本研究以生死题材绘本及幼儿园教师为研究对象，采用问卷法、语音分析法和访谈法相结合的研究方法，探究了绘本教育的多模态话语，考察了如今3-6岁幼儿生死教育的现状，尝试从幼儿接受教育的视角出发，将幼儿园生活中的“绘本时间”以多模态分析的思路进行拆分，并对教师的生死教育态度进行问卷和访谈，做出分析和评价。

研究的主要结论如下：

（1）受访教师对于生死教育的态度趋于正向。

（2）在朗读生死题材绘本时，幼儿导向语音时长显著长于成人导向语音，基频显著高于成人导向语音，焦点个数高于成人导向语音。

（3）生死相关语句的幼儿导向语音及成人导向语音中语句焦点个数及语句基频均无显著变化。

（4）关于“生”话语的焦点（如“活”、“存在”、“生命”等）在成人和幼儿导向语音中几乎不存在区别；有关“死”话语的焦点（如“落下”“离开”“死”），幼儿导向语音所存在的焦点多于成人导向语音。

本研究旨在探讨幼儿园教师利用绘本对幼儿开展生死教育的现状，收集了幼儿教师对于生死教育的态度，以及教师在朗读生死题材绘本时的语气语调。通过基于量表的数据分析和基于音频的语音分析，深入考察教师在以绘本为载体时对生死教育的实施情况。通过讨论，思考目前以绘本为载体的生死教育存在的问题，拓展我国幼儿生死教育研究，并试图为相关从业者提供参考。

This study takes the picture book of life and death and kindergarten teachers as the research object, and uses the research method of questionnaire, voice analysis and interview to explore the multimodal discourse of picture book education, and to investigate the current situation of life and death education for children aged 3-6, and try to start from the perspective of children's education, The "picture book time" in kindergarten life is split by the idea of multimodal analysis, and the teachers' attitude towards life and death education is analyzed and evaluated by questionnaire and interview.

The main conclusions are as follows：

(1) The attitude of the teachers to life and death education tends to be positive.

(2) When reading the picture book of life and death, the length of children oriented speech is significantly longer than adult oriented voice, the basic frequency is significantly higher than adult oriented voice, and the number of focus is higher than adult oriented voice.

(3) There was no significant change in the number of focus and basic frequency of sentences in children oriented speech and adult oriented speech of life and death related statements.

(4) There is little difference between the focus of "living", "being" and "life" in adult and child oriented speech; The focus of "death" Discourse (such as "falling", "leaving" and "dead") is much higher than adult oriented speech.

The purpose of this study is to explore the current situation of kindergarten teachers using picture books to carry out life and death education for children, collect the attitude of kindergarten teachers towards life and death education, and the tone of teachers when reading the picture books about life and death. Through the data analysis of the scale and the voice analysis of audio, we can understand the implementation of life and death education when teachers use picture books as the carrier. Through the discussion, we can think about the problems of life and death education with picture books as the carrier, promote the development of children's life and death education research in China, and provide reference for relevant practitioners.