教育来源于生活,废旧日用品、素材玩具,结构化程度相对较低的都属于低结构的材料,它们对幼儿游戏行为的限制也比较少,幼儿可以凭借自己的经验、能力、兴趣,充分地想象,并赋予材料独特的意义,但低结构材料的适时适宜提供对于教师也有很大的挑战,因此,教师应在活动材料的投放中多考虑其层次性、递进性来满足幼儿的不同发展需求。 Education comes from life, waste daily necessities, material toys, the relatively low degree of structure are low-structure materials, they are less restrictive of young children’s game behavior, children with their own experience, ability, interest, fully imagined , And give the material unique meanings. However, timely and appropriate provision of low-structural materials also poses great challenges for teachers. Therefore, teachers should consider more of their level and progressiveness in the delivery of active materials to meet the different development needs of young children .