The main purpose of this study was to explore how teacher to promote classroom discourse in kindergarten. In order to complete this study, the researcher takes a class of kindergarten as example. The research samples include 26 children. Classroom observation was conducted to collect data for the understanding of the classroom discourse. The findings of this study are as follows: 1. Open-ended problems are useful for improving classroom discourses. 2. Some competent children were assigned to answer question in order to carry on a conversation. 3. It is disadvantageous for classroom discourse when the teacher gave a long speech and a appraisal of children's opinions. 4. Teacher questioning strategies may be affected by his teaching beliefs.
