The Research On Influential Factors In The Classroom Teaching Mood Of Chinese Teachers

Teachers are irreplaceable as one of the important elements in the process of language teaching.Chinese teachers confront the students who have different nationalities to teach Chinese knowledge and spread Chinese culture.Chinese classroom teaching is more special,so the TCSL teachers must have not only strong professional knowledge and teaching skills,but also positive and stable mood of classroom teaching and good working condition.With the communication and cooperation between China and Thailand increasing,Chinese teaching is developing rapidly.The ministry of education in Thailand took a series of policies to encourage Chinese education.For instance,they have Chinese curriculum from kindergarten to university and need plenty of Chinese teachers.It’s a challenge for both the Chinese and local teachers.Although the researchers and teachers of foreign Chinese teaching in China pay more attention to the researches on classroom teaching mood now,the scopes of researches mainly focused on influential factors in the classroom teaching mood of TCSL teachers in China.But the researches on influential factors in the classroom teaching mood of Thai TCFL teachers are less and are still at the stage of exploration.This paper used the method of literature data,investigation and comprehensive analysis and investigated the influential factors in the classroom teaching mood of Thai TCFL teachers by investigating the Chinese teachers in the Thai school where the author did an internship.This essay has five chapters.The first one is the introduction to expound the background and significance of this research and list the relevant concepts,research status and related research literature reviews.The second one introduces the general situation of the influential factors in the classroom teaching mood of Thai TCFL teachers including the content,object,methods,forecast and results of the investigation.The greatest impact factor is the teachers’ sense of responsibility and patience,followed by students’ cooperation and feedback,the last is the teacher’s experience(teaching experience and other aspects of social life)and students’ learninginterest and thirst for knowledge;Minimal impact factor is the economic situation of teachers;The third one is the comparative analysis of the influential factors in the classroom teaching mood of Thai TCFL teachers according to the different types of class,teaching experience,natural conditions(gender,marital status),teaching objects,grades and nationalities.The forth chapter includes advice and guidance about classroom teaching emotion management for Thai and Chinese teachers.The fifth chapter includes the deficiency and prospect of this research.