The Study Of Solying Strategies About The Unexpected Events In Chinese Classroom Of Middle School

Based on the theory of generative teaching, we think the classroom teaching process is a complicated process with the participation of the teacher and students. One successful class requires the teacher with strong capabilities of presupposition and contingency. However, most of our volunteers are students or new graduates. They do not have enough teaching and management experience so that they often feel confused when faced with the unexpected events.Combined with the fact that most of the teaching points at Eotvos Lorand University are middle schools, this thesis will research the solving strategies of the unexpected events in Chinese classroom of middle school. This thesis uses qualitative research of interviewing method and case analysis method to discuss three questions:summarizing the basic information about the unexpected events in the Chinese classroom of middle school, analyzing the common classifications of the unexpected events, and putting forward the solving strategies according to the different classifications for the purpose of making suggestions to help the Chinese teachers to deal with the unexpected events in the Chinese classroom.This thesis consists of five chapters.The first chapter is the introduction part. Combined with the author’s teaching problems and the necessity and contingency of the unexpected events, the author confirms the topic of this thesis, research idea and research methods.The second chapter is about the literature review. First, this chapter explains the definition of unexpected events in this thesis. They are the events, happening beyond the teacher’s presupposition and affecting the teaching progress. Then, the author introduces the theories about this study. Finally, this chapter mainly summarizes the literatures about the unexpected events in the Chinese classroom, including the classifications of the unexpected events and the teacher’s solving strategies.The third chapter is mainly about the case analysis of the unexpected events. First, this chapter presents the basic information, including the students’traits, the common classifications about the unexpected events, the teachers’ attitude to the unexpected events and the problems about the teachers’ solving strategies. Second, using the case analysis method, this part analyzes the different classifications of the unexpected events, highlighting the specific reason of every classification and teachers’different solving strategies. Considering the reasons of the unexpected events, this thesis divides these events into two classifications:the first one is the event caused by the classroom factors inside (students, teachers, teaching content), and the second one is the event caused by the classroom factors outside (teaching equipment, natural environment, school or other teachers and students).The fourth chapter is about the solving strategies from three aspects:the presupposition before the class, the solving methods in the classroom and the reflection after class. This chapter mainly discusses the solving methods in the classroom. On the basis of the two classifications the author has described in the third chapter, this thesis puts forward the specific strategies. About the classroom factors inside, the author has discussed the reverse incentive strategy, gradient task strategy, capitalizing on the trend strategy, avoidance strategy in relation of students; the temporary adjustment strategy, understanding and negotiation strategy, putting aside strategy in relation of teachers; capitalizing on the trend strategy regarding the teaching content. About the classroom factors outside, the author has put forward the dropping strategy, person-machine strategy in regards of teaching equipment; the association and transformation strategy in regards to the factor of natural environment; the humor strategy, capitalizing on the trend strategy in relation of the school and the other teachers and students.The fifth chapter is the conclusion part. It summarizes the research achievements from the three questions of this study. Then the author makes a further research prospect from the following three aspects:the shortage of this thesis, the research status of this thesis and the curriculum about the training of Hanban and the major of Teaching Chinese as a Second Language.