Currently there are three misunderstandings that exist regarding the "Talking about Pictures" activity: (1) The simple pattern of the activity. (2) The lopsided target of the activity. (3) Equating the "Talking about Pictures" activity to another Talking Activity. In order to understand how "Talking about Pictures" is developed in the real world and to understand what influence it has in the respect of teachers, kids and kindergartens, this study sampled and analysed 8 kindergartens in Hangzhou West Lake district, using both documentary and investigation methodology. The study found the following results: (1) Teachers lacked enough material preparation on the "Talking about Pictures" activity, thus the pattern of the activity tends to be simple. (2) Teachers choose teaching methods by considering features and characters of children and they let the children, rather than the teacher themselves, lead and be the core of the activity. (3) The Sig of the variance analysis amongst teacher's age, kindergarten material condition and emotional support are all less than 0.05, which means these three aspects are all influencing factors of "Talking about Pictures" in senior kindergarten classes. By searching and analysing documents this study will provide adequate and appropriate suggestions for the "Talking about Pictures" activity. I hope these suggestions could be theory guides for kindergarten teachers in the future.