A Study On Problem Behavior Of Ethnic Chinese Children In Online Chinese Class

With the increasing importance of Chinese learning among overseas Chinese families,online Chinese courses are favored by many parents because of their superiority.The problem behavior of ethnic Chinese children has become one of the online classroom management problem that needs ti be solved in urgent.This paper takes the problem behavior of ethnic Chinese children in online Chinese class from teachers’ angle as the study object,and mainly adopts a combination of quantitative statistics and qualitative research methods to discuss in depth the three issues of Chinese children’s online Chinese classroom problem behaviors,causes and coping strategies.The focus of the study is to analyze the performance of classroom behaviors and their causes to prevent or correct the problematic behaviors of Chinese children in the classroom.It not only helps to improve teachers’ ability to deal with problem behavior,but also has important implications for improving ethnic Chinese children’s Chinese learning efficiency.Firstly,208 teacher questionnaires on ethnic Chinese children’s online Chinese classroom problem behaviors are collected,and 7 teachers are interviewed.Based on semi-structured interviews and classroom observations,10 typical classroom problem behaviors cases are collected to understand the current situation.Secondly,the causes of ethnic Chinese children’s online Chinese classroom problem behaviors are analyzed in conjunction with related teaching theories.The results of the paper showed that: 1.Typical classroom problem behaviors included "most common" and "most serious" categories,with the former being "distracted" and "inattentive",and the latter being "emotionally out of control" and "contradicting the teacher".According to the SPSS independent sample t-test and one-way ANOVA test,classroom problem behaviors were found to be the most prevalent among teachers’ job nature,teachers’ age,teachers’ education,and teachers’ ability.According to the SPSS independent sample t-test and one-way ANOVA test,there were significant differences teachers’ work,teachers’ age,teachers’ education,teachers’ foreign language level,class size,and age of the students.3.Chinese children’s online Chinese classroom problem behaviors were hidden,contradictory,universal,and concentrated.4.The main causes of Chinese children’s online Chinese classroom problem behaviors were teaching factors,followed by students and teachers,and the classroom environment was a secondary cause.Finally,based on the performance analysis and the results of the cause study,teacher-oriented prevention and correction strategies are proposed.