Investigation And Study On Problematic Behaviors Of Students From Grade 5 To Grade 9 In Myanmar During Chinese Live Classe

As China’s growing international status,Chinese language fever on the rise,and increasing interaction between China and Myanmar,the scope of Chinese language education and teaching in Myanmar is expanding.Against the backdrop of the epidemic sweeping the world,online courses were once the best channel for teaching various courses in Myanmar schools between 2020 and 2022.Many live online Chinese teaching classes emerged during the epidemic.Although this approach temporarily solved the difficulties of students who could not come to school to study in class,it also gave rise to new classroom problems,among which students’ problematic behaviors in class can lead to a decline in teaching quality.Therefore,paying attention to the study of students’ problematic behaviors in online classes will be beneficial to the improvement of online teaching quality in the post-epidemic era.Based on the post-epidemic era,this paper aims to study the problem behaviors of Burmese Chinese learners in live classrooms,taking the teaching of Chinese language from upper elementary to middle school in Myanmar International Education Center as an example.The research idea is to combine previous research results and my two years of online teaching experience at the school,and to design a questionnaire to investigate the online classroom problem behaviors of students at the school after understanding the online problem behaviors that teachers at the school often encounter,based on which we analyze the influencing factors and make corresponding suggestions.After integrating the previous information,this paper first divided the problem behaviors into two categories,namely,external and implicit behaviors,and then subdivided them into six types of problem behaviors;then designed a questionnaire to investigate the students,and conducted a statistical descriptive analysis of the survey results;combined the results of the six types of problem behaviors with the teacher interviews,and attempted to explain the reasons for the problem behaviors of the students in the live classroom from the fifth to ninth grades in Myanmar.Explanation.Based on the survey,we learned that problem behaviors are common in the live online Chinese classroom of Myanmar 5th-9th grade students,but not yet to a more serious extent.Among the problem behaviors,the highest frequency of externally resistant problem behaviors and the lowest frequency of disruptive problem behaviors reflect the personality characteristics of students at this stage;the frequency of three types of problem behaviors among the implicit behaviors is not very different,but the overall percentage is high,and they are all in the top among the six types of problem behaviors,which indicates the importance of understanding the causes of implicit behaviors in online teaching.It was also found in the statistical tests that both extrapolated and implicit behaviors were not significantly related to age at this stage,but significantly related to gender.In addition,we learned in the survey that the main external factors that cause problem behaviors in online Chinese live classroom are four aspects,including network factors,environmental factors,three teaching problem factors and management factors,and the internal factors are students’personal factors,including learning motivation,learning attitude,learning level and learning habits.Based on this conclusion,this paper gives specific suggestions in terms of schools,teachers,students and parents.It is hoped that this study will help novice teachers who are new to the online teaching model in the post-epidemic period in Myanmar to understand the problematic behaviors that may occur when students learn in the online classroom and to be prepared to improve the efficiency of the online Chinese classroom as a way to improve the quality of teaching in the live online Chinese classroom.