A Study On Classroom Management Behavior Of Chinese High School Chinese Teachers

Language is the carrier of culture,promote the development of Within the past few years the United States has taken the foremost position as the place for Chinese language learning,especially as more and more elementary and middle schools have begun to offer Chinese language courses.However,many Chinese teachers are finding managing their classrooms to be the greatest problem they have.The ending of a student’s high school years also signals the end of perhaps the single most formative period of their life in terms of education.However,few researchers took this period into consideration so the author of this thesis focus on high schools in the US A,finding out the common types of extrovert problem behaviors of students in American high schools and teachers’ methods of managing towards different types of problem behaviors,through the studying of Chinese teachers’ managing behaviors in American high schools,in order to provide assistance and enlighten to people who have the ambition of teaching Chinese in American schools.This research is conducted with several methods,and the first one is literature method,knowing research trends related to classroom management.Then the questionnaire and interview methods are used to collect seven typical types of extrovert behavioral problems in American high schools,as well as teachers’ reason analysis and management behavior about them,by the questionnaire research to more than thirty teachers in American High Schools and the interview research to some of them.The last one is case-analysis method,analyzing the specific cases in real class and then conclude some enlightens.The content of this research touches upon the following areas:The first is a list of behavioral problems in High School level Chinese classes and an analysis of the causes for those same problems.This portion relies heavily upon the surveys and interviews of Chinese teachers in the U.S.It also separates classroom behavioral problems into to categories:problems between students and problems students themselves have independent of others.Following that division there is a section containing a continued analysis of these problems in their two divisions and how teachers react to them.Second,each type of behavioral problem is given its own case by case analysis.In order to ensure research content more complete,this author has once again collected each type of behavioral problem within the context of observing High School teachers in how they handle and a subsequent analysis of which methods were most effective.This is done with the hope of correcting any deficiencies within the survey.Cases are analyzed from five aspects,the origins,teachers’ backgrounds,narratives and reason analysis of cases,teachers’managements and the effectiveness,as the bases of specific reference and enlightenment.Finally,based on the former two parts of content research,the author makes suggestions about heightening the effectiveness of classroom management in American High Schools.Those proposals focus mainly on teachers selected by Han Ban,and schools in the U.S.as well as Han Ban.For teachers selected by Han Ban,researcher points out that they should understand the system of American education better,take effective and preventative methods to manage classroom,and conduct activities in classroom to prevent behavioral problems,which asks teachers to design seriously when preparing classes.For schools in the USA,they may organize training about skills of classroom management regularly and provide opportunities for teachers to conduct classroom observation.Suggestions are also given to Han Ban to emphasize the training of knowledge about classroom management in the target countries before teachers stepping to their positions;building and perfection of the system of linkup between experienced teachers and new teachers are also worth to pay attention...