区域活动是幼儿自主学习、自主探索、自我发现、自我完善的活动。在实践中,全班幼儿个体化活动和单个带班教师的指导存在矛盾,导致幼儿在活动中存在专注性较差、操作难以深入、难以有效合作等诸多问题,活动并不一定能带来幼儿的学习、发展和成长。通过引导幼儿形成活动目的、建立立体式反馈和发挥同伴作用等策略,能够更有效地关注到幼儿的个体化学习,推进幼儿在活动区学习的有效性。 Regional activities are children’s autonomous learning, self-exploration, self-discovery, self-improvement activities. In practice, there is a contradiction between the individualized activities of the whole class and the guidance of individual teachers with classes, which leads to the problems of poor focus, difficult operation and difficult cooperation in the activities of young children. The activities do not necessarily bring about children’s Learn, develop and grow. By guiding children to form activities, establishing three-dimensional feedback and playing the role of companion, we can pay more attention to the individualized learning of young children and promote the effectiveness of young children learning in the activity areas.