Study On The Effective Classroom Teaching Behavior Of Elementary Chinese In Thailand

Through the questionnaires,interview and case analysis,the author conducts a survey on "effective classroom teaching behavior about teaching Chinese language in Thailand ",and the objects are volunteer Chinese teachers in Thai and Thai middle school students.The purpose of this article is to collect the evaluation of classroom teaching behavior by teachers and students,find out if there are significant differences,and where the differences lie.Then,according to the teaching practice and teaching theory,the writer tries to put forward tentative suggestions and solutions,hoping for providing teaching reference for further analysis in this area thus improving the efficiency and quality of Chinese classroom teaching.This paper quotes the questionnaire content of Wang Yan(2004)and Cao Xianwen,Wang Zhi(2010)and makes appropriate adjustment and modification in light of the actual conditions of the research subjects.The author uses SPSS software to analyze the data of the two groups of teachers and students.By calculating the mean value and the independent sample T test,it is found that the teacher group and the student group show a certain consistency in the evaluation of 20 classroom teaching behaviors,however,error correction,questioning,learning assessment,teaching language and teaching methods and other aspects of teaching behavior there are significant differences.In contrast to the results of the significant differences in the teaching of effective teaching,the author interviewed the volunteer Chinese teachers who participated in the questionnaire and selected the representative teaching cases to analyze them.The cases listed in this article are from the real Chinese class in Thai,which reflects the differences between the teachers and students in the three types of classroom teaching behavior,such as teaching language,teaching method and error correction.The author analyzes the problems in the case and puts forward the solution strategy,which has certain guiding significance and reference value to the classroom teaching practice.