Comparison Of Children's Speech In One-day Activity In Kindergarten

Children's early speech learning is carried out in the family,with the growth of age,kindergarten has become an important position for children's speech learning.In kindergartens,preschool teachers create an environment to support children's speech development through systematic organization and implementation of educational activities,so as to promote children's speech development.This research uses a combination of quantitative and qualitative research methods,take two kindergartens of different nature as case kindergartens,which are public kindergartens in city and provincial organs and private kindergartens in townships and townships,take two kindergartens in a middle class children as the case of children,two children were recorded one day activity video for five days each,text transcription and corpus segmentation of children's speech in different types of educational activities(teaching activities,game activities,life activities),using topics and modal in systemic functional linguistics as the coding framework,using excel and spss22.0 as statistical tools to perform quantitative statistical analysis on the coding results,based on the quantitative results,combined with actual observations and interview materials,the differences between the two children in the number of topics,topic maintenance,topic content,modality expression and modulation expression and the reasons for the differences are discussed,and the following are obtained inconclusion.1.There are differences in speech between the two children in the field of life activity: in terms of the number of topics,child J is significantly larger than child H,which is related to the conversation environment created by teachers;In terms of topic maintenance,the maintenance degree of child J is significantly higher than that of child H,which is related to the seating arrangement and conversation environment of the classroom.In terms of topic content,the topic content of child J is richer than that of child H,which is related to the content support provided by teachers for children's topic discussion.In the modality expression,the possibility of expression of child J is significantly higher than that of child H,which is related to the organizational forms of teachers' life activities and the expression habits of children.In the modulation expression,child J's ability to judge others and other things is more than that of child H,which is related to the picture books provided by the teacher and the topics discussed by the children and child H's ability express to express his own ability is more than that of child J,which is related to the talent display opportunities provided by teachers and the satisfaction of children's needs to be respected.2.There are differences in speech between the two children in the game field: in terms of the number of topics,child J is significantly higher than child H,which is related to the game materials provided by the teacher and the roles they play in the game;In terms of topic maintenance,the degree of maintenance in the activity of child J is higher than that of child H,which is related to the regional setting and the provision of game materials.In terms of the topic content,child J repeatedly mentioned the same topic more times than child H,which was related to the sorting rules of game materials.In the modality expression,the possibility of expression of child J is more than that of child H,which is related to the organizational form of game activities.In the modulation expression,the number of child J's negotiated permission is more than that of child H,which is related to the regional setting of the teacher,the rules of putting game materials and the way of guiding the game.3.There are differences in speech between the two children in the field of teaching activities: in the modality expression,children H are more likely to expressthe form of collective response than children J,and children J are less likely to express the form of self-judgment,which is related to the teacher's teaching organization form and the object of question.In the modulation expression,the number of permitted expressions by H to solicit teachers' opinions is higher than that of J,which is related to the teaching organization form of teachers.According to the research conclusion,in order to promote children's speech development,the researchers put forward the following five Suggestions to preschool teachers: first,do not overuse the keep quie routine,give children the opportunities to talk;Second,less arrangement and take the lead,so that children and partners to negotiate independently;Thirdly,the unfinished works are allowed to be retained to maintain the children's interest in conversation;Fourth,consider the interactive nature of game materials to arouse children's common concern;Fifth,enrich the teaching organization forms and give back the children's right of speech.