Research On Classroom Management In Australian Chinese Class

Based on the research status of classroom management at home and abroad--most of the discussion focused on classroom classroom misbehavior and classroom conflicts,a lack of empirical research,and overseas research on Chinese as a foreign language is not enough,the purpose of this paper is to discover the performance and causes of classroom misbehaviors in Australian Chinese classrooms.So that it can help improve teachers' classroom management ability,provide more local classroom management experience for teachers who teach Chinese in Australia.The research method is mainly classroom observation,and it is based on the real Australian Chinese classroom,conducting empirical research such as teaching practice and classroom observation.The results of this study show that “noisy or unallowed talk” is the most frequent classroom misbehavior in the Australian Chinese classroom in primaryschool.There is such a relationship between misbehavior in the classroom and the classroom stage and classroom form--period 3 of each class has the highest incidence of classroom misbehavior;and in period 3,“pupils working,teacher monitoring” and “activities and games” are the most popular classroom form;and period 3 is not only the stage where all the classroom misbehaviors are the most frequent,but also the stage where the "noisy or unallowed talk" is the most frequent.The “inactive transition” time that occurs in period 2 and 3 is a period of high incidence of misbehavior.The three reactions of “silent waiting”,“lottery ticket”and “speaking signal” have been proved by the objective classroom observation and subjective questionnaire to be the highest frequency teacher's response to classroom misbehavior.According to the results of classroom observations,this paper also analyzes the causes of misbehaviors of individual students,and proposes four classroom management strategies: setting up classrooms and establishing an active classroom atmosphere,establishing classroom rules and signals,increasing different classroom modules and reducing classroom transition time,and using praise and rewards.