An Analysis Of The Teacher 's Discourse In Educational Activities Of The Paintings Based On CHILDES

Recently, as a good form of Children literature, the Picture book is not only favored by parents and teachers, but also become a key field of the researchers.Picture books can be divided into two kinds, there are story books and knowledge books. Story picture books that tell stories and transmit information through characters and pictures. In this paper, we study the story picture book, We took separate videos of three classes of kindergarten grade one, two, three, and used the international children’s corpus conversion system--CHILDES system, data analysis system to transcribe, code and analyze all linguistic data, and use SPSS-17.0to process with the data in final.The research found:(1) In this class, the development of children language showed the following characteristics:the mean length of children utterance shows a growing trend at three different age classes,and at the intermediate period is the most rapid period of development;at the junior period,children use simple sentences to express their views,while at the senior period,children use more complete and complex sentences; the total number and the type of words are growing at different three classes,but the TTR is decreasing which is related to the teachersTTR in the story books’classes;at the utterance of children turn changes stable,one turn contains one and two sentence.(2) In story picture reading class,we study teachers and children discourse content,the results are as follows:on the purpose of the conversation, the average of teachers’requirements and feedbacks are higher than children at three different age classes,teachers mainly require children to provide information on the content of picture books and listen to the picture books;on the content of the story books,although non-real ground information is higher than real ground information, in the non-real ground information,teachers mainly require children to predict the development of the story books,in the real ground information, the average of giving information spontaneously is higher the non-real ground information,and the recalled text、the name and the attributes rank the top three.(3) In this class, we study the quality of the question and we can draw some conclusion:"question and answer "is the main way that teachers use in this classes, it can help children obtain the content of the story books which has become the important way in the reading classes. From the type of the question, most of questions are still closed questions in the whole reading classes,the proportion of the closed questions are over60%at different age classes; From the content of the question, the low level question is the most frequent question that teachers ask,most of the low level question are the descriptive question.To solve the above problem, this paper puts forward the specific educational suggestion:first of all, teachers should foster children the ability to ask questions by themselves, teachers should create various language situation and design teaching activities where children can improve the ability to ask questions;Secondly,teachers should pay more attention to use the language correctly and enlarge the type to the words, because3-6years old is the critical period of children language development and children imitate the teachers’language. And lastly, teachers should put up effective questions.