An Investigation Of International Students' Problem Behaviors In Chinese Class In Jiangxi Normal University

As the key to effective classroom management,the students' problem behaviors in class are difficult for many teachers.Because during the teaching,students' problem behaviors are inevitable,and the management to students' problem behaviors is closely connected with the orderly classroom teaching.If teachers can't solve them effectively,it will disrupt the classroom order,and affect the completion of teachers' teaching tasks,sometimes it will cause students' dissatisfaction and resistance.In the meanwhile,it will form a depressive classroom atmosphere,and destroy the feeling of trust and cooperation between teachers and students.In the long term,the teaching efficiency will be greatly reduced.This paper will make a research on international students' problem behaviors in Chinese classes in Jiangxi Normal University and find out the reasons with the methods like classroom observation,interview and questionnaire.Through analyzing the teachers' response,we can conclude some ways to deal with students' classroom problem behaviors.Referring to the effective strategies,we can put forward some feasible suggestion according to the actual situation for novice teachers,and help them to improve their ability of classroom management,then make Chinese classroom more efficient and orderly.At the same time,the relationship between teachers and students will be enhanced.What's more,it will form a harmonious classroom atmosphere and enhance students' interest in learning Chinese.This paper is comprised of four parts.The first part introduces the reason and significance of this study,and makes a summary of the research status of classroom problem behaviors at home and abroad.The second part makes a detailed description and explanation on classroom problem behavior types and their specific performance according to the result of questionnaires and classroom observation,and draw the following conclusions: firstly,the convert type has the highest proportion in classroom problem behaviors,like distracted,playing mobile phone,don't take textbooks and don't follow the teacher tasks,etc.Secondly,lateness and absence from class are serious and difficult to solve in classroom problem behaviors that violate the system of work and rest,while casual conversation and laughter are troublesome in classroom problem behaviors.Some classroom problem behaviors have obvious differences in major,gender,personality,Chinese level and nationality.In terms ofteacher response,novice teachers tend to use language management first,so as to manage the problem behaviors more directly and intuitively.The experienced teachers can combine verbal management with nonverbal management.The third part analyzes the attribution from the teacher,students and classroom environment aspects.In respect of teacher,it is mainly discussed from the following aspects: the deficiency of teachers' management philosophy and management ability,the lack of teaching skills and the difference of teachers' personal charm.As far as students are concerned,the main reasons are as follows: students' learning attitude is not correct;students lack of enthusiasm and they are lazy to some degree;they fear of difficulties in Chinese learning;they are short of self-management awareness.Concerning the classroom environment,teaching facilities needed to be improved,and some students do not trust the teacher's ability enough.Meanwhile,the learning atmosphere in some classes is not strong enough to prevent and manage students' problematic behaviors in class.Generally speaking,the students' classroom problem behavior are not caused by a single factor,but is usually the result of the mutual-function of various factors.Finally,to cope with the classroom problem behaviors of international students in China,this paper puts forward some suggestions.For teachers,they need to have strong awareness of prevention,constantly improve their teaching ability and their professional quality.Then teachers may as well be proficient in a foreign language,so as to communicate with students better.Also,teachers can be good at using non-verbal way to manage,and reflect after class and actively cooperate with other teachers to promote and learn from each other.In terms of students,they should cultivate their awareness of self-management and self-restraint,attach importance to rewards and punishments.In class,teachers should stimulate students' participation and enthusiasm,express their concern and expectations for students sincerely.As for environment,we should improve the classroom hardware facilities,build a learning atmosphere with strong Chinese cultural characteristics.On the other hand,build a good teacher-student relationship,and form a positive and harmonious classroom atmosphere.