Concept is the forerunner of behavior and theory is the basis of practice. Theoretical study can conflict teachers' old and new ideas, stimulate teachers to compare and reflect on different theories, thus quickly absorbing new information and realizing the change of ideas. Therefore, according to the problems existing in teachers, we sort out and study the theoretical materials about environment creation. (1) Teachers should create a colorful, multi-functional, multi-level and free-choice regional environment for children. We organized teachers to learn articles such as the creation of regional environment and the transfer of activity materials, which made them clear that the realization of regional education value must be based on materials, and the transfer of regional materials should pay attention to operability, hierarchy and suitability. The principles of understanding the creation of regional environment should be: openness, rationality, scientificity, etc. (2) By studying the principles and strategies of kindergarten environment creation, teachers have a clear understanding of exploring the multi-interaction between theme wall and curriculum, teaching and children. Through theoretical study and discussion, teachers' understanding of wall decoration creation was strengthened, which laid the foundation for the change of ideas and behaviors.

Second, solve the confusion through case analysis.

The transformation from concept to behavior is the difficulty and focus of environmental creation. Analyzing typical cases is like building a bridge between concept and practice, which gives teachers concrete reference to abstract theory and ideas and methods to solve some puzzles in practice. Therefore, we choose typical cases of success and failure to dissect. Some of these cases come from books and some from teachers' real practice. For example, the case of choosing the theme of wall decoration in the first class: failed guidance leads to teachers' analysis and discussion, from which we can get enlightenment: children are exploratory learners who need guidance, and teachers should pay attention to understanding children's exploratory learning process, analyze and seize the favorable opportunity to intervene in guidance, choose appropriate guidance methods and strategies, and make it clear that teachers need keen insight and higher educational wisdom and skills. Analyze and discuss how to deal with such problems, as if it were me. Teachers will express their opinions according to the theory and their own practice. Through the study and analysis of cases, teachers not only found concrete and feasible methods, but also had the desire to try and explore and consciously entered a new stage of practice. Through the research and analysis of educational practice cases in the park, teachers' skills in organizing regional activities have also been improved.

Teachers discuss the problems and puzzles encountered in the process of creating wall decorations in the teaching and research group. Finally, it is clear that the theme wall should be updated frequently according to children's needs, so as to enhance children's closeness to the theme wall, satisfy children's mental experience and realize the interaction between children and wall decoration. At the same time, we often modify the wall decoration according to children's needs, so that children can adjust the wall decoration according to their own experience in activities, and let them actively build their own knowledge structure in the creative process of theme walls. Teachers practice the dialogue between the wall and children in the process of continuous exploration. In the wall decoration, we have set up many contents about safety, rules, signs, behavior habits and so on. One day, when the teacher was washing the mop, the water overflowed the bucket. The teachers failed to find out in time to turn off the tap. Just as the children came to wash their hands, only one child said: waste of water fork (×). Another child said: Save water (∩). It seems that the wall decoration can really talk, which greatly inspired our confidence.

Third, on the basis of observation and discussion, explore practice.

If we say that learning theories and analyzing cases is a process in which teachers extensively absorb all kinds of new information, initially integrate and construct their own educational ideas about environmental creation. Then, observing and discussing is the process that teachers form new teaching ability and gradually form their own educational style on the basis of learning from others' experience. To this end, we visited Qingnian Road Kindergarten and Urban Kindergarten successively, and returned to the park to discuss and summarize the advantages of others and make up for our own shortcomings. We also carry out on-site observation and discussion activities integrating theory with practice, and organize teachers to observe the creation of interactive wall decorations on the spot. The first stage, observing and discussing the creation of environment, mainly solves the following problems: the source of the theme; The establishment of the theme goal; The setting of the subject network; Is the focus of the activity to create an open environment? Does the delivery of materials conform to the age characteristics and specific conditions of the children in this class? Does it interest children? Is the material operable and hierarchical? Is it possible for children with different levels of development to find materials and content suitable for their own level? Organize teachers to discuss these problems, form opinions, find out the existing problems and discuss and propose solutions.