The Study Of Cognitive Level During Teacher-Child Conversation In The Kindergarten Activity

Now there are many researches about language education in Chinese kindergarten. But most of these just present countermeasures and suggestion, usually personal experience, for preschool teacher’s practices.This preliminary study plans to take a random sample of kindergarten language activities from Hangzhou, uses cognitive level as an index and tries to analysis teacher’s questions and child’s responses by coding teacher-child conversation following the cognitive level frames. Based on the statistical results, the paper will discuss the relationships between preschool teacher’s question and child’s answer from the following aspects:l,descriping the Cognitive Level of preschool teachers’questions, and summarying the the amount and rate of descriptive&inferential questions;2, using the sequential analysis to test the correlation between the abstract cognitive level of teachers’ questions and the length of young children’s answer;3, using sequential analysis to test test the correlation between the abstract cognitive level of teachers’questions and that of young children’s answer;4, analysing if existing differences in different field of kindergarten activities.Through the statistic results, we find that:1, the frequencies of teachers language was significantly higher than children in an activities. The teacher’s questions occupies25%, including descriptive language (52%), and the inferential (48%), which was relative balance, excepting feedback and comments. About Most children’s language, descriptive level accounted for about51%, and the inferred level about30%. Descriptive language was significantly higher than inferring language in every activity. About60%of children’s language was long sentences (three or more meaningful words), and37%are short sentences(1-2words). In every activities, children’s sentences expression were55.41, phrases expression were34.00, which existing significant difference.2, the lower level of teachers’cognitive questions was along with children’s shorter answer, and if teachers using the higher level of cognitive questions, children’s answer will more detailed.3, the cognitive level of teachers’questions matched that of children’s answers; teachers’ descriptive question was not easy to elicit children’s speculative answer.4,in the three areas of kindergarten activities, the largest number of teacher’s questions was language activity, and descriptive and inferential half; in science activity, teacher gave more inferential questions; and in art activity, teacher gave more descriptive questions.The corresponding education enlightenment are:1, the content of kindergarten activity should be derived from children’s daily life;2, the implementation of activities need teacher and children to keep common thinking;3, the teacher’s language must try to be ’comprehensibility.