A Study On Classroom Management And Strategy Of Chinese Teaching In Primary And Middle Schools In Thailand

With the improvement of China's overall national strength,more and more foreigners are participating in the upsurge of learning Chinese.However,due to the particularity of the teacher's identity and the particularity of the student group,as well as the differences in culture and educational philosophy,classroom management of teaching Chinese as a foreign language is probably one of the biggest problems for many Chinese teachers.The author worked as a Chinese teacher in Thailand from June2018 to March 2019,and reflected a lot on the issues of classroom management of Chinese language teaching in Thailand.In order to improve this problem,I have continuously summarized classroom management methods in teaching.In this paper,85 Chinese volunteer teachers to Thailand classroom management regarded as the main research object,through the way of questionnaire survey to study the current situation of Thai Chinese teachers classroom management and the reasons for the problems.And taking the classroom as an example,this paper analyzes the problem behavior of the students and the management strategies used by individuals in the classroom,and then sums up the strategies of Chinese teacher volunteers to solve the problems of classroom management.The study found that there are more than ten kinds of student problem behaviors in the Chinese classroom in primary and secondary schools in Thailand,such as random chatting,being late,writing other assignments,playing mobile phones,etc.Teachers mainly solve problems by carefully preparing lessons,classroom rules,reward mechanism,game teaching method,learning group,and establishing good teacher-student relationship.The survey found that the causes of classroom management problems came from six aspects: society,family,school,teachers,students themselves and cultural differences.While the main factors come from lies in students themselves and cultural differences.According to the analysis of problems and causes,this study believes that the effective implementation of effective classroom management strategies is indispensable before,during and after class.Teachers make full preparations before class about the situation of students,classrooms,teaching materials,etc.in advance,clarify the teaching goals and teaching content,and set up interesting and vivid teaching activities according to the students' Chinese proficiency.At the same time,teachers should design transitional links for each link of classroom teaching,to encourage students' positive behaviors in the classroom and other languages.In addition,according to the characteristics of students,class characteristics and other factors,to preset classroom problems that may occur,and write feasible solutions in the teaching plan in advance.In the classroom,teachers constantly pay attention to the students' status,adjust the language and management methods according to the actual situation,flexibly deal with classroom problem behaviors and use classroom reward mechanisms to fully mobilizethe positive atmosphere in the classroom.The teacher should reflect and discover problems in time after class,and find alternative solutions for effective problem solving.In addition,teachers can integrate students' life outside the classroom to establish good teacher-student relationships,develop powerful teaching teachers,and establish mutual learning groups.The behaviors of the above teachers before,during and after class will greatly help the management of teachers in the classroom,effectively promote teachers' classroom teaching and improve students' classroom learning effect.The use of effective classroom management strategies can greatly improve classroom efficiency,stimulate students' interest in Chinese,maintain the continuous motivation of students' learning,and to some extent,cultivate students' self-management consciousness and habits,so that students can benefit for life.