幼儿园教师教学语言是幼儿园教师研究幼儿并支持幼儿的重要媒介。提升幼儿园教师对教学语言的使用质量能够帮助教师更深入地研究幼儿并在此基础上更好地支持幼儿的学习与发展。幼儿园教师教学语言的基本类型研究是教师教学语言研究的基础和切入点，是幼儿园教师专业发展研究和及其相关研究不可绕过的一道屏障。本研究运用文献分析法对国内外的相关文献进行查阅和梳理，形成初步的幼儿园教师教学语言的类型；同时基于对优秀教师的集体教学活动视频进行转录、编码和分析，验证和修订了幼儿园教师教学语言类型的全面性和可操作性，最终形成比较完善的集体教学活动中教师教学语言的基本类型体系。本研究共分为四部分，问题提出和研究设计、幼儿园教师教学语言类型的理论研究、幼儿园教师教学语言类型的实证研究及研究结论与未来展望。第一部分是问题提出和研究设计。本研究认为教师教学语言类型对于教师认识和理解教师教学语言，提升自己驾驭教学语言的能力和专业水平具有很强的指导意义。基于此，本研究将研究问题分为两个，一是通过文献分析法获得幼儿园教师教学语言的理论框架，二是根据优秀教学视频，运用课堂录像分析法对理论框架进行修订和验证，获得完善的集体教学活动中教师教学语言的类型体系。第二部分是理论研究部分，本部分通过搜集国内外与教师教学语言、教学语言、幼儿园教师教学语言等有关的文献，同时还以提问、讲解、讲述、评价等作为关键词进行搜索，以获得最大范围的信息量，最终以汉语句类的划分标准对教师教学语言进行划分，并同时根据教学语言的功能及类型等划分二级和三级语言类型，形成初步的幼儿园教师语言类型体系。第三部分是实证研究，本部分通过对15个优秀集体教学活动案例进行转录，依据教师教学语言的理论框架对教学语言进行编码，获得各类型教学语言的使用现状；同时合并相互重叠的类型，增加未涵盖其中的新类型，最终形成完善的集体教学活动中幼儿园教师教学语言的基本类型体系。第四部分是研究结论与未来展望。本部分对本研究进行了总结和概括，简要阐述了教师教学语言类型体系的组成及现阶段教师教学语言的使用现状，同时对本研究存在的问题进行了分析，并提出了进一步改进的建议和展望。

The language of early childhood teachers using in group time and collective teaching time is of great importance for children and teachers. The type of teaching language is the base of any research about teaching language. Based on previous research and literature, literature analysis method was applied to put forward the basic structure of teaching language. After that, according to video-case study, the types of teaching language would be modified and supplemented.This study is consisted of four parts: problem posing and research designing, literature study, video-case study as well as the conclusion and the outlook of the future. The first part is the problem posing and research design in which two research problems were included: the construction of theoretical types of teaching language and the conformation of the types of teaching.The second part is the literature study of teaching language. Based on existing results of teaching language, this study constructed a new system of the types of teaching language.Thereafter, the study did research about 15 video cases to test and modify the new system, through these cases, the study also knew the problems and advantages of these teachers.Conclusion and the outlook of the future were in the fourth part in which deficiencies of this study and future research plan were discussed.Keywords: early childhood teachers, teaching language, types of teaching language, collective teaching time.