Most kindergarten educators believe that it is necessary to create a good language education environment in kindergarten language education; With the help of the influence of the environment, we can stimulate children's interest in language activities, attract and improve children's attention, and make language activities achieve the expected results. Therefore, in language education, educators will make preparations for activities, such as preparing headdresses, story tapes and courseware.

(B) the understanding of creating a kindergarten language education environment is biased.

Many kindergarten educators can divide the creation of kindergarten language education environment into material environment and spiritual environment. However, when creating these two environments, they only understand the creation of the material environment as: preparing relevant teaching AIDS and providing learning materials for children in language activities. For example, when performing fairy tales, prepare headdresses or chest ornaments related to the story content; In poetry appreciation activities, prepare maps to help children remember poetry content; When arranging pictures, provide children with small pictures that can be arranged freely, and so on. At the same time, the creation of spiritual environment is narrowly understood as: providing children with a free and relaxed conversation environment.

Some kindergarten educators generally understand the creation of kindergarten language education environment as the creation of material environment, so they put most of their energy into how to arrange the language environment and language area in the classroom. Moreover, the creation of these language environments is arranged according to teachers' aesthetics and the convenience of education and teaching.

(C) the attitude towards creating a language education environment is arbitrary.

Although many educators think that creating a good language education environment has high educational value, the implementation of creating a language education environment in kindergartens is not in place. On the whole, many educators have random psychology about the creation of language education environment. Some educators just make some simple teaching AIDS casually when creating, regardless of whether it is suitable for the content of the activity, whether it can arouse the enthusiasm of children, and whether it conforms to the characteristics of children's physical and mental development; When creating a language education environment, some educators always like to compare with other teachers. If others do more, they will do more, and if others do less, they will do less. Some educators simply use the lack of creative materials as an excuse not to create an environment; Some educators create a language education environment just to cope with the inspection in kindergartens.

(D) The creation of kindergarten language environment is single.

1. The content of creating a kindergarten language education environment is single.

The results of questionnaire survey show that many educators have the same content in creating kindergarten language education environment, which is mainly reflected in the following aspects: providing relevant education and teaching equipment in language activities, such as headdresses, physical cards, text wall charts and so on. ; Create a relaxed and happy atmosphere for activities; Layout language theme wall, language area corner and so on.

2. The materials for creating kindergarten language education environment are single.

Through on-the-spot observation, the author found that in terms of creating the physical environment, most of the teaching tools and resources put in the corner of many kindergartens are made of cardboard. Although beautiful and simple to make, the finished products are single and flat, many of them are hung out of children's reach, and the operability is not strong, so the educational value of the physical environment cannot be truly realized.

3. The kindergarten language education environment is created in a single way.

The language education environment presented by many kindergartens is created by educators themselves, who are the designers, executors and inspectors of the environment creation. In the process of creating the environment, there are few opportunities for children to participate in the operation, let alone invite parents to participate. The single way of creation also leads to the aggravation of educators' work tasks, and many educators regard environmental creation as a kind of work burden.

Third, the creation of kindergarten language education environment strategy

(1) Kindergartens should provide good conditions for creating a language education environment.

1. hold a seminar for kindergarten teachers to create a language education environment.

The contents of the seminar can be carried out from the following aspects: the importance of creating a language education environment, the key points and methods of creating it, and the problems raised and solved in the process of creating it. This can help educators realize the importance of kindergarten language education environment, enrich the knowledge and experience of creating environment and the content and form of environment creation, solve the problems encountered by educators in creating environment, relieve their misunderstanding and fear of environment creation, and realize the sharing of knowledge and wisdom.

2. Encourage teachers to create a language education environment in various ways.

Providing rich creative materials, launching environmental creation competitions, implementing the reward system, and borrowing teaching tools made by teachers in the teaching aid room to realize resource sharing can stimulate the enthusiasm of educators and reduce the task and difficulty of environmental creation.