| The essence of education is communication. Without communication, there were no real education. Teacher-child communication plays an important role in kindergarten education. It forms an important part in both the communication network in the kindergarten and the personal communication between teachers and children. Generally speaking, teacher-child communication can be divided into speech communication and non-speech communication. After the promulgation of The Regulations of Kindergarten Management, The Regulations of Kindergarten Practice and The Guidance of Kindergarten Education, the communication and interaction between teachers and children rouse unprecedented concern. However, little attention has been paid to teacher-child speech communication in the researches made before. A deep survey in this field will undoubtedly enrich, and insert fresh air to the existing researches. This is a case study about teacher-child speech communication in kindergarten. With the application of qualitative and quantitative methodologies, and based on the survey in 2 kindergartens, involving 186 children and 12 teachers in 6 classes, deeply and systematically, the author explores the general situation of teacher-child speech communication, the characteristics of both teachers' and children's speech and the relationship between teachers and children embodied by their communication, and to establish a new concept for teacher-child speech communication.The basic framework of the thesis:This thesis consists of four parts. The first part, "the origin and background of the research", is to show the reasons and theoretical and practical background of the research, to give an operational definition for this research, and to unearth the unsolved problems. The second part, "the methodology and design of the research", includes the selection and implementation of methodology, and the design of research. The third part is the qualitative and quantitative analysis and conclusion for teacher-child speech communication. The fourth part is the general conclusion and consideration of the research in this thesis. In this part, the author also establishes a structure for teacher-child communication and points out some problems that are worth making further research. The general conclusion of the thesis is:About the roles of both sides in teacher-child speech communication. Teachers initiate most of the communication, in which they play a leading role. Teachers and children are not equal in their communication. About the quantity of teacher-child speech communication. The study shows that there is significant difference in three-level-class and different activities. This embodies the developmental features of the children both in physics and mentality.About the different patterns and nature of language used by the teachers and the children. Generally speaking, the language patterns used by the teachers varies from those used by the children. However, in different grades the teachers' language patterns are less changeable while the different-age-children's language varies obviously. This phenomenon should be paid more attention. Apart from the difference in language patterns, the nature of their language is also different. The teachers are apt to use neutral or negative words. On the contrary, the children are likely to use neutral or positive words. They don't use negative words. About the characteristic of the speech in teacher-child communication. The study indicates that the speech in teacher-child communication is passionate, interactive, conductive and suitable for the context and the status. About the content of teacher-child speech communication in different activities. The study also discovers that the content and emphasis of communication are different in different activities. From the passion point of view, the communication in game and free time activities is most passionate, and the atmosphere is most active and relax. About the types of teacher-child speech communication. According to different st...
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