Case Analysis Of Korean Elementary School Chinese Classroom Management

There are a number of Chinese learners in Korea, the trend of the learners presents younger and younger.It's the writer's fortune to become one of the Chinese teachers in CPIK(Chinese Program in Korea),2014 and to teach Chinese in Haeje elementary school,South Haeje elementary school and Haeje middle school.In nearly one year,the writer record a series of real case about the management of Chinese classroom.The writer choose six typical cases,and divide the cases into cross-culture cases and teaching cases,and then describe,analyze and rethink them.According to different culture elements related,the cross-culture cases can be divided into competitive culture case, physical punishment culture case and small groups culture case. According to different inducing factors, the teaching cases can be divided into three parts which are resulted from teaching contents,teaching activities and teaching model. Every case can be recalled through describing,analyzing and rethinking it. After describing and analyzing the cases above,the writer think that every Chinese teacher who will go to teach Chinese in Korea should have the awareness of cross-culture, the Chinese teacher should use the Korean children's competitive feature reasonably to encourage them to learn Chinese.Besides, the Chinese teacher should set up the classroom rules and the authority of Chinese teacher in the first class,take advantage of the features of elementary students small groups scientifically, and then make them help Chinese teacher to manage the whole classroom effectively. What's more, the Chinese teacher should choose the teaching contents carefully,designing the teaching activities reasonably and take care to cooperate well with partner teacher or head teacher.And then,the Chinese teacher will manage the classroom effectively.