensuring children to obtain inquiry results consistent with educational goals. As a preschool teacher, how to put relevant materials in regional activities to meet the development needs of children at different levels is an important issue worthy of our current discussion. Therefore, in organizing regional activities, we can realize the three-dimensional regional activities from the following aspects. First, change the blindness of material provision into purposefulness. The materials of regional activities are tools for operation, learning tools for exploration, and the material basis for children's learning and games. What kind of materials are provided can trigger corresponding activities, and children accumulate various experiences through interaction with materials. Materials directly affect the quality of children's activities, which is related to the speed and direction of children's development and plays an important role in the region. According to the ability level and interest needs of small class children, we pay attention to the following aspects in the selection of materials: 1. The more abundant materials, the better. The materials in the activity area should be colorful, including the materials themselves should be attached with various educational factors. For example, the beads in the beads can be colored, tangible, perforated, different in size and texture, and the number is sufficient to ensure that children can gain some perception and experience accumulation through full operation of materials, thus promoting the development of their practical ability and thinking ability. However, rich materials do not mean that the more the better. In order to enrich the materials in the activity area, some teachers try their best to gather all their resources and put in a variety of materials. In fact, more is abuse, and abuse is widespread. Children's attention is unstable, and too many miscellaneous materials can attract children to participate in activities, but it is also easy to cause children to be distracted and dazzled. They only learn to pick up one thing-fiddle with it for a while-discard it-and change it for another. Obviously, this is contrary to the original intention of our materials. Therefore, when placing materials, we should consider the relationship between materials and activity goals, be targeted, strengthen the pertinence, purpose and scientificity of material placement, and make regular replacement and supplement according to the observation of children's activities. 2. Valuable materials ≠ The more beautiful, the better. According to "Children's Psychology", "All bright, concrete and vivid images and new and varied stimuli can attract children's attention, so the teaching AIDS in educational activities must be bright in color, vivid in image and novel and changeable." This statement, we are easily associated with expensive finished toys like "Transformers" that children like to play, and at the same time, we will spend money to buy some beautiful toys and work overtime to make some realistic toys and put them into the activity area. Exquisite materials can attract children and stimulate their interest in activities, which is beyond reproach. However, we should pay more attention to whether the materials themselves can promote children's learning, exploration and other activities, and never just look at their appearance. If it's just good-looking, children can play with it and throw it away when they are tired of it, then what's the use of a beautiful toy? As some teachers have reported, they have worked hard to make realistic buns and beautiful kitchen utensils, but few children play with them. Even if there are, they just sit around or fiddle with them. Because children are faced with these exquisite toys, they don't need to do any negotiation, discussion or creation by themselves, just simply divide a role and have dinner with the whole family. Materials that look beautiful will lose their value if they can't provide children with an operating platform for imagination and creation. In fact, some ugly raw materials, such as sanitary paper tubes, may be the raw materials for making beautiful dolls or telescopes in the hands of children; In the doll's home, it may have become a small flashlight, a rolling pin or a curling iron without any decoration or transformation. It can be seen that valuable materials do not mean that the more beautiful the better. In order to make the materials put in valuable, we should provide as few finished materials as possible, and study and develop more semi-finished materials or original materials (such as all kinds of cartons, plasticine, waste wool, etc.), as well as materials that help to "test" children's ideas. 3. Promotional materials ≠ The activities of the activity area suitable for everyone have been widely carried out in kindergartens in China, and many research results have been obtained. These research results are indeed worthy of teachers' choice and reference. Then, can all the materials in the activity area worthy of popularization and application be used indiscriminately? According to the author's observation, some teachers are biased when they put the materials in the activity area, which is mainly influenced by three kinds of thinking: first, they think that the materials are very popular with children when they are put in other classes; The second is to see others' creative use of the waste; Third, it is considered that this material is very popular with children of different ages in the original class. It is not difficult to see that teachers attach great importance to learning the successful experience of others and make use of their previous accumulated experience, but they do not focus on children, and make accurate and scientific choices according to the age characteristics and physical and mental development characteristics of children in this class, which is obviously biased. When making educational goals for children, adults often propose to reach the level of "jumping and picking peaches", which is enough to be seen. Too difficult or too simple materials are not conducive to the improvement of children's interest in activities and development level. When we put the materials in the activity area, we must be clear about the age and physical and mental development characteristics of the educational objects. If children in small classes are young, timid, and their movements are not sensitive and coordinated, then the drilling and climbing equipment can be bigger and taller; However, children in middle and large classes can carry out some difficult drilling and crawling activities such as crawling and crawling sideways, and the equipment used for drilling and crawling can be slightly shorter. Second, change the closed style into the open style, and strengthen children's awareness of independent play. It is emphasized that the design of educational environment should encourage children to choose and explore independently, and the atmosphere must be open, informal and loosely structured. The classroom should not be a lecture hall, but a place to encourage and support children to play freely. In the past, although children were free to choose toys in a relatively stable area, there were certain restrictions on the layout of the area and the access to toys. Now, we allow children to freely access toys without regional restrictions, and can change the scope, layout and function of the area according to their own needs. For example, when children play a role, they often choose costumes, headdresses, musical instruments and other props freely in the "performance corner" according to the needs of the role; When the children in the "Art District" kneaded out all kinds of delicious things with plasticine, they felt it was a pity not to share so many delicious things with their peers, so the "Art District" became a "gourmet shop" again ... The open area made the children play more freely, boldly, actively and creatively in the game. Third, change the unchangeable schedule into a flexible and independent game. In the past, children's daily activities were carried out in an orderly manner under the arrangement of teachers, and children did not have the right to choose play time, and the length of play time must also be controlled by teachers. Now, we mainly decide the use of game time by children. The factors that determine the use of game time are children's interests and needs, not subjects and schedules. In this way, children can choose their own game time and the length of time according to their own interests and needs. They have sufficient and complete time to build their own games and have time to talk and share with others. This multi-angle, all-round, free and relaxed game environment brings children happy to indulge in their own games, create freely and develop actively. Fourth, change the role status of teachers and change the "traditional" role into "assisting" role. Teachers' responsibility is to provide excellent environment and resources, so that children can freely, independently, flexibly and actively participate in games and learn vividly and happily. The teacher's job is to help children develop along the broad path of their interests, and the focus of development is holistic; Teachers should establish game activities on the basis of children's interests, capture new interests in children's activities and guide new game activities. In the process of playing games, teachers should play the role of "catalyst" or * * * learners, instead of guiding learning or shaping children's behavior, and should become observers, promoters, supporters and guides of children's development. For example, in the "Science Corner", children have a strong interest in the newly released "changing mirror", "magnifying glass", "polygon mirror" and "kaleidoscope". During the play, they have caused many questions: "Why do I see many teachers Chu in the mirror?" "Why do the small broken flowers in the mirror turn into many colorful flowers?" "Why did my fingers get so big in the mirror?" ..... In the face of children's series of questions, we didn't tell them the answers directly, but put forward further exploration questions to guide children to discuss: "What are the secrets of the mirror?" "What other mirrors have you seen?" "What's the use of a mirror?" ..... This meaningful discussion can make the sparks of children's thinking sublimate in the collision and improve their operational experience. Infiltrating "encouragement" in "discussion" and embodying "exciting interest" in "encouragement", children have a passion for exploring the types, functions and principles of mirrors in the process of exploration, which inspires children's desire to continue their activities next time.