A Case Study Of Problem Behaviors In Chinese Classrooms In The Middle And Low Age Groups

With the enhancement of China's comprehensive status in the international arena,the "Chinese fever" has also heated up.Guangzhou's superiority as an important city in the Pearl River Delta has become more prominent,making Guangzhou International School flourish,but these cultural backgrounds of different ages and nationalities are International school students with different habits of study are mixed together to learn,easy to have problem behaviors in the classroom,affecting or even hindering the normal progress of teaching.At the same time,an important factor affecting second language acquisition is the age difference of language learners.Due to the different physical and mental differences of language learners of different age groups,different learning characteristics,different learning orientations and different levels of knowledge acceptance,different classroom problem behaviors will be generated accordingly,which increases the difficulty of second language teaching classroom management.This paper takes an international school in Guangzhou as an example.Based on the relevant research at home and abroad,using the methods of classroom observation,after-school teacher-student interviews and teaching reflection,the paper collects the non-native students of the middle and low ages in Guangzhou International School.The problem behaviors in Chinese classrooms,analyze and summarize the characteristics of their c lassroom problem behaviors,analyze the causes of these classroom problem behaviors from multiple perspectives,and propose effective management measures and strategies for non-native students in the middle and lower ages of the international schools in Chinese classrooms..The first chapter of this paper introduces the academic background and practical significance of this research topic,the literature review at home and abroad,the source of the research topic and the main research content,the clues and ideas of the research.The second chapter introduces Guangzhou.An overview of international schools,and introduces the Chinese teaching of non-native and non-native classes in the school from the perspectives of teachers and students,teaching concepts,teaching materials,and teaching evaluation.The third chapter is the main part of this paper,mainly analyzing The main problem behaviors of non-native speakers of different ages in the Chinese class of Guangzhou International School,the author divides the problem behaviors of these students into explicit and implicit types,and analyzes them;the fourth chapter is from four different Angle: teachers,students,environment and cultural factors to study the causes of non-native students' classroom behaviors in different age groups.The fifth chapter proposes different ages for Guangzhou International School from the perspectives of teachers,students,external environment and cultural factors.An effective classroom management strategy for non-native speakers.The sixth chapter is the conclusion.I hope more scholars will pay attention to non-native speakers of different age groups,especially the study of Chinese learners' education and classroom management in the middle and young age.