the educational function of regional activities is mainly expressed through materials. In the activities of the art area, children's interest often comes from materials, and their development depends more on the operation of materials. Different materials contain different educational functions, and different materials will germinate children's different game behaviors and thinking creation. In view of this feature of children art activities, teachers should create the art design area into a small world where children can feel and express beauty. Provide appropriate environment and conditions for their games, study and creation, and create a good artistic atmosphere, so that children can freely observe and appreciate different works of art, choose different tools and materials at will, cooperate with their peers in a friendly way, carry out various art activities in an orderly manner, and creatively express their feelings and understanding, thus shaping their aesthetic ability. How to create a regional activity environment and put materials suitable for large class children? How to guide and evaluate children in large classes more effectively according to their age characteristics? Through continuous trial and practice, we find that the key to creating the environment of the art area lies in the following points.

first, the creation of aesthetic atmosphere

regional activities are an effective extension of concentrated educational activities, which is convenient for teachers to guide children in groups and individuals, and respect their individual differences. In order to effectively play the function of art area, teachers should create a suitable environment for art area. Environment has a strong hint on human behavior, which can guide the connotation and direction of behavior. Art design area should pay attention to a free, peaceful and rich atmosphere. In this atmosphere, children will naturally concentrate on creative activities. It is pointed out in the Outline that children communicate with the environment all the time, and the environment is the resource for children's development, and children can only develop through interaction with the environment. The wall decoration in the art area plays an irreplaceable role in accomplishing the theme goal. Themed wall decorations can attract children's attention, arouse children's thinking, and thus generate interest in exploration and creation.

The most important thing in the art area is to create a free, happy and harmonious democratic atmosphere for children, so that they can learn and create in free games, so as to express themselves and develop themselves freely. First of all, it is best to choose a place near the window platform and water source, which is convenient for children to take and change water freely during activities. More importantly, it is good for lighting and protecting children's eyesight. In the classroom with conditions, it is also necessary to consider its spatial location, which should be conducive to children's individual activities, free combination activities, and small adjustments, and group activities. Secondly, in addition to setting up tools and material cabinets, there should be a wall drawing board in a certain position for two or more children to freely combine and carry out various pasting or painting activities, which provides favorable conditions in the space environment for cultivating children's social communication ability in aesthetic education. For example, in the theme activity of "We Love Putian", my children and I studied the layout of the walls in the art area together. Xinxin said: "We eat a lot here. We can decorate the art area into a food street and hang all kinds of delicious things." Good idea. Xinxin's idea inspired me. So, I introduced the audio-visual media into the classroom, designed a modern art teaching atmosphere that is suitable for the teaching content and children's psychology, so that children can get knowledge of art happily and actively in various activities such as watching, listening, speaking and playing, and even children with weak abilities at ordinary times have increased their enthusiasm. The success of this activity tells us that creating a purposeful and attractive environment for children opens the door for children to gain the motivation to create and play. The creation of regional wall decorations also needs to pay attention to the development and change of children's interests, and it should be gradually enriched with the natural development and deepening of each theme activity, which requires the wall decorations to be flexible. If the content of wall decoration 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.

Second, the delivery of activity materials

Piaget's cognitive theory holds that children develop in the interaction with the environment. Only by creating a good material environment can we reflect children's independent activities and promote the development of children's creative ability to a greater extent. Art design area is one of the most popular activity areas for children, where children can use their hands and brains to develop their imagination and creativity. At the same time, for large class children, they like to experience the joy of success through their own activities. The activities in the art area can just satisfy this desire of children. The materials in the art area are much more than those in other areas. Various items can be used to carry out operation activities and develop children's practical ability.

1. Open the environment of the activity area, provide rich and varied open activity materials, and induce children to seek differences and create.

Children's creative seeking for differences can't be separated from material materials, and only colorful and moderately difficult materials can ensure the quality of children's activities. I attract children to collect materials together, because the materials collected by children themselves are more likely to lead to children's creation. For example, the materials of children in large classes should be rich and varied, which can attract children to participate in activities more directly. Materials with bright colors, small size, easy folding and imaginative shapes are very popular among children. Children's creation is generally based on imitation, which is a change after internalizing imitation experience. The ability to draw inferences from others on the basis of imitation is the characteristic of children's creation. For example, in the "art area", I provided some glossy paper, ribbons and crepe paper. After the teacher briefly introduced the play materials and demonstrated the semi-finished products, the children were free to create. After discovering that these materials can decorate the face beautifully, they were not satisfied with it. A large box of all-inclusive materials induced the children's creative motivation. What else can they take out to decorate the face? After trying, they found that all kinds of paper, wool, beans, seeds, etc. can decorate faces with different effects. Abundant and suitable materials make children's full creative desire explosive, and the materials collected independently are placed in a fixed position, which is conducive to children's bold creative three-dimensional shaping activities and decorative activities of diversified materials. Between experience, material and finished product, thinking, stimulated by the intuitive feeling of material, moves towards association with the impulse of creation, and breeds flowers in the soil of experience, and the rich and varied material environment becomes a creative paradise for children.

2. When putting art materials in combination with the theme, the content of the activity is also from the shallow to the deep because of the different development levels of children.

Therefore, art materials should meet the needs of children at all levels, and should follow the principle of gradual progress, from easy to difficult, so as to be close to the theme and easy for all children to accept. Teachers should consciously adjust the materials in time according to the needs of children's activities, which will be a good support for the effective development of activities. Teachers should give 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 first try to understand the characteristics of facial makeup in the form of painting: symmetry, bright colors, exaggeration, etc., to express the facial makeup that children like, and on this experience, I will upgrade to not using simple painting forms, so that children can use various forms to create. Children can choose different materials to make according to their own interests and operational ability. If some children choose gouache, choose their favorite color for graffiti creation; Some children choose to use colored mud, and the five senses are pasted with beans; Others choose shoe boxes, wool, cardboard and so on. When children operate, they can choose suitable materials according to their own abilities and use their own methods to complete the production better. For example, after learning about children's situation in children's regional activities, teachers can give the following guidance: children with strong ability (making Facebook as shown in the physical map) are free to work together after entering the area. Teachers should give priority to 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, and guide them to design facial features of Facebook in an orderly manner. And inspire them to share the joy of cooperation, happiness and success. Children with average ability (those who can imitate partly, but still have difficulties) can arrange free individual activities, encourage them to observe each other, inspire each other to learn, try boldly, and practice repeatedly with reference to teachers' examples and pictures provided to guide them to learn how to grasp the rules of Facebook, break through difficulties, draw different feelings of Facebook, and then decorate it. Children with weak ability (who can't imitate at all and have more difficulties) can organize group activities in the district to introduce them to how to observe and understand the physical map, guide them to learn step by step as shown in the map, and give more training guidance for the skills they have learned. Exhibiting children's works can inspire children, and at the same time, they can play an interactive role in promoting each other through the exhibition of works. In the art area, there is an exhibition corner, a wall for displaying works, and an exhibition table for children to post their favorite works and enjoy each other. In addition to setting up children's activities, there are also examples of teachers, which is not only conducive to the creation of individual children with weak ability on the basis of imitating finished products, but also can clearly guide children to design new items.

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

I put a tape recorder and some tapes in the activity area, some of which can distinguish the sound level, strength and size, so that children can distinguish the sound level, strength and so on by listening, and show them regularly with a certain pattern, such as drawing a watermelon with a loud voice and an apple with a low voice, and drawing a two-way continuous picture. There are also short stories that children are familiar with, with small fragments of time, place, people, etc. Children draw a picture consistent with the story by listening to the recorded content. In this way, children can improve their ability to hear and distinguish sounds and their ability to listen and understand language in the process of painting. Others let children feel sour, sweet, bitter, spicy and salty by tasting the taste, and draw what the sour taste and spicy taste are through personal experience. For example, the spicy taste can be an explosive feeling, which can be represented by broken lines; The taste of acid is a contractive feeling, which can be represented by wavy lines. Children draw many strange patterns by tasting the taste, which improves their taste ability, and at the same time, their imagination and creativity are fully developed. With the support of current information technology, it can not only effectively activate the static and flat graphic environment, making 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 the graphic materials, and make the interaction between children and the environment more full.

third, echo with the class curriculum

1. The art design area is an independent area, which can also reflect the teaching of teachers in other disciplines.

For example, when teachers teach children to know numbers, they can prepare some exercise papers with the outline of numbers in the art area, so that children can paint the outline or paste scraps of paper. When teachers guide children to know leaves, they can prepare all kinds of leaves in the art area for children to creatively collage or carry out leaf rubbing. While children know fans, they can also provide children with different materials such as sticks, paper and feathers to create their own fans. For some children who have poor drawing ability but have certain speaking ability, please ask them to tell some relevant knowledge they know, and ask teachers or parents to record it in words and display it on regional wall decorations. The wall decoration created in this way is rich in content, and the form of expression can also make it involve art, health, science, society, language and other fields, 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 opportunity in the class curriculum to create regional environment, so that the environment creation and the class curriculum can echo and support each other.

Teachers should attach importance to developing children's creativity and stimulate children's creativity. In the theme of the course, with the deepening of the content, the knowledge about the theme mastered by children is also enriched. At this time, teachers should give them free space, let them boldly expand their imagination, give play to their initiative, do what they want and play what they want. In such an open environment, the potential created by children is fully displayed. For example, once in the morning, I heard children talking about where the house was tall and beautiful, so we launched the generation activity "My hometown high-rise building". Children's interest can be high, some paintings are constructed and some wastes are made. Children give full play to their creativity, and they always maintain a strong interest. Every child has a chance to show, and his creative talents are slowly emerging. The ability to use his imagination and mind has been well developed, and the activities are also very successful. Some children are blind or unclear in the art area. This requires teachers to give appropriate and scientific guidance to children's art activities from the theme of the course. For example, when most children enter the area to play with colored mud, they are happy to make things, while Zhicheng children pinch them around aimlessly when playing. At this time, I gently asked him, "What do you want to do?" He shook his head, and I related to the theme of the course, which inspired me: "We know so many delicious foods, what do you like best?" "I like eating flat food best. I pinch a few flat foods and take them to the doll's house for the baby to eat later." The purpose was clear, and he began to concentrate on production. When commenting, he boldly introduced his production process and the use after production to his companions, which won the applause of the whole class of children. Therefore, teachers should give timely guidance in games, watch more, observe more and interfere less in children's activities. Even if they want to participate in children's activities, they can't interfere or change the theme of children's activities. Teachers just play the role of guides. When children encounter things that can't be solved within their own ability in activities, teachers should guide, help and give instructions in time, instead of rushing to provide answers to children. Cultivate children to know that the same thing has similarities and differences through observation. After a long period of practice, it will enhance the ability of generalization, analysis and synthesis, and provide a certain basic thinking ability for future study (because any new knowledge is based on certain old knowledge, it is easier to master new knowledge by finding the similarities and differences between old and new knowledge, and the ability of learning transfer will be enhanced). Some children often don't want to draw or do it when they encounter difficulties in the operation process. At this time, I will encourage children with positive language (for example, you will definitely draw well, don't try again in another way, I will help you, etc.). In this way, children's awareness of overcoming difficulties and the quality of doing things from beginning to end are enhanced.

Einstein once said, "Interest is the best teacher". It is precisely because of their interest in things that children can exert their extraordinary imagination and creativity in their activities. Taking the art area as a pilot, we conducted research on how to invest materials and guidance, and organized activities in the art area purposefully and in a planned way, which really received good results. Our experience is that the creation of art design area must be based on the semester and monthly goals of the class of this age, so as to make the delivery of materials and the guidance of teachers have rules to follow, and at the same time, we also feel active.