A Study On The Problem Behavior Of Students In Different Age Classes In Teaching Chinese As A Foreign Language

Classroom teaching is the common way for student to obtain knowledge, and also is the main form of the second language teaching, which plays an important role in second language teaching. The classroom teaching’s quality affects the quality of the education, thus students’ classroom problem behavior is also an important factor to ensure the quality of teaching except for the teachers’ teaching contents, teaching methods and so on. The production of the classroom problem behavior can be divided into students themselves, teachers and environment. Therefore, how to carry out effective classroom management is one of the most important questions for teachers.Different from Chinese teaching or English teaching, teaching Chinese as a foreign language has its own particularity. It is not only a language teaching, and also a kind of cross-cultural communication activity. In second language acquisition, the age difference is one of the important factors that influence the second language acquisition. Due to the different physical and mental condition, students in different age have different acceptance for knowledge, such as children have more advantages in learning pronunciation than teenagers and adults; and for acceptance of vocabulary and syntax teenagers have more advantages than others; for adults,they have a stronger ability of abstract thinking and rational analysis and understanding of the connotation of the knowledge. Students in different ages have different characteristics in learning, and at the same time also have different classroom problem behaviors.Because of the complexity of the students in learning Chinese as a foreign language, the solution for classroom problem behavior is a challenge for teachers, which is not only to correctly grasp the relationship between teachers and students, but also should correctly deal with cultural conflict.In this paper, on the basis of related research at home and abroad, through classroom observation, questionnaire and interview with teachers, I gonna analyze the performance and characteristics of the problem behaviors with the data, and observe the reaction of teachers facing with students’ problem behaviors, while analyzing the reasons of the problem behaviors and giving suggestions for teachers to provide teaching and classroom management strategies.