A Study On The Cognition Of Effective Teaching Decision Of Chinese Teacher Volunteers In Thailand

Under the background of improving the quality of education and reforming the way of education,teachers who adapt to the development and change become the key.Effective teaching decision-making is an important part of teacher cognition research and a bridge between effective teaching theory and teaching practice,which is of great importance to teacher education and professional development.International Chinese education also calls for high-quality teachers.In this study to Thai Chinese volunteer teachers teaching effective decision-making cognitive research,introducing teachers self concept as the default factors,combined with the quantitative research and qualitative research methods,surveyed 93 to surpass Chinese volunteer teachers present situation and influence factors of effective teaching decisionmaking cognition,and in-depth interviews with eight to the Thai Chinese volunteer teachers for supplementary analysis.The results showed that :（1）the overall cognitive level of effective teaching decision was higher,and the overall cognitive level of theoretical dimension was lower than that of skill dimension.（2）There is a significant correlation between the cognition of effective teaching decision and the self-acceptance of teachers’ self-concept,teacherstudent relationship,interpersonal perception,teaching ability,risk acceptance and initiative;（3）The cognition of effective teaching decision of Chinese teachers in Thailand was influenced by self-acceptance of teachers’ self-concept and teacherstudent relationship;（4）The cognition of effective teaching decision-making theory of Chinese teacher volunteers in Thailand is influenced by individual differences in major,course category and appointment form.Combined with the cognition of three-stage operation of teaching decision-making,this paper argues that the effective teaching decision-making cognition of Chinese teacher volunteers in Thailand is deficient in theoretical cognition,good in static practice cognition,and weak in dynamic practice cognition.Combined with the interviews,it is found that the cognition of effective teaching decision-making of some Chinese teachers in Thailand is affected by the teaching ability in the teachers’ selfconcept,while the cognition of effective teaching decision-making of Chinese teachers in Thailand is affected by the form of appointment.Based on the above findings,it is concluded that the cognition of effective teaching decision of Chinese teacher volunteers in Thailand reflects five characteristics: first,positive attitude and positive emotion;Second,there are abilities and diverse views.At the same time,there are also the following problems: one is insufficient theory,simple understanding;Second,to deal with the single,insufficient awareness;Third,practice is difficult and reflection is limited.Therefore,this study puts forward three suggestions for improvement,which are mainly teachers and supplemented by schools and administrative departments: for teachers,consolidate professional foundation and establish effective teaching confidence;Keep curious and explore the art of personal teaching;Pay attention to selfconcept and pursue long-term teaching significance;Pay attention to interpersonal relationship,create a good teaching environment;Seriously prepare lessons for reflection,implement the role of teaching elements;For schools,we can strengthen infrastructure construction,delegate decision-making power appropriately,and organize interpersonal communication activities.For the administrative departments,we should strengthen the training of teachers’ practical wisdom,research and develop effective teaching decision-making models,and establish and perfect teachers’ career security.