Case Analysis And Intervention Strategies Of Problematic Learning Behaviors Of The Chinese Language Learners In The High School Of New Zealand

Problematic learning behavior refers to the behavior of students in the learning process that affects the effective learning of others.Because problematic learning behaviors are guided by bad learning habits,intervening learning habits of students is conducive to teachers 'classroom management,and improving students' learning status.Learning habit intervention refers to all interventions to increase the frequency of targeted learning behavior.The goals of learning habit intervention are different.There are general learning intervention goals and habits.The intervention focuses on the change of individual behavioral status,so the intervention of learning habits on learners provides a new perspective for teachers to cope with problematic learning behaviors for a long time.The design of the learning habit intervention design library includes three categories of ten sub-strategies,including task support strategies,dialogue support strategies,and social support strategies.The comprehensive intervention effect is achieved by designing multiple strategies separately or in combination.To increase the frequency of targeted learning behaviors,the first thing is to find the causes of bad learning habits.This Thesis ascertains the typical learning problem of the Chinese language learners in New Zealand high school through Classroom observation and Case studies and explores the forming reasons of each typical Problem learning behavior through the case studies which combine with relevant background knowledge.Five studies have found in this thesis.The first finding relates to the impact of "Leaner age" on Problem learning behavior.The learning behavior of Year 11 learners is more frequent,particularly in Chinese subject Problem learning behavior.The second finding relates to the impact of "Learner sexual difference" on Problem Learning behavior.The female learner is more aware of learning resource management than male learners in NZ Chinese language classroom,the male learner is more aware of integrity to own studying.The third finding relates to the effectiveness of Teacher Classroom Management.Problem study behavior leads to other classroom problem behavior by teacher's classroom management failure.The fourth finding relates to the impact of general factors on Problem learning behavior:Firstly,Leaner is not able to take the initiative into the learning process when their unsolid basics and basic learning abilities.Secondly,Leaner cannot be aware that some learning way is not necessarily instantly,because they are lack awareness foresight.Thirdly,Leaner have low requirements for own grades when they often act not good in class performance.Fourthly,the signalization of teacher teaching activities has led to the inability to attract learners with a preference for learning activities.The fifth finding relates to the impact on the particular factors from the particular background of Chinese language classrooms in New Zealand:Firstly,the pattern of ingroup learning used in New Zealand classrooms accelerates the development of peer-topeer imitation learning,including mimicking each other's problem learning behaviors.Secondly,NCEA Internal assessment has a trend-led the students pay more attention to develop the writing content despise the language using quality.Thirdly,the native speaker in the mixed-nation class offers irregular help,which provides realistic conditions that led the Chinese language learner not to complete the assessment independently.