Aresearch On Chinese Classroom Management In Junior Middle School Of Korea Taking Xinbenli Junior Middle School As An Example

With the spread of the Chinese learning boom all over the world,the development of international Chinese language education is growing.Among them,South Korea is one of the important positions of overseas Chinese teaching,more and more Chinese teacher volunteers to teach in various primary and secondary schools in South Korea.However,due to the barriers caused by language communication,cultural difference and so on,volunteer teachers generally have a certain difficulty in the management of Chinese classroom.The previous studies have focused on the primary stage and less involved in the study of Chinese classroom management in junior high schools.Through the analysis of the current situation of Korean junior middle school Chinese classroom,the paper further summarizes the students' behavioral problems and the management behavior of teachers.And from Hanban,teachers and Korean schools three aspects to puts forward the suggestions to improve the Chinese classroom management effect of the Korean junior middle school.I hoped that it will give some inspiration and reference to CPIK and Korean Chinese teacher volunteers.The main contents of this paper are as follows:First of all,on the basis of previous research,combined with own teaching situation,this paper summarizes the current situation of Korean junior middle school Chinese classroom.And through the comparison between the situation of Chinese classroom and other subjects,this paper further analyzes the problems existing in Korean junior middle school Chinese classroom,such as simple curriculum setting,old teaching materials and insufficient motivation for students to learn,and so on.Secondly,through questionnaire survey,teacher interviews to sum up the types of the students' behavioral problems and the causes of specific behavioral problems,pointing out that sleeping,make-up and lateness are the most common problem behaviors of students.On this basis,this paper summarizes the cause of the students' behavioral problems from the aspects of students,teachers,environment and so on.The physical age of junior middle school students will not only brings physical and psychological changes,but also may lead to the occurrence of classroom problem behavior.Among them,learning motivation is one of the important psychological factors in the occurrence ofstudents' problem behavior,and the students who are interested in Chinese may listen more carefully in the class,and relatively speaking,the problem behavior is less.On the part of teachers,they are mainly lack of classroom manage ability,low level of teaching,limited level of foreign language(mainly refers to Korean),and lack of classroom management consciousness may lead to the occurrence or increase of students' behavioral problems.The environmental factors are mainly analyzed from the classroom environment and the school environment two aspects.Most of the schools do not have a special Chinese classroom and do not pay much attention to Chinese course,which indirectly affects the effect of classroom teaching and classroom management.Then,on the basis of the theoretical research,combined with own teaching experience,this paper summarizes eight kinds of teachers' management behavior,and analyzes the management strategies and methods of teachers according to the specific problem behavior.On this basis,the typical case analysis of students,teachers,teaching,environment,classroom rules and other aspects,and the management behavior of teachers in the case is analyzed from the case background,case description,the management mode of teachers and effects of specific analysis of the management behavior of teachers,and put forward some suggestions.Finally,the paper puts forward own suggestions and opinions on the improvement of the teacher's classroom management effect from the three aspects of Hanban(Confucius Institute Headquaters),Chinese teacher volunteers and Korean teaching schools.From the perspective of Hanban,it is mainly to increase the relevant training contents of classroom management training and perfect the handover procedures between the new and the old Chinese teacher volunteers in the course of training.At the same time,it is necessary to further clarify the contract norms of Chinese teacher volunteers with South Korean,and fundamentally increase the classroom initiative of Chinese teacher volunteers.From the point of view of Chinese teacher volunteers,teachers should not only take the initiative to understand the Korean education system,but also take positive and effective preventive measures in teaching,and carry out the classroom activities reasonably.At the same time,we should constantly improve our teaching quality and management ability as well as the level of Korean.Therefore,Chinese teacher volunteersshould continuously learn from other excellent teachers,draw on the rich teaching experience from elder teachers and summarize the application.Starting from the Korean teaching schools,on the one hand,during the teaching of the volunteer teachers,the school should fully respect the rights and interests of the volunteer teachers and effectively guarantee the legitimate and reasonable rights of teachers.On the other hand,if conditions permit,the training of classroom management should be carried out on a regular basis to provide volunteer teachers with the opportunity to observe the classroom.