Abstract:This research aims at finding out the current situation about language code interaction between teacher and children in top-classes of kindergarten. With the observation method, this research bases on deciding the primary research mission and the evaluation tool, and thoroughly observed 2 top-classes of Kindergarten E and Kindergarten Y in City N. SES scores and language code E/R, variant features of children elaborated code, the type and progress of language code interaction between teacher and children, which are four aspects of language code interaction, have been compared and discussed both elementarily and systematically in this research. The results are shown as follows.
(1)Children SES scores and language code E/R of two classes are significantly different;
(2)The probability of occurrence of children elaborated code variant features of two classes are significantly different;
(3)The types of children language code interaction of two classes are significantly biased on two types of RR and ER;
(4)The frequencies of emergence of IRE sequence combination types started with elaborated code in two classes are basically higher than the types started with restricted code.
As the research result shows, teachers are able to coordinate different types of children language code through their own adjustments of the interaction with children. In view of the results, this research puts forward several educational suggestions for reference.
Keywords: language code；language interaction between teacher and children；top class；collective teaching