Analysis On The Classroom Management Of Overseas Students In Kazakhstan At The Primary Stage

In recent years, cooperation and exchanges between Kazakhstan and China in education are becoming more frequent. According to statistics, the ranking pattern about source of foreign students in China is basically stable; the number of students from Asia occupied the first position. Among them, Kazakhstan ranked ninth and presents increasing trend. "Chinese fever" has been gaining increasing attention in Kazakhstan, which requires certain pertinence in TCFL classroom management. Therefore, on the basis of previous studies, the article focuses on the initial stage of Kazakhstan students in classroom management.The article includes six chapters. Chapter one briefly summaries the related research of TCFL classroom management in domestic and overseas. Currently, there are few of articles and books about overseas student classroom management, which influenced by the development of discipline of TCFL and Chinese traditional philosophy of education, while through the analysis of those existing literature, it provides some reference for this article. Chapter two defines and elaborates the significance of classroom management in the first place, and then talks about classroom teaching. For teachers, whether they are able to manage student and classroom well or not directly affects the effectiveness of classroom teaching. In that classroom management throughout the whole classroom teaching, so this chapter systematically elaborates the relationship between classroom management and classroom teaching. Again, this article is to study TCFL classroom management, therefore, this chapter also analyzes particularity of TCFL classroom management and then it comes to the particularity of the initial stage of Kazakhstan student classroom management, which provides a certain theoretical basis for this article. Chapter three studies the motivation to learn Chinese of Kazakhstan students, and finds out why a series of problems appeared in the middle of classroom management through in-depth analysis of their character traits. Chapter four lists problems arising from classroom management of Kazakhstan students in the primary stage, which including five aspects:cultural differences, language barriers, human communication barriers, textbooks and teachers’ management between Chinese and foreign students. Through her teaching experience, the author demonstrated several related cases. In view of problems listed above, chapterfive gives the corresponding countermeasures. At the end of this article, the article gives the conclusion and points out the shortcomings of this study.