With the development of the relevant studies on the construction of class culture, the research of the kindergarten stage is still in the preliminary stage of experience summary. There is a difference in the level of attention and understanding of class culture among first-line preschool workers, so that the classes in the same garden show different spiritual and cultural appearances. Creating a good class culture can have a guiding and cohesive effect on class members. Therefore, in order to construct and enrich the relevant theories of the kindergarten class culture and enhance the teachers' recognition of the class culture,this study is based on the principle of theory and practice of coupling, explore the content of the class culture and based on the analysis of field J garden in class A, B two cultural differences, on the basis of delve into its reason are also proposed. The main part of this study includes:

In the first part, the first-level and second-level dimensions of class culture were determined on the basis of literature sorting, and the cultural content framework of the class in practice field was obtained by coding the class culture based on the interviews with teachers in J garden.In J garden, teachers generally believe that class culture is a kind of class environment and atmosphere, and interpersonal relationship is its main symbol. Class culture is permeated in class rules and activity organization, and displayed in the environment creation with theme activity as the clue. 

The second part, through interviews, obtains the unique discourse system used by teachers in the analysis of class culture in the field of practice, determines the three levels of children, teachers and environment and focuses on the three objects of peer relationship, teacher-child relationship and theme wall. Through analysis, different cultural performances of A and B in J garden were obtained. In the peer relationship, the communication between children in class A is more concentrated in a small group, and children have a weaker sense of belonging to the class. Class B children interact more frequently, and there is a positive peer-driven phenomenon within the group, the overall cohesion of the class is strong; Class A presents a "distant" teacher-child relationship, the teacher's emotional expression during teacher-child interaction is relatively flat, and the class presents a "quiet and peaceful "atmosphere. Class B presents an "intimate" relationship between teachers and children. Teachers give children more space, children initiate more interactions, and the class presents a "loose and independent" atmosphere;On the theme walls, the walls of Class A are beautiful and rich in materials, but the content connectivity is weak and the emphasis is on the art field. The participation of teachers and parents is high, and the participation of children has individual differences. The content of the wall content of Class B is wider and more logical, and it attaches importance to the "creation by teachers and children", and the participation of teachers and children is high.