Research On Autonomy Of Chinese Learners In Thai Primary Schools From The Perspective Of Classroom Culture

With the increasing international demand for Chinese learning and the younger Chinese learners,more and more overseas primary and secondary schools have set up Chinese courses,so improving the quality of overseas Chinese teaching has become more important.Among all factors,the improvement of autonomous learning of primary school Chinese learners is the key to promote Chinese learning as a second language.As the social culture in Chinese teaching,classroom culture is a complex of classroom atmosphere,value concepts,thinking ways and behavior habits formed by teachers and students in the long-term classroom teaching practice,which surely affects autonomous learning of primary school Chinese learners.In view of this,from the perspective of classroom culture,based on the sociocultural theory,humanism theory and constructivism theory,this study adopted questionnaire survey and structural equation model construction to explore the overall characteristics and relationship between classroom culture and the autonomy of Chinese learners in Sarasas primary school in Thailand.The following two questions were studied specifically:(1)What are the characteristics of classroom culture and the autonomy of Chinese learners in Thai primary schools?(2)What is the influence of classroom culture on the autonomy of Chinese learners in Thai primary schools?The results show that,firstly,the overall classroom culture in Sarasas school in Thailand is good.Among them,interpersonal relationship is ideal;value orientation is basically ideal,but the role model among students needs to be strengthened;behavior mode needs to be improved,training intensity is insufficient,and students’ sense of participation in independent learning is not ideal.Secondly,the overall autonomy of Chinese learners in Sarasas school in Thailand is general and not ideal.Learning attitude needs to be improved,students lack clear learning objectives;learning strategy is basic ideal;cultural adaptation is not satisfactory,and students’ views on cultural adaptation are quite different.Thirdly,the overall level of classroom culture positively influence the overall autonomy status of Chinese learners in Sarasas school in Thailand.The value orientation,behavior mode and interpersonal relationship in classroom culture effect positively learning attitude,learning strategy and cultural adaptation in the autonomy of Chinese learners in Sarasas school.The results of this study reveal the problems of classroom culture and the autonomy of Chinese learners in Thailand primary school,and provide practical implications on how to develop a good classroom culture.Teachers of Chinese as a foreign language should attach more importance to classroom culture,providing a good platform,making full use of the positive factors in the classroom,optimizing the classroom teaching and creating a harmonious classroom atmosphere for the development of Chinese learners’ autonomy.