Comparative Analysis And Strategy Research Of Classroom Management In Offline And Online Chinese Teaching

With the improvement of China’s comprehensive national strength and the increasing momentum of "telling Chinese stories well",international education of Chinese language,as the main force of telling Chinese stories well,should take on an even greater responsibility.As the home court of "telling Chinese stories well",teaching Chinese as a foreign language is particularly important.However,as the teaching objects come from all countries and regions in the world,teachers and students are often in different cultural circles,with different languages,cultures,educational concepts and thinking modes,which leads to the difficult situation of classroom management in TCSL class.The author once served as a volunteer Chinese teacher in Indonesia from November 2019 to May 2020.During the teaching process,I was deeply touched by the difficult management of offline Chinese classroom in Indonesian primary schools.At the same time,due to the outbreak of COVID-19 in the world this year,most of the Chinese teaching has been transferred to online in the later stage.When Chinese teachers rushed to carry out online teaching,they found that the classroom management in online Chinese teaching was more troublesome than that in offline Chinese teaching.The author believes that although there are many similarities in the classroom management of offline and online Chinese teaching,the essential differences determine that the two are different.Therefore,this paper firstly compares and analyzes the similarities and differences,advantages and disadvantages of offline Chinese teaching and online Chinese teaching,as well as classroom management in the two teaching modes.Secondly,from the perspective of nationality,with the experience of the author on Chinese teaching in Indonesia and several Chinese volunteer teachers to Indonesia is based on interviews and questionnaire survey,combined with typical case to delve into classroom management,analysis summary Indonesian students in classroom problem behaviors in the Chinese classroom,roughly classified as students,teachers,environment,family four aspects.Among them,students and teachers(deviation of philosophy and anomie of management)are the common causes of problem behaviors,while teachers(improper teaching),environment and family factors are different when students have problem behaviors in online or offline Chinese class.Finally,the author puts forward some suggestions on how to improve the management of offline and online Chinese classroom,which can be divided into common strategies and different strategies to improve the management of offline and online Chinese classroom,hoping to provide some useful experience and guidance for volunteer teachers who go to Indonesia to teach Chinese.In short,in order to reduce the frequency of students’ problematic behaviors in class,in addition to the most fundamental factors of students themselves,teachers,schools and families need to make concerted efforts to fundamentally improve students’ behavior and performance in Chinese class and improve the learning effect.