A Case Study Of Classroom Conflict In Chinese Teaching As A Foreign Language In Azerbaijan

In recent years,with the worldwide wave of "Chinese fever",especially after President X i proposed the "construction of The Belt and Road Economic Zone,China teachers more and more out of the country,engaged in Chinese language and culture international promotion.In non Chinese cultural environment,there are frequent classroom conflicts between Chinese tea chers and local students,which hinders the effective development of teaching Chinese as a for eign language and seriously affects the quality of classroom teaching.What is the cause of the conflict in the classroom and how the teachers of Chinese as a foreign language should be abl e to deal with and reduce such conflicts are all concerns of this study.I used the opportunity to teach in Confucius Institute of Baku National University in Aze rbaijan.I participated in the long-term observation of Chinese language and culture classes in the school,and experienced many conflicts that happened in the classroom,and accumulated f irst-hand information.In this study,a comparative study is used to explore the deep causes of classroom conflict from the different cultural traditions of China and Arab countries.In additi on,the literature method is used to review the related research,and to extract the theoretical p erspective that is helpful to this study.This study is based on the case study of the Chinese Classroom of Confucius Institute of Baku National University of Azerbaijan.The author takes the school education system of Chi na and Albania as a result of the attention to students ' personal interests and individual differe nces,as an example of classroom conflict caused by differences between teacher-student relati onship,classroom management style and teaching and learning methods,this paper analyzes t he cultural roots of conflict in American Chinese classroom from the five cultural dimensions of Hofstede.This study argues that the differences between the two cultures in individualism and coll ectivism lead to different teachers ' interest in students ' personal interests and individual diffe rences,and the difference in the dimension of power distance determines the differences betw een the teacher-student relationship and the classroom management style.The differences in t he dimension of uncertainty avoidance have led to the differences between teachers in teachin g methods,classroom control,students ' preferences for learning environment and learning tasks,and so on,the difference between the sexes in gender temperament,which results in differ ent teachers ' expectations of ideal students.The difference between the two countries ' educat ion is the ultimate goal in the long and short term orientation dimension.Finally,on how to cope with classroom conflicts and reduce the occurrence of similar cla ssroom conflicts,this paper puts forward some thoughts on the cultural consciousness,teachin g ideas,teaching methods,teaching principles,educational tact and the self-management of fo reign Chinese teachers.