The Analysis On Children’s Chinese Language Classroom Problem Behavior

In the children’s Chinese language classroom teaching,classroom management success or failure is directly related to the classroom teaching quality,scientific and effective to deal with problem behaviors in the classroom is the reliable guarantee to improve the classroom teaching quality.Due to the low level of children’s cognitive,shorter attention span,self-control is not strong,children’s specification classroom behavior more depends on teachers’ scientific guidance.The liquidity of students is big in the international school,the cultural background and the accepting education concept between teachers and the students’ has significant difference,these characteristics make the Chinese language teachers in the classroom management with more uncontrollable factors.This paper is according to the practice experience of the author in the children’s department of international school,selecting children’s Chinese language classroom problem behaviors as the research object.This article sorts out a part of typical case having reference value,according to the extroversion classroom problem behavior and introversion classroom problem behavior category analysis,and applies case analysis method,classroom practical method,observation method,interviewing method and comparative method to summarize the cause of classroom problem behavior in the Children’s Chinese language classroom,and then put forward effective suggestion to solve the international school for children’s Chinese language classroom problem behaviors.In this paper,a total of five chapters.The first chapter is the research background,the research methods and research object,and the selected topic significance,and then discusses the classroom problem behavior concept,cause,classification and solution strategy,finally introduced the research status of Chinese as a foreign language classroom management.The second chapter,summarizes the common case of international school for children’s Chinese language classroom according to the author’s period of internship teaching,observation,interview situation,then describes and analyzes on some typical cases.The third chapter,from the three aspects of school,Chinese teachers,students and parents to discuss he causes of the international school for children’s Chinese language classroom problem behavior.The forth chapter based on the international schools and the perspective of Chinese teachers,putting forward suggestions for effectively solving the problem of children’s Chinese language classroom behavior.The fifth chapter is the conclusion of this paper,summarizing themain points of this article,and pointing out the ways to improve this paper.This paper considers that:1.In the process of children’s classroom teaching,classroom management is as important as classroom teaching;2.The reason why Chinese teacher to deal with problem behaviors in children’s Chinese language class are tricky is because the teachers of Chinese as a foreign language lack skills related to children’s education,therefore;3.The low frequency to use Chinese in international schools is directly related to some children’s Chinese classroom problem behaviors in international school;4.Any classroom problem behaviors can be resolved by means of scientific,positive to evade and control effectively.