First, grasp the characteristics of age and expand children's interests. In class regional activities, teachers should provide colorful activity materials for each child, so that children can decide what to play, who to play with, how to play with and what to play with according to their own interests, needs and wishes, so as to actively interact with peers and materials. Children's interest in participating in activities and the durability of activities are directly related to the delivery of regional activity materials. In order to make materials have educational value and effectively promote children's learning and development, teachers should provide materials that can fully attract and expand children's interests, so that materials can actively "talk" with children. This also requires teachers to grasp the age characteristics of children, take the stage training objectives of children in this class as the main basis, and consider the development needs and learning interests of each child. Only with richer materials and more diverse forms can children become active in the operation process. Second, clarify the connotation of teaching materials and highlight the educational value. First of all, we should highlight the educational value of active substances. Teachers should be clear about what kind of materials can trigger what kind of activities and achieve what kind of goals. In other words, the transfer of activity materials should not be blind, but must be linked to specific goals and ensure the interaction between children and materials. Secondly, books and other materials should be placed next to the materials. Attaching images or words while providing materials helps children to establish the connection between objects and pictures, pictures and stories related to materials, thus providing children with diversified exploration and learning resources. If a simple operation chart is provided in the area, or relevant pictures of children's activity materials are posted on the wall, the directionality and feasibility of children's exploration materials can be increased, so that it is easier to complete the operation activities. Third, you can use materials to emphasize a certain learning area. Effective material transfer can also be used as a tool to highlight a learning area. For example, provide interesting materials that can stimulate children's desire to explore in the science area, including interesting prisms, changeable colors, magnets, hourglasses, scales, wonderful turntables and so on. In the "living area", scissors, needle and thread and other living labor tools are added to let children learn basic practical skills such as threading and sewing. Third, provide combined materials, innovative operation methods Teachers should be able to optimize the combination of materials according to the development of young children, and make the best use of them through various methods such as resource sharing, setting situations, and hierarchical presentation. For young children, only materials that can stimulate children's hands and brains can stimulate and support children's games and various exploration activities. Therefore, when adjusting materials, teachers don't have to change materials in a hurry, but should analyze them. On the premise of confirming the appropriate goal, we can consider adjusting the form of transmission, such as moving materials from one corner of the classroom to another, or putting materials together with things that children have never used, or combining old and new materials to create new game situations, ways of thinking and ways of operation, so as to promote children to connect old and new experiences, thus making the operation activities more continuous. Fourth, support, inspire and guide children to interact with the environment. Children choose their own materials and decide what to do with them, which can greatly stimulate the interaction between children and materials and make them effectively used. Therefore, teachers can take the process of creating environment and collecting materials as their children's learning process, and design, prepare and make materials with their children. Children can get relevant information by thinking (using existing experience), asking (such as parents, neighbors and other available resources), reading (books, pictorial), etc., and get the required materials by themselves and ask others for help. In this process, children not only develop the ability of design, communication and language expression, but also develop the ability of solving problems and gain relevant knowledge and experience.