At present, children's language education generally emphasizes that children's "language ability is developed in the process of application", and holds that the key to developing children's language is not to let children memorize a lot of words, but to guide children to "be willing to talk with others and speak politely; Pay attention to each other's words and understand everyday language; Can clearly say what you want to say; Like listening to stories and reading books; Can understand and speak Mandarin ". Therefore, to promote children's language development, we should not only organize special language education activities, but also "create a free and relaxed language environment for children, support, encourage and attract children to talk with teachers, peers or others, experience the fun of language communication, and learn to use appropriate and polite language communication". Kindergarten is divided into library area, audio-visual area, performance corner, composition speaking corner, telephone booth, whispering corner and so on. Then, the reasonable transmission of homework materials has become the key to Chinese education activities. Good operation materials should have good visual effects, fun operation methods and rich language content. Operating materials can be used in teaching and language areas, but some measures should be taken to stimulate enthusiasm, such as the display of materials should be conspicuous and attractive, easy to operate and tell; Teachers can participate, and teachers and children have fun together; Have a record of operation suitable for children. At present, many teachers have done a lot of practice and research in language activity areas such as library area, audio-visual area and performance corner, and accumulated gratifying experience in the transmission of relevant materials. First, the delivery of materials in the library area should be based on the actual situation of kindergartens and the characteristics of classes, reflecting the diversity of styles. It can be like a small library or as warm as home. This is the corner where children explore mysteries and develop languages. Can put colorful books, small and flexible fingers and so on. Here, the teacher and the child read a book together and give guidance purposefully: "This is a bear. What is it doing? " ? First, it turned out that it had to cross the road. How to get there with so many cars? The bear stood there, afraid to walk. What should I do? "The children talked to each other in a word. Because two or three people talk, teachers and children are in a natural, harmonious and pleasant atmosphere, without mechanical memory and the constraints of collective teaching, children's enthusiasm is very high. Some children are playing with their fingers, one is playing with a chicken, and the other is playing with a duckling. The teacher came over and took a puppy: "I'm a puppy. Who are you?" "I am a chicken." "I am a duckling." "Shall we play games together?" "good!" Under the contrast between the big finger and the little finger, the language of the game and cheerful laughter came. The library area should provide all kinds of books and materials for children according to their age characteristics. Such as books with diverse contents, self-made cloth books, carton books, etc. Books in small classes should pay attention to bright colors, large pictures, simple plots and close to children's lives. The paper quality of books should be stronger, and there should be more books of the same kind. For the middle and large classes of books, considering the complexity of the characters in the story, there are many kinds of books. Pay attention to the books made by children. Reading materials should be classified, and classification marks can be designed by children themselves. Books can be placed in various forms, such as bookshelves, bookcases and schoolbags. You can also use local materials, tie elastic bands directly, and put books behind walls and cabinets. Second, the materials of the audio-visual area With the development of information technology and the popularization of mass media such as tape recorders, televisions and computers, the audio-visual area has become an activity area that uses various modern technologies to create an audio-visual environment for children. Audio-visual materials should be put into use according to local conditions Conditional kindergartens can install TV sets, computers, DVD players, tape recorders, radios, projectors and other modern electrical equipment in the audio-visual education area, and put videos, CDs, tapes, slides and so on. Lively and interesting, easy to understand, suitable for children to enjoy. You can also choose some homemade tapes and CDs. Teachers can put some books that children like in the audio-visual area, record the contents of books at a speed that matches the speed at which children browse books, and guide children to browse books while listening; You can also put some blank tapes, and children can record their own stories. Audio-visual education areas should pay attention to creating a warm operating environment, such as laying carpets on the ground and placing some cushions, stools and tables to facilitate children's free activities. Third, the performance corner material is put into the performance corner, which is a performance activity for children to express their understanding of language and literature works and reproduce the content of the works with actions, expressions and language. The design and layout of the performance corner meet the needs of children to express the content of literary works, and children can actively interact with verbal and non-verbal materials in performance activities to improve their language expression ability. Teachers can design fixed performance corners and small stages according to the reality of kindergartens and classes, or design performance areas and movable small stages according to the foyer, aisle and corridor of activity rooms, and put on performance materials such as costume props, headdresses, masks and puppets, so that children can carry out activities freely. Fourth, the comprehensive utilization of Chinese activity materials 1. Putting open materials to keep children fresh is also the key to prompting children to pay attention to one thing. The materials placed in the language area should not be static, but should be changed frequently. Teachers should provide materials that meet children's development needs according to educational intentions and target plans. If the theme of class activities in 10 is "household appliances", then it is necessary to put pictures of household appliances in the language area, so that children can draw their own household appliances and compile them into a book that children can read; You can put some physical objects for children to touch, such as electric fans, microwave ovens, hair dryers, small TV sets and so on. In order to let children explain after reading it, develop children's explanatory ability; You can also put waste items, such as toothpaste boxes, shoe boxes, potato chip cans, etc. Let the children make "household appliances" with waste materials. They can give their works a nice name and let the children talk about its making process, use and so on. In this way, children not only have the process of actual operation, but also exercise the ability of creation and interpretation. 2. Diversified materials are first of all diversified materials. For example, books, CDs, answer sheets, access cards and written records are all combined with language activities. All these help children learn to use tools to find answers and tell their peers when asking questions, instead of simply relying on teachers to give answers, thus making language activities develop to a deeper level. Secondly, the forms of material delivery are diversified. If some simple auxiliary materials are properly used, such as small screens, small fences or small operation desks, the corner environment will be divided in an open way, so that each corner will not interfere with each other and will not affect children's learning and communication. The presentation forms of materials should be varied, and they can be displayed by themes according to the teaching content, which can effectively improve the communication quality of children; You can also hang materials on the wall, spread them on the ground or stand on the desktop to make the whole language activity area lively and interesting. 3. Put in materials that children are interested in. In daily activities, encourage children to collect CDs, books, pictures, etc. For the language area, teachers and children jointly arrange the language area. Teachers should capture children's interests, provide relevant materials in time, learn to find out what children are concerned about from details such as conversation topics between children and hot topics during free activities, guide children to collect various relevant materials, and enrich them in various regions. For example, children are eager for new cartoons in recent years. They can put relevant pictures and materials collected by children in the operation area, let children watch relevant TV programs, put on their favorite headdresses and perform in the performance area, which can effectively improve the communication quality of children. It is worth noting that in the activity area, teachers have few hard and fast rules for children, so we should boldly give the children the power to make rules, let them consciously and voluntarily abide by them, let them communicate, supervise and improve in the activities, and let them dare to think, speak and do in an independent and free atmosphere.