The Cases Study Of Student Problem Behavior And Management Strategies In Chinese Classroom

Along with the development of the global Chinese teaching, the teaching scale and the group of the teachers of the Confucius Institute of Rome University are expanding. While they are also facing new problems like the unequipped facilities and the inexperienced new teachers. There aren’t many researches about overseas Chinese teaching, let alone the researches on classroom management of one country. Due to the dispersal of the overseas Chinese teachers and little of the communication among teachers, little attention has been paid to the problem behavior of students in class.Students’ problem behaviors are frequent in Chinese classroom, especially in primary and middle school. The author has faced many difficulties in classroom management during her teaching practice in Italy. Based on her own experience, the author try to explore the regularity and the management strategies. And combined with the teaching experiences of other teachers, the author try to research the performance, reason and the way to deal with the problem behaviors, hoping to provide reference to the Chinese classroom management in Italy.This paper consists of 4 parts:The first part includes the origin, object, methods of the research, and the literature review.The second part is the performance of the students’problem behaviors and the analysis of the reason. Firstly, based on the result of the interview, the problem behaviors of the learners in the Chinese classroom in Italy is divided into two categories:the extroversion and introversion problem behavior. The extroversion behavior includes disruptive, opposing, reversal and resistant behavior. And the introversion problem behavior contains distraction, withdrawal and dependent behavior. Secondly, combined with the characteristics of the students’age and curriculum, the respondents are divided into three stages-primary and middle school, senior high school and adult. And the distribution of the problem behaviors in different age stages is explored. Finally, with the analysis of the typical cases, the reasons include five aspects:students, teachers, environment, culture and outside interference.The third part introduces the teacher’s common management strategies, including the prevention, the behavior control and the behavior correction strategies. Teachers should learn from the experiences and fully consider the type of the problem behavior, to deal with it appropriately.The last part is the summary and the advices. On the basis of the summary, it points out that teachers should improve their knowledge and the ability of teaching and classroom managing. Teachers should collect the information of the students and the schools, create a nice atmosphere, and make the plan for emergencies.