Research On Chinese Classroom Management In Thailand Primary School

As one of the ten ASEAN countries,the number of Chinese learners in Thailand has dramatically grown from the 1,000 in the past decade to more than 1 million.However,there are still many problems unsolved in Chinese teaching in Thailand,while the biggest one turns out to be classroom management.Effective classroom management plays a significant role in evaluating the quality of Chinese courses and issues on it deserve high attention.Firstly,through literature review,this paper defines "classroom management" and "problematic behavior" respectively.According to the predecessors' classification,performance and influence of problematic behavior,it can be divided into three types: violating discipline,disturbing behavior and concealing behavior.By analyzing the questionnaire survey results of Thai Chinese teachers volunteers and Thai pupils,this paper shows the current situation and problems of Thai primary school Chinese classroom management,and draws the conclusion that Thai primary school Chinese classroom management has impeded teaching.Then we summarize the characteristics of Chinese classroom management problems in primary schools in Thailand,sorting out the most normal types of problem behaviors.This paper analyzes the causes of these behaviors and we find that the frequent occurrence of problem behaviors in Chinese class is affected by teachers,students,educational philosophy,cultural background,parents' attitude and so on.Finally,on the basis of the teaching experience of local Thai teachers and Chinese teachers' volunteers,this paper puts forward suggestions to promote Chinese classroom management in primary schools in Thailand.By this way,we intend to help to improve the Chinese classroom management in primary schools in Thailand,so that Thai pupils could better learn Chinese and achieve learning goals.