A Study On The Problem Behaviors Of Pilipino Middle School Students In Chinese Class

Classroom problem behavior is one of the most common educational problems in the classroom teaching of primary and secondary schools in China.It has always been the focused topic of scholars’ research,and it is also very easy to occur in class of teaching Chinese as a second language.This paper takes Ateneo De Iloilo Santa Maria Catholic School in Philippines as an example,starting with the following six sections.The introduction mainly introduces the reason and significance of the topic selection,the related concepts of classroom management and classroom problem behavior,the related research summary at home and abroad,and the content and methods of this paper,to make a simple comb about investigating and analyzing the status of classroom problem behavior research.The first chapter briefly describes the general situation of Ateneo De Iloilo Santa Maria Catholic School and Chinese teaching situation from the aspects of school environment and culture,curriculum,Chinese language status in the school,students characteristics,teacher resources,etc.At the same time,it is pointed out that these factors are also one of the reasons for students’ classroom problem behaviors.The second chapter is the investigation of classroom management and problem behaviors.Through the investigation and analysis of the students and teaches’ questionnaire,it expounds their perception and cognition of classroom problem behavior.The third chapter analyzes the causes if students’ high-frequency problem behaviors and concludes that they are related to environment,themselves,teachers and other facrors.Physical environment,psychological environment;students’ motivation and way of learning Chinese,students’ level,students’ physiological factors;teachers’ attitude and knowledge reserve;curriculum and teaching content setting will induce students’ problem behavior.Based on the analysis of the third chapter,for Middle school Chinese class,the fourth chapter puts forward some concrete suggestions from three aspects;teachers,school and Office of Chinese Council: For example,teachers should improve the interest of teaching,strictly enforce classroom rules,maintain kind teacher-student relationship,and cultivate their own “educational wit”;school should pay attention to the Chinese curriculum,adjust the schedule system,conduct pre-course training and set up internet communication platform;Office of Chinese Council should focus on training excellent volunteers of Chinese teachers,encourage them to stay on,set up a monthly visiting system or video conference,etc.The last chapter is the conclusion,makes an overall comb and points out its shortcomings.