Investigation And Research On Students' Problem Behaviors In Chinese Classroom Of Chinese Middle School Students In Mandalay Kong Jiao Shool

With the continuous strengthening of China's international influence,there are more and more Chinese learners.Compared with non-Chinese,Chinese Burmese have inherent advantages in the dissemination and development of Chinese,and are the backbone of the development of Chinese in Myanmar.Classroom management is one of the important research directions in modern pedagogy.Research and discussion on classroom problem behaviors on the one hand can improve teachers' teaching quality and efficiency,on the other hand,it is also conducive to students to develop better learning habits.Through combing the literature,the author clarifies the concepts related to classroom problem behavior.The author sorts and sorts out the problem behaviors in Chinese classrooms of Chinese middle school students in Kong Jiao School in Mandalay.According to their performance characteristics,they are divided into three types: anti-rest system problem behaviors,disruptive problem behaviors,and hidden violation behavior problems.Through data comparison and analysis,the author found that there are differences in the frequency of different types of problem behaviors between Chinese middle school students of Mandalay Kong Jiao School in Burmese school and Chinese school.The results showed that the frequency of violations of rest-and-break problem behaviors and disruption-type problem behaviors in Chinese classrooms was high and significant;the frequency of hidden violation-type problem behaviors in Burmese schools was slightly higher than that of Chinese schools.Regarding disruptive problem behaviors,there is not much difference in frequency between Chinese and Burmese schools.According to the specific situation of Kong Jiao School in Mandalay,the author analyzes the causes of students' Chinese classroom problem behavior from three aspects: students' own factors,teachers' factors and environmental factors.The author supports the authenticity of practical data by showing real cases in Chinese classrooms.Based on the actual situation of the Confucian school,the author proposes an optimization strategy for classroom problem behavior from the perspective of teachers and school management.Finally,the author summarizes the full text of the research results,points out the shortcomings of the existing research,and establishes a long-term goal for this research in the future.This article is based on the actual situation of Chinese teaching in Myanmar,through interviews and questionnaires to understand the occurrence of problem behaviors in Chinese classrooms of Mandalay Kong Jiao School,and sorts out real cases of student behaviors.The school's Chinese classroom problem behavior is studied.It is hoped that the research can help improve the Chinese classroom management of middle school students in Kong Jiao School,so as to improve teaching and improve students' effective learning ability.