| There has been a long history of "Chinese fever" in Thailand and there are many research result related to Thai Chinese teaching,and most of the research objects are a certain region or school in Thiland,but only a few studies have been conducted on the area of Betong,Thailand.Betong is a city located in the border area between Thailand and Malaysia.It is a gathering place for Chinese people and has a strong atmosphere of learning Chinese.However,there are still some common problems in the management of local Chinese classes,which affect the teaching quality.In the face of these common problems,we should focus on prevention rather than remedy.Therefore,the author studies and investigates the preventive Chinese classroom management strategies in this region.It is hoped that this opportunity can enrich the research results of Thai Chinese teaching and provide some reference and help for teachers in this region.The research on the preventive management strategies of Chinese classes includes four aspects: formulate and implement classroom rules,rewards and punishment measures,the teaching tasks and teaching links,the arrangement of teaching task and teaching link,the creation of class atmosphere and preventive teaching adjustment.By means of questionnaire survey,interview and observation in class,the author conducted a survey on the primary and secondary schools that offer Chinese courses in the local area.This paper mainly investigates the preventive awareness and practice of Chinese teachers in the development of preventive classroom management strategies,and tests whether the preventive classroom management strategies developed by Chinese teachers are effective through questionnaires and interviews with students.Finally,based on the survey results and data analysis,the problems existing in the current preventive Chinese classroom management strategy in Betong city were found out and corresponding suggestions were put forward.The author found that there are many problems in their Chinese class.For example,the following problems exist in classroom rules and rewards and punishment measures: 1.The teachers there are more emphasis on practice than theory;2.The degree of democratization of classroom rule making is not high;3.The expression of classroom rules lacks positive guidance;4.Teachers use more punishments than rewards;5.The punishments teachers often use are not scientific enough.In terms of teaching link and teaching task,there are some problems,such as the lack of interest and communication in teaching task,the design of teaching task and the arrangement of teaching link are unreasonable.In terms of classroom atmosphere,there are some problems such as insufficient ways for teachers to make students feel the sense ofachievement and neglect to create a sense of belonging from the aspect of psychological environment.In the aspect of preventive teaching adjustment,there is the problem that teachers do not pay enough attention to the adjustment of teaching rhythm..The author mainly discusses the causes of these problems through interviews and observation in class,and summarizes some specific feasible suggestions: 1.Teachers should expand their theoretical reserves to lay a foundation for formulating scientific and effective preventive classroom management strategies 2.Chinese teachers need to learn Thai well so that they can communicate with students when developing and implementing classroom management strategies.3.Create a democratic classroom to mobilize the enthusiasm of students to learn so as to promote students to consciously abide by the classroom rules.4.Increase the reward to the student,reduce the punishment to the student,through the reinforcement of the incentive,improve the student's self-restraint ability to the problem behavior.5.To stimulate students' interest in learning Chinese and increase students participation by means of competition,so that we can reduce the likelihood of problem behaviors... |
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