A Survey Of Chinese Classroom Conflicts In Four High Schools In Thailand

In today's "Chinese fever" era,Chinese language teaching is developing rapidly in Thailand.Since Thailand has incorporated Chinese into its national education system,basic education in Thailand has been developing continuously,and all the people are obliged to learn Chinese.More and more schools have opened Chinese professional courses and elective courses.High school Chinese learning is an important stage for students.Students are faced with career planning for the future.Students with good Chinese performance may go to university for further study or engage in Chinese related work after graduation.Therefore,Chinese teaching in high school in Thailand is very important.Classroom conflict is common in Chinese classroom,and it is also an important factor affecting classroom management.Through a one-year teaching practice in srikranuanwittayakom school,kongking Prefecture,Thailand,I observed and recorded the specific manifestations of Chinese classroom conflict in senior high schools in Thailand Based on the questionnaire survey and interview of senior high school students learning Chinese in four schools and Chinese and Thai teachers teaching in Thai senior high schools,this paper finds out the specific performance of classroom conflict in Thai senior high schools,probes into the causes of classroom conflict,and puts forward some countermeasures..This paper is mainly composed of six parts.The first part introduces the reason and research significance of this paper in detail,and summarizes the current situation of Chinese teaching,which provides a theoretical basis for the research of this paper.The second part summarizes the situation of high school Chinese classroom in these four schools,mainly introduces the basic situation of the four schools,Chinese class setting and curriculum arrangement,and the composition of Chinese teachers And the students.The third part mainly analyzes the overall situation of Chinese classroom conflict in Thai high school,and draws the following conclusions: Thai high school teacher-student relationship satisfaction is relatively high;high school teacher-student conflict is universal;classroom discipline is the field in which teacher-student classroom conflict occurs more;grade,gender and so on have nothing to do with Thai high school Chinese classroom conflict;classroom conflict affects teacher-student emotions;teacher-student conflict is not related to Thai high school Chinese classroom conflict Both students have the same understanding of the conflict between teachers and students.It also analyzes the positive and negative effects of classroom conflict.The fourth part classifies the classroom conflict,and thinks that the specific performance of Thai high school Chinese classroom conflict is in four aspects:language communication,teaching methods,classroom management and cultural differences.The fifth part analyzes the causes of the conflict from the perspectives of teachers,students and schools;the last part,through interviews,puts forward targeted measures from the two levels of teachers and schools,the teacher level: improving teaching methods,improving the level of Thai language,establishing a harmonious relationship between teachers and students,setting up interesting Chinese activities and so on;the school level Face: optimize the classroom configuration,reasonably adjust the difficulty of teaching materials.It is hoped that this study can provide reference materials for Chinese teaching in srikranuanwittayakom school and other secondary schools in Thailand.