A Case Study Of International Chinese Classroom Management From A Cross-cultural Perspective

Classroom management is an indispensable component in Chinese teaching.Improving teachers' classroom management ability is not only the key to ensure the quality of teaching,but also the key to establish an efficient classroom and achieve teaching objectives.This paper collects real cases of international Chinese classroom management by collecting Chinese volunteer teaching logs,international Chinese teaching case database,interviews and other methods,and studies the current situation of Chinese classroom management from three aspects of classroom norms,classroom environment and classroom behavior management,and analyzes the deep-seated cross-cultural reasons for classroom management problems from many aspects.It is found that in terms of classroom norms,both the content and formulation of classroom norms show the characteristics of teachers' authority.Students participate in the classroom passively,and Chinese teachers are used to using unified standards to require students.The discipline norms set by teachers tend to control and punish students' bad behaviors,and ignore the influence of unwritten and potential discipline on students.As time goes by,it is easy to make the classroom become a high-pressure classroom,which is unfavorable to some Chinese learners who are used to personality and freedom.In the classroom environment,first of all,for the layout of the classroom physical environment,some teachers pay attention to the construction of cultural atmosphere,but some Chinese teachers do not consider the needs of students with non collectivist culture for the placement of tables and chairs and the allocation of positions,which leads to classroom conflicts.Secondly,in the psychological environment,most teachers recognize the equal and harmonious relationship between teachers and students,and attach importance to the warm and friendly classroom atmosphere.However,some teachers take the authority and strict management of teachers for granted,emphasizing the absolute authority of teachers.This often leads to foreign students' disgust,leading to the ossification of teacher-student relationship and the difficulty of classroom teaching.In the aspect of classroom behavior,teachers tend to ignore students' positive behavior,and the feedback of positive behavior is limited to the "result" feedback,and the support mode is relatively single,which will lead to students' losing interest and weakening learning motivation.Teachers are more likely to pay attention to problem behaviors.Sometimes they are limited to the perspective of local culture and don't think from the perspective of students' culture when analyzing the causes and dealing with improper behaviors,which further intensifies the contradiction.At the same time,if teachers make different responses to the same behavior of different students,and do not achieve fairness and justice,it is easy to cause students' disgust.In view of the above problems,the author puts forward practical countermeasures from the cross-cultural point of view,in order to improve Chinese teachers' classroom management ability,optimize classroom management strategies in time,prevent and deal with students' classroom problem behavior,create a comfortable and warm classroom learning environment,stimulate students' interest in learning,and promote the improvement of students' Chinese learning quality.