Investigation Of Students’ Problem Misbehavior In Chinese Class Of Thai Primary And Secondary School

A consensus general agreed among the volunteer teachersis that disorder and students’ problem misbehaviors commonly exist in Chinese class of primary and secondary of Thailand. These things have some negative effects on the teaching and students’ learning. Based on domestic and overseas research results, problem misbehavior and the cause of its formation and volunteer teachers’ attitude and reaction in Chinese class of primary and secondary in Thailand have been investigated in detail in this paper by questionnaire research and interview method. The following conclusions have been made through analysis of all available data.(1)The students’ problem misbehavior in Thailand primary and secondary school’s Chinese class is so universal that has seriously interfered with the normal Chinese teaching.(2)On different type, students’ problem misbehavior show concentration:on "breach of discipline" type, it is concentrate on "unexcused absence" and "come late"; on "disturb" type, it is concentrate on "speak freely" and "walk around freely"; on "conceal" type, it is concentrate on "wander","and "play mobile phone or other electronic equipment".(3)When coping with students’ problem misbehavior, the volunteer teachers show negative coping style and attitude. Because of using mild coping style, the class management has had little success and still need to explore new methods.(4)There are four main reasons which may cause students’ problem misbehavior, include culture, students, environment and teachers. Culture’s reasons refer to Thailand’s traditional Buddhism culture which is easily contented, Thailand’s "become a qualified citizen" educational philosophyand volunteer teachers’ amplification effect. Students’ reasons refer to students’ bad behavior habits, lack of self-control and frustrated psychology. Environment’s reasons refer to classroom physical and psychological environment and school environment. Teachers’ reasons refer to lack of teaching management ability, teaching method and Thai language.Aiming at this situation, the author has made three suggestions which are expected to contribute something to the enhancement of teachers’ total ability of managing the Chinese class of primary and secondary school in Thailand.