随着课程改革的深入,我们认识到,区域游戏不是让幼儿简单地操作材料,而是强调支持幼儿自由探究、自主学习,让幼儿在与材料的互动中主动建构知识,获取经验。对于没有太多组织区域游戏经验的教师来说,必须面对的问题是:为了有效引发幼儿自主探究,该如何投放区域材料?目前“零经验”教师材料投放存在目的性缺乏、材料类型单一、计划性和层次性不足等问题。为此,本人尝试从“零经验”教师的视角,以区域材料投放 With the deepening of the curriculum reform, we recognize that instead of allowing young children to simply manipulate materials, regional games emphasize supporting young children to freely explore and learn independently so that young children can take the initiative to construct knowledge and gain experience in their interactions with materials. For teachers who do not have much experience in organizing regional games, the question they have to face is: How to put regional materials in order to effectively trigger children’s autonomous inquiry? At present, there is a lack of purposefulness in the teaching of “zero experience” teachers, and the types of materials Single, planned and hierarchical issues. To this end, I try to “zero experience ” from the perspective of teachers, regional materials