Effectively carry out regional activities: \x0d\ First, create a good regional environment for children. \x0d\ After learning a series of articles about regional activities, our class has made reasonable adjustments to the arrangement of regional locations. Each regional activity has its own independent space, such as the building area and the performance area, which needs more open space, so that children can have more room to play; The math area and reading area need a relatively closed space for children to calm down and operate reading; In scientific activities, some activities need to be carried out in a relatively closed space because they are easily disturbed, while others need spacious, flexible and transparent space, even outdoors; In addition, closely related areas are required to be put together, and active areas and static areas are required to be separated. \x0d\ Secondly, provide rich and diverse regional materials for children. \x0d\ Piaget put forward that "children's wisdom comes from materials". The educational function of regional activities is mainly expressed through materials. In order to better carry out regional activities, our class takes natural objects and waste materials as the main regional materials, and teachers, parents and children cooperate with each other to collect materials. As the operating object of children's activities, regional materials make children become the media of construction, learning and development. The richer the material, the more diverse the forms of regional activities, and the smarter, more confident and more daring the children will become in the process of operation. Therefore, the materials put in should be rich and varied; It should include educational objectives and contents; Change according to the plan; At the same time, the materials should be hierarchical, systematic and exploratory. Therefore, teachers should supplement materials and combination materials in time, so that materials can trigger new exploration activities for children. Diversified materials bring more space and challenges for children's exploration and creative learning. \x0d\ Third, observe children's activities in activities. \x0d\ In regional activities, the observation of teachers is also very important. Only through observation can teachers fully understand and grasp the situation of children's regional activities; Whether children like activities and have enthusiasm for them; Whether it is challenging and independent in the activity; Whether the attitude is focused and whether the mood is pleasant; Do you care about the results of your activities? Whether to abide by the rules of the activity. Only on this basis, teachers can objectively and comprehensively understand children's experience background and cognitive development level, the process and result of children's constructive learning, children's individual learning style and attitude, and the quality of children's emotional and social development, thus providing support for the next link of sharing, communication and evaluation; At the same time, it also provides opportunities for targeted group activities and interaction with communities or families, and promotes the development of regional activities. \x0d\ Finally, teachers should guide children in time during activities. \x0d\ Chen Heqin once said: "Children should be allowed to do everything they can; Children should be allowed to think for themselves what they can; Positive encouragement is better than negative sanctions. " In regional activities, teachers should not rush to direct guidance, and try to let children learn, explore and discover by themselves. Children should be given enough operation time to experience success and failure in exploration, and have the opportunity to correct their mistakes, cultivate their perseverance in overcoming difficulties and improve their exploration ability. In regional activities, when children don't know the performance of the materials, or lack the methods and skills of operation, or show hesitation in a certain area, teachers use the same materials to carry out activities near children, instead of directly intervening in children's activities, they use their own behavior to set an example and guide children's activities; When children's activities need teachers' participation and guidance, they will enter the activity situation as partners or invited by children, or play a role independently. In this process, there is also the process of children mastering activities independently. The teacher just plays one of the roles, giving oral or behavioral feedback to children's behavior according to the needs of regional situations, and guiding the development of the game with the hidden and natural relationship between the roles in the game. \x0d\ In the future work, we will continue to explore the innovation of regional activities, create a better material environment for children, provide richer materials for regional activities, promote the initiative, enthusiasm and innovation of children's activities, ignite the spark of children's innovation, encourage children's desire to start work, develop hands-on habits, master hands-on skills, experience hands-on gains, and strive to make every activity a development opportunity for children and a paradise for children's games.