A Rearch On Chinese Classroom Management In Junior Middle School In Thaiand

In 1999, the government of Thailand announced that Chinese would be included in the national education system, and Chinese has entered to primary and secondary schools in Thailand officially. In 2003, Thailand began to receive the first batch of international Chinese teacher volunteers, which set off a rush to learn Chinese. In Thailand, almost every school offers Chinese language courses, but the effect is not satisfying. Many students have learned Chinese for three or four years and still can only say "hello", "thanks" and "goodbye", which is caused by the bad classroom management and low level of learning efficiency.As an ever Chinese teacher in Tha Mai “Phun Sawat Rat Nukun”, I preliminarily studied on this problem. By observation, interviewing and questionnaire survey, I found that Thailand junior middle school Chinese classroom management has serious problems in the classroom problem behavior, classroom environment arrangement and classroom rules formulation and implementation. The general reason for these three problems lies in the special educational policies. The causes of the classroom problem behavior lie in teachers’ authority, students’ personality etc. The reasons of the problems in the classroom environment lie in teachers’ emotional state, students’ group cohesion etc. In the classroom rules, the problems are due to the lack of teachers’ ability of expression, making the rules of the classroom. Aiming at the above problems, I made the following recommendations, such as, the school and parents should cooperate with teachers to guide students to the positive behavior. Teachers should give students a beautiful Chinese classroom, formulating rules scientifically, and ensure the effective implementation of these rules. I hope that this investigation can provide some references for the management of junior middle school in Thailand.