Comparative Analysis And Suggestions On Classroom Management Of Native Chinese Teachers And Volunteer Chinese Teacher In Thailand

With the continuous upsurge of "Chinese Fever" and the vigorous promotion of "One Belt,One Road" Construction,the development of Chinese teaching is flourishing both at home and abroad.How to implement effective classroom management has become a common topic which international Chinese teachers are all concerned about.Good classroom order is the precondition of ensuring a smooth process of classroom,and is also the guarantee for the improvement of teaching effect.A good classroom order is closely related to teacher's effective management for the classroom.Proper management can make teaching achieve the desired results and vice versa.As a result,the study of classroom management is of great benefit to the development of Chinese teaching.Thai Chinese classroom management has great research value.According to 10-month overseas teaching practice and classroom observation,we found the difficult situation of Chinese classroom management and six characteristics of the classroom in Thailand.Among Thai educational ideas,schools,teachers and students,which are closely related with each other,in Thailand,students' problem behaviors in the classroom is the most important factor that causes the difficulties of Thai Chinese classroom management.As a result,it is extremely important to manage these behaviors.We classified this kind of behaviors of Thai students into four categories: concealed violation of discipline,disturbance of classroom,against work and rest regime and cultural conflict.And We also analyze the causes of students' problem behaviors from the aspects of educational ideas,schools,teachers,students and families,in order to lay a good foundation for better management of classroom problem behaviors.In order to get more suitable suggestions for Thai native Chinese classroom management,we analyzed the case of classroom problem behavior management of Thai native Chinese teachers and volunteers of Chinese teachers in both the earlier and later stages.In addition,we horizontally compared the management of these two kinds of teachers of same types of students problem behaviors,and vertically compared volunteer teachers' management of classroom problems in both earlier and later stages.On the basis of students' problem behavior,we proposed following management suggestions from aspects of teachers,schools and families.From the aspect of teachers,they should master effective classroom management skills,such as understanding students' psychology and managing students according to their aptitude.In addition,teachers should also improve their self-abilities,such as their Thai level.In terms of schools,schools should pay more attention to Chinese,arrange working and rest time reasonably,strictly implement school rules and regulations,and optimize student management system.From the prospective of families,parents should set an example for their children and keep in close contact with teachers.We hope that these suggestions can provide some help to the volunteers of Chinese teachers in Thailand,and can be helpful in promoting the improvement of Chinese classroom management in Thailand.