| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 97 === This study attempts to investigate the children’s language expression by a kindergarten teacher’s leading in an age-mixed class to carry out group discussions, and how the teacher deals with and adjusts after leading kindergarten group discussions as implications for future teachers’ instruction and kindergartens’ improvement.
This study adopts the qualitative approach. The children in an age-mixed class of a subsidiary kindergarten of a particular elementary school were taken as research participants. Through participant observations and interviews, the results of the study are presented as follows:
1. The teacher beforehand planned the context, contents, motivation-arousal activities, and the way of making speech of group discussions. The teacher also accepted off-tracked talk naturally and out of control condition.
2. The eldest children eagerly made speech for the topic. They often feel excited more language expression since they would like to help the children of the second year class with additional remarks.
3. The children of second-year class tended to just observe others’ making statements. If they were urgent to express, their body languages then went along with.
4. The prior knowledge of the children from the mix of second and third year class affected the contents of language expression in group discussions.
5. The children in second and third year mixed class were gradually able to specifically and wholly describe the contents of what they wanted to express.
6. During group discussions, a variety of reciprocal discussions and language interactions occurred between teachers and students as well as peers.
7. The teacher’s linking the children’s previous experience, timely raising questions and offering timely answers facilitated the children’s thinking.
8. The teacher realized the children’s thoughts by coming up with discussion questions and offering opportunities for expression.
9. The teacher controlled regular introvert and extrovert techniques, and flexibly drew on opened, closed, and compromising discussions that conduced to the proceeding of group discussions.
According to the results of the research, this study provides implications for teachers who would like to lead group discussions for age-mixed classes and children’s language expressions.
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