幼儿园班级表演区的设立，为幼儿提供了一个展示自我、尽情演绎的舞台。这一空间不仅是幼儿游戏的重要场所，也是促进幼儿多方面能力发展的摇篮。在这里，幼儿通过参与表演活动，不仅能够锻炼和提升他们的语言表达能力、动作协调性和表现力，还能在同伴交往中学会与人合作、分享与沟通。同时，表演活动还能够培养幼儿的审美能力，激发幼儿的想象力和创造力，让他们对情感的理解与表达更加丰富和深刻。

然而，值得注意的是，当前对于表演区的研究，大多是从成人的视角出发，忽略了幼儿作为研究主体的声音和感受。幼儿在这些研究中往往处于被动地位，他们的想法和体验没有得到足够的重视和关注。为了弥补这一不足，本研究决定将幼儿作为研究的主体，倾听大班幼儿对表演区各个方面的想法与感受。本研究将全面剖析他们在表演区中的体验与收获，以期为表演区的研究带来新的视角和更深入的理解。

研究分别选取来自北京的A幼儿园与来自合肥的B幼儿园共47名大班幼儿作为研究对象。研究运用马赛克方法收集大班幼儿对表演区的看法和认识，具体使用儿童会议、绘画、观察和访谈4种方法，分析呈现了幼儿眼中表演区的整体样貌，包括区域建设、活动开展、参与意愿和角色身份四部分。在区域建设维度下，幼儿关注表演区的基本构成、材料投放、环境创设和区域规则四个方面；在活动开展维度下，幼儿关注活动类型、活动来源和活动策略三个方面；幼儿表现出愿意和不愿意两种明显不同的表演区活动参与意愿，并对老师、同伴和个人的在表演区活动时的角色身份有不同认识。

在深入阐述大班幼儿对表演区整体感受的同时，研究结合对两所幼儿园表演区实际运作情况的观察分析，从不同性别幼儿的对比、不同园所幼儿的对比和当前表演区建设存在的问题三个方面进行讨论，并提出改进表演区建设和提升表演活动开展质量的相关建议。

The establishment of the kindergarten class performance area provides a stage for children to showcase themselves and perform to their heart's content. This space is not only a physical presence, but also a cradle for promoting the development of children's various abilities. Here, by participating in performance activities, young children can not only exercise and improve their language expression ability, motor coordination, and expressive power, but also learn to cooperate, share, and communicate with others through peer interaction. At the same time, performance activities can also cultivate children's aesthetic ability, stimulate their imagination and creativity, and make their understanding and expression of emotions more rich and profound.

However, it is worth noting that current research on performance areas mostly starts from the perspective of adults, ignoring the voices and feelings of young children as the main research subjects. Young children are often in a passive position in these studies, and their ideas and experiences are not given enough attention and attention. In order to make up for this deficiency, this study decided to approach it from the perspective of children, truly respecting and listening to the views and feelings of preschoolers in the large class regarding the creation of performance areas and performance activities. This study will comprehensively analyze their experiences and gains in the performance area, in order to bring new perspectives and deeper understanding to the study of the performance area.

The study selected a total of 47 preschoolers from A Kindergarten in Beijing and B Kindergarten in Hefei as the research subjects. The study used mosaic methods to collect the views and perceptions of preschoolers in large classes on the performance area. Specifically, four methods were used: children's meetings, drawing, observation, and interviews. The overall appearance of the performance area in the eyes of preschoolers was analyzed and presented, including regional construction, activity development, participation willingness, and role identity. In the maintenance of regional construction, young children pay attention to the basic composition, material placement, environmental creation, and regional rules of the performance area; Under the dimension of activity development, young children focus on three aspects: activity types, activity sources, and activity strategies; Children exhibit two distinct willingness to participate in performance area activities, and have different perceptions of the roles and identities of teachers, peers, and individuals.

While elaborating on the overall feelings of preschoolers towards the performance area, this study combines observation and analysis of the actual operation of the performance areas in two kindergartens, and discusses from three aspects: the comparison of children of different genders, the comparison of children in different kindergartens, and the current problems in the construction of performance areas. Relevant suggestions are proposed to improve the construction of performance areas and enhance the quality of performance activities.