Consideration Over Classroom Management Of Chinese Teaching In American Elementary Schools

Through one year of Chinese teaching experience in K elementary school in the United States,the author found that classroom management problems have become one of the important factors which affect Chinese teaching.Therefore,this article focus on the classroom management of Chinese teaching in American elementary schools,hoping to provide help for the Chinese teachers,and to contribute to the study of classroom management of Chinese teaching in American elementary schools.Through experience and interviewing other Chinese teachers,the author has collected many real classroom teaching cases.A total of 25 cases are listed in the article,and a brief analysis and classification of influencing factors are carried out for each case.From 25 cases,eight types of factors are summarized:teachers' English pronunciation and proficiency,teachers' active and humorous language,teachers' understanding of students'psychological characteristics and interests,teachers' understanding of American culture,students' understanding of Chinese culture,teachers' relationship with colleagues,teachers'relationship with students' parents,and teachers' authority.The author used a questionnaire to survey teachers who had taught Chinese or are currently teaching Chinese in elementary schools in the United States,to rank the influence of these eight factors.The survey results showed that teachers' positive and humorous language,teachers' understanding of students'psychological characteristics and interests,teachers' understanding of American culture and teachers' authority are more influential.At the end of the article,the specific coping strategies are proposed for the influence factors with greater influence,and comprehensive coping strategies are proposed for other factors.