A Study On Secondary Chinese Classroom Management Strategy In The United States

Due to the differences in culture and education system,teachers and students have different understandings in classroom teaching organizational forms,contents and goals,especially the classroom management.Chinese teachers often are helpless and Chinese teaching becomes time-consuming and inefficient.As one of the most complex fields in pedagogy,classroom management relates to the realization of teaching quality,predetermined teaching objectives and effective interaction between teachers and students.Therefore,in the face of complex teaching pattern,it is urgent to explore the strategy of classroom management.This article takes Clinton zero Chinese level of junior middle school students as the research object,reviews and combs domestic and international classroom management theories and achievements,finds management problems through questionnaire surveys,interviews and case studies,then formulates secondary classroom management strategies,which improves the quality of teaching,promotes the long-term development of teaching Chinese as a foreign language and develops cultural exchanges between China and the United States.The full text is divided into six chapters: the first chapter is based on the developing study of teaching Chinese as a foreign language,while the study of the management of Chinese classroom management in middle school is in a state of practice and exploration.The purpose of this research is to locate the issues that arise in the study of the Chinese classroom in secondary schools for seeking out management skills and tactics.The second chapter is representative of the fact that Chinese language development at Clinton Middle School is at a progressive and steady development level.This article takes the Clinton middle school Chinese class as the example,and investigates the current status and background of classroom management from classroom physics,discipline,and psychological environment,leaving behind the foreshadowing of classroom management problems and strategies.Clinton Middle School’s Chinese classroom physical environment has reasonable spatial arrangement and multimedia facilities.It has created a good classroom atmosphere and a psychological environment with freedom,equality,independenceand parental participation.The management structure adopts a management model in which Chinese teachers are responsible for teaching and local teachers are assisted in discipline.In the assessment,pay attention to attendance rather than examinations,rewards and punishments to the school’s established rules as a standard,according to the actual situation to make appropriate adjustments.In the chapter 3,questionnaire survey,case study and interview analysis are conducted in the Chinese classroom of Clinton Middle School to provide data support for the in-depth study of classroom management strategies.First of all,in the questionnaire survey,the questionnaire has designed 20 multiple-choice questions and 5 short answer questions,which are divided into basic information and knowledge of classroom order management.They are analyzed from the status quo of the classroom,students’ learning characteristics and classroom management.Students’ subjective aspects(learning motivation,attitudes,personality traits,etc.),classroom discipline(student problem behaviors and management strategies,etc.),atmosphere,and management(invalid strategies).Secondly,the case study classifies nine typical cases into three aspects: student individuality,group,and management problem behavior between teachers and students.It applies the theory to practice,and scientifically and objectively analyzes the form and status of management problems and strategies.Finally,through interviews and surveys of 36 Chinese teachers and 28 teachers in the United States regarding class management,classroom discipline,and tactics and the results were categorized and analyzed.Comparing Chinese with American classroom management strategies,Chinese classes were managed deficiency and research gaps.Investigations in the above provides the basis for the in-depth study and discussion of classroom management strategies.Chapter 4 extracts from the survey data the major problems in the management of American middle school classes,categorizing them as problems in the classroom environment and discipline.On this basis,it is divided into common problems faced by local Chinese teachers and volunteers.As well as the special problems faced by volunteers,the reasons for the existence of problems are analyzed in detail according to the forms and nature of the problems from culture,education,schools,teachers,students,and other objective factors,laying the foundation for the management strategy.Chapter 5 proposes effective management strategies for theproblems and substantive reasons of management.The strategy is based on the four main aspects of classroom environment,classroom teaching,problem behavior and teaching behavior.It introduces the Chinese classroom management strategy in detail from aspects of teachers’ objective and objective strategies,cultural and educational concepts,non-preset problem-solving mechanisms,management rules and classroom environment settings.Finally,this article has conclusion.This paper combs domestic and international classroom management research,explores classroom management strategies with multiple survey methods,aims to reflect the differences between Chinese and American culture and education,combines subjective and objective factors,applies effective management strategies to improve management,and adds momentum to overseas Chinese language teaching.However,there are still deficiencies in the research,and further analysis and analysis are needed to analyze the relationship between total sample size and variables.Continual attention will also be paid to the new changes in the research field of Chinese middle school teaching in the United States,and the deepening of research perspectives and themes will be achieved through comparison and integration.