Behavior Analysis And Countermeasure Study Of Chinese Classroom In Bangkok Elementary School Of Thailand

At present,there are relatively serious problematic behaviors in the Chinese classroom teaching of Bangkok Elementary School in Thailand,such as being late,drawing pictures,and walking randomly in class.Such problem behaviors have negative effects on teacher teaching and student learning to varying degrees.Based on the relevant research results at home and abroad,this article has conducted a detailed investigation of the performance,causes and teacher management methods of Chinese classroom problem behavior in Bangkok Elementary School of Thailand through questionnaires,classroom observations,case analysis and interviews.For the four kinds of problem behaviors in elementary Chinese classrooms,general solution measures and solutions for the four problem behaviors were found in order to improve the classroom management ability of Thai Chinese teachers.The four major problem behaviors of the Chinese classroom at Bangkok Elementary School in Thailand are prominently manifested as: discipline violation behavior,interference problem behavior,concealed problem behavior and indifference problem behavior,of which discipline violation and interference problem behavior have negative effects on teacher teaching and student learning.The impact is the largest,followed by indifference,and the hidden effect is the least.The causes of problem behaviors mainly lie in students,environment,family and teachers.Their proportions are 43.3%,34.7%,11.4% and 10.6% in order.In the Chinese classrooms of Thai elementary schools,some teachers of Thai Chinese can take effective measures to cope with student problem behaviors,but on the whole,most teacher volunteers are younger,have limited teaching experience,and haveweak sense of classroom management.It can be prevented in time before it occurs,corrected in time when it occurs,and thinking about the reason after it occurs,so classroom problem behavior has not been effectively controlled and resolved.Most of the management methods that teachers have adopted are the summary of teachers' personal teaching practice,and the common theoretical guidance and practical guidance are lacking.In view of the above,from the perspective of classroom teaching strategies and classroom order,this article puts forward different management suggestions based on different types of problem behaviors,and provides general classroom problem behavior resolution ideas,including teachers' correct understanding and active adaptation to the Thai education environment,and improving students' learning Chinese.Interest etc.I hope it can provide reference for Thai Chinese teachers in classroom management,further improve the current situation of Thai Chinese classroom teaching,and promote orderly and efficient learning for students.