Case Study Of Chinese Classroom Management At Ivan Franko National University Of Lviv In Ukraine

An excellent teacher is not only a knowledge imparter,a problem solver,but also an excellent classroom manager.As Xiao Chuan said,"A well-motivated and well-organized classroom helps to create an effective learning environment and an environment for healthy physical and mental growth;on the contrary,a dull and disordered classroom will have a negative impact on students' learning and overall growth." Classroom management and classroom teaching are the two wheels of a car and the wings of a bird.With the rapid development of China's national power and the continuous improvement of its international status,more and more people begin to understand and learn Chinese.For overseas Chinese teaching,the importance of classroom management sometimes surpasses classroom teaching.In the past ten years,Ukraine has established many Confucius Institutes,and Chinese teaching has been booming.However,during the 10 months of teaching in Ukraine,the author found that the level of classroom management did not improve as synchronously as that of teaching.The backward management concepts and modes caused a lot of management problems in the classroom,some of which were deeply rooted and seriously affected the teaching of Chinese.Therefore,through classroom observation and interviews with other teachers,the author sorted out nine cases and analyzed the underlying reasons behind the cases,so as to better solve the problems of classroom management.This paper is divided into five chapters,a total of six small parts: The first part is an introduction,which mainly elaborates the research background,significance,content and methods of the paper,as well as the research results of the predecessors on this topic.The second part introduces the current situation of Chinese classroom teaching and management in Ivan Franko National University of Lviv in Ukraine,mainly from the perspective of teachers,students and textbooks.Generally speaking,the teaching situation of Ivan Franko National University of Lviv is good,but there are still many hidden dangers affecting classroom management.The third part is the author's collection of nine typical cases of classroom management,including five from Ivan Franko National University of Lviv and four from three Confucius Institutes in Ukraine.The object of the case is not only beginners,but also high-level students,both Chinese majors and non-Chinese majors.The case also contains a variety of management issues,such as teacher-student conflict,as well as classroom discipline issues.Through careful study of each case,the author makes a thorough analysis of the root causes of the problem.The fourth part is to analyze the management problems in the third part of the case,and summarize the four main causes of the problems.They are: cultural differences,students' own factors,teachers' own factors and school internal problems.The fifth part is the author according to the fourth chapter of the problem attribution,the corresponding recommendations for effective classroom management.Suggestions are mainly given around teachers' personal abilities,school management and training arrangements in Hanban.The sixth part is the conclusion,which contains the author's summary and summary of this article,and the recognition and reflection of the shortcomings of the article creation,as well as the good expectations for the development of Chinese teaching and classroom management in Ukraine.