Practice and research on environment creation of rural kindergartens: the environment of kindergartens should be suitable for children's development. As a rural kindergarten, we have made some beneficial explorations in constructing the material environment, spiritual environment, kindergarten culture and environmental education suitable for children's development according to local conditions. First, create a rich and scientific material environment (1) Pay attention to the full use of three-dimensional space in kindergarten environment creation, make full use of indoor and outdoor floors, walls and spaces, and provide opportunities and conditions for children to receive various kinds of knowledge or information stimulation as much as possible, promote their unconscious learning ability, and let them unconsciously accept edification and absorb knowledge in daily life. First, on the indoor and outdoor ground, you can draw various figures and mazes, scribble colors or numbers and letters, increase children's chances of being stimulated by information, and consolidate their knowledge or get some exercise through games. Secondly, the spatial layout is realized by hanging various educational and decorative items in the air, and the hanging items should be easy to replace. For example, there are many festivals in a year, and it is best to use the spatial layout to match the theme of the festival, such as the lanterns in Mid-Autumn Festival, the national flag and national emblem on National Day, etc. Thirdly, painting areas and puzzle areas can be set on indoor and outdoor walls to fully explore the operable layout and flexibly change the use or content according to educational needs. For example, children are required to observe the natural changes throughout the year, and natural objects such as leaves, flowers, small animal models, specimens or pictures are arranged on the wall. The picture is three-dimensional, intuitive, vivid and interesting, so that children can master the basic characteristics of the four seasons through observation and hands-on arrangement, which is also in line with the principle of entertaining. (2) Pay attention to the experience of children's participation in the process of creating environment. Children are the masters of the environment, so children should be allowed to design the theme environment according to their own wishes and ideas, which is more educational for children. For example, in the activities with the theme of "myself", children generate many small themes, such as "my mood", "my good friend" and "my name". Through discussion, the children decided to finish the theme activities by drawing and cutting and pasting. 2. Environment and activity expansion. Environment is an inseparable part of children's activities. In order to further cultivate children who can learn, and to fully digest knowledge for children who can't learn, we leave knowledge in the environment and lead it to a broader space to create some operating environments for speaking. Children can continue to cooperate, learn and explore in the interaction with the environment and materials, thus further stimulating their interest in learning and thirst for knowledge, and deeply feeling the joy of cooperation and success. 3. Interaction between environment and teachers and children. Children's understanding of things is formed through their own perceptions and activities. The construction of classroom environment can create conditions for children to acquire knowledge and experience and improve their ability through active activities. At the same time, children's activity performance provides a foundation for the reconstruction of classroom environment. For example, the theme activity of "I love books" in the middle class allows children to accumulate life experience and understand books by visiting libraries and bookstores. Children draw the rules of borrowing books and the process of making books on the wall, and then make books on the basis of existing experience. In the whole process of children's participation in the classroom environment, the interaction between teachers and children, people and the environment is reflected, and such environmental construction can play a profound educational role. Second, create a good spiritual environment With the deepening of the "second-phase curriculum reform" in Shanghai, we gradually realize that creating a spiritual environment is more important than creating a material environment. Teachers' words, deeds and educational attitudes play a leading role in creating a good spiritual environment, and these performances are the focus of children's attention. Therefore, we should pay attention to the creation of the following spiritual environment. (1) Establishing an equal and harmonious relationship between teachers and children First of all, a good education must be guaranteed by a spiritual environment of respect, understanding and support, and based on an equal relationship between teachers and children. This kind of equality is not only the equality of squatting down to talk to children or giving them a smile, but also the equality of teachers' conscious behavior. Respect is the core of a harmonious relationship between teachers and children, which requires teachers to respect everything that children have formed and owned, including knowledge and experience, ability level, personality style, labor achievements, and even "mistakes." Secondly, the teacher's guidance mode has changed from command and command to conversation and discussion. For example, in the theme activity "Spontaneous Measurement" in large classes, children can freely choose various materials such as wooden sticks, cotton swabs, game sticks, ropes, building blocks and snowflakes. And measure the square chair surface, rectangular desktop and things whose shapes cannot be immediately recognized by the naked eye to prove and judge the shape of the object. From different measuring materials, measuring methods and recording methods, we can find that children all have their own ideas. In the activity, the teacher does not evaluate according to the appropriateness of the child's application method, but whether the child can actively think and explore deeply, whether he can seek answers in an independent way of thinking, whether he can often communicate with his peers and put forward reasonable answers to questions, whether he can express boldly in collective communication and so on. Thirdly, teachers' guiding behavior has also changed from direct intervention and introduction to psychological suggestion and inspiration. Only when teachers' ideas are transformed into behaviors can they consciously create an environment with high psychological freedom. In the activity, the teacher's role is not only to provide material support and help when the child needs it, but also to appear as a peer researcher, to listen to and understand the child's thoughts and try to get closer to the child. In the activities, teachers always treat every child with an open mind and encouraging eyes, actively guide children to establish equal and harmonious peer relations, and always set an example; Treat every child equally and fairly, without blaming, favoritism, discrimination or giving up, so that every child can feel from the heart that he is welcomed by his peers and teachers. Only in this way can we create a good psychological atmosphere of mutual respect, mutual understanding and willingness to listen and grow together among children. (2) form a mutual help and friendship companion relationship. Children are small, but they are independent individuals. It is particularly important for the only child to learn to get along with others in the group. Therefore, we make great efforts to cultivate children's good qualities of mutual help and friendship, such as the theme activity "Home", and through a series of activities such as "I'm going to be a guest" and "Hello", let children experience the happiness of having friends and getting along with friends in specific activities, learn to cooperate and share, and learn to learn from peers. (3) Building an equal and harmonious home relationship Parents are important participants and builders of kindergarten environment and should make full use of parents' resources. The specific methods are as follows: first, help parents establish a correct view of children and education through family wall newspapers, family contact columns, parent-teacher conferences and other forms; The second is to set up class family committees. When carrying out various theme activities or setting goals at various stages, teachers should discuss with family members, guide parents to actively participate, listen to parents' opinions with an open mind and absorb useful and feasible suggestions; The third is to update the home contact bar in time to promote exchanges and interactions between the two sides of the home. Hometown contact columns created by each class are rich in content, novel and unique in form and friendly in words, which are well received by parents and inspire their enthusiasm for active participation. (4) Reasonable arrangement of activity space The arrangement of activity space is an important factor affecting the spiritual environment of kindergartens. The traditional way of space allocation is not scientific and reasonable enough. For example, in learning activities, almost all children are concentrated in the classroom. In view of these problems, we have made some adjustments to the planning of space use: the class space is reasonably divided into multiple activity areas, which is not only suitable for group or individual activities, but also a large space for collective activities. In this way, during the day's activities, children can always find a space suitable for their own study and exploration, which is not only conducive to children's study and communication with others, but also helps to cultivate children's independent spirit and self-discipline ability, and the educational functions of outdoor environment and function room have also been fully tapped and utilized. Third, strive to create a garden culture. Garden culture is a concentrated expression of the material environment and spiritual environment, which has an immeasurable and subtle influence on children. As a rural kindergarten, we should strive to create a kindergarten culture, so that the kindergarten will gradually become a paradise for children to live and study safely, freely, equally, harmoniously and happily. First, the creation of the material level. The garden houses in my garden are mainly pink, which conforms to children's psychological characteristics and symbolizes the richness and excitement of life. The overall layout emphasizes the words "Qing" and "Ya". There are cool grape vines, soft grass and stone roads for children to exercise in the park, which all reflect people's pursuit of harmony and unity between man and nature. Second, spiritual creation. In the construction of campus spiritual culture, we pursue the unity of truth, goodness and beauty. Emotional support based on "love" is the basic way for teachers and students to get along. The work style based on "seeking truth" is the fundamental quality of our garden. The goal of running the park with "Excellence" as the driving force is the direction of our efforts. Cultivating children to "learn to live, learn to be a man and learn to learn" is our educational goal, and the garden style of "respect, cooperation, innovation and development" is the forerunner. Through the research on optimizing the educational environment in recent years, educators in our park attach importance to the construction of a good educational environment, strengthen the innovation of the educational environment, and create an ecological environment for the harmonious development of good sex education. The relationship between teachers and children has undergone new changes, and learning and development have become the first demand of teachers and students in our park. Teachers have established a correct concept of children and education, learned to choose the appropriate theme of activities from the reality of young children, created a rich and open educational environment, and gave love and care to parents of young children. They deeply understand children's wishes, demands, interests and hobbies, form an atmosphere of respect, trust, friendship and harmony, and give full play to the educational function of the environment.