The Study Of Classroom Management Of Chinese Elementary School After Class In Korean Primary School

Nowadays,the world still needs a lot of International Chinese teachers,who are good at teaching Chinese language to speakers of other languages.And as we know,the classroom management attainment is the very necessary parts of teaching.Besides,Han Ban will select many volunteer Chinese teachers to teach Chinese abroad every year.CPIK(Chinese Program in Korea)is one of the typical programs organized by Han Ban.In 2016,more than 300 volunteer Chinese teachers,including me,were sent to Korea to teach Chinese in elementary schools,middle schools,and High schools.Most of them had trouble in classroom management,and they hoped to find some methods to improve this situation urgently,especially for teachers in elementary schools.The study of classroom management in specific environment is the absolutely necessary part of international Chinese language education.And there are a few studies about Chinese classroom management in Korea,let alone to classroom management of after-school Chinese teaching in Korean elementary schools.The main content consists of four chapters:Chapter one,the analysis of my personal classroom management cases of after-school Chinese teaching in Korean elementary school.It summarizes that teachers should have the 4 most important teaching abilities,teachers should let students would like to be followers,teachers should focus on teaching environment,and teachers should focus on classroom discipline management.Chapter two,investigations about classroom management of after-school Chinese teaching in Korean elementary schools,including questionnaires from students and teachers,and interviews from teachers who teach formal Chinese and after-school Chinese.It summarizes some problems and special parts of after-school Chinese class management.Chapter three,general problems and their causes of classroom management of after-school Chinese teaching in Korean elementary schools.First,teachers and students have difficulty in communication.Second,there are most management problems during class activities.Third,students not always come to Chinese class,and they are from different classes and different grades.Fourth,for one rule,sometime students will follow,but sometimes they will not.Fifth,students prefer to follow their classmates,class leaders,and seniors.Chapter four,strategies of classroom management of after-school Chinese teaching in Korean elementary schools.First,teachers should improve their attainments of teaching Chinese language to speakers of other languages.Second,teachers should know Chinese and Korean culture well.Third,teachers should establish a good teacher-student relationship.Fourth,the departments concerned should pay more attention to after-school Chinese teaching.