A Study Of Chinese Classroom Problem Behaviors Of Primary School Students In Ghana And Countermeasures

With the rising of “Chinese fever”,more and more people from all over the world begin to learn Chinese.In Africa,Chinese education is also in full swing.For the Chinese teachers of Confucius Institute,improving the quality and efficiency of Chinese teaching has always been the first priority.According to the writer's own experience: There will always be various factors affecting the normal progress operation in the classroom,And most of these factors are random and unpredictable.In order to solve the high-frequency students' classroom problem behaviors in practice,the writer chooses the University Primary School(hereinafter referred to as UPS)42 classes,1890 students as the observation object which is one of the part of the internship experience in the Confucius Institute at University of Cape Coast in Ghana.During the 6-month teaching process,the writer sorted and classified the high-frequency classroom problem behaviors of UPS students in the Chinese classroom.In this process,the writer observed that UPS students have frequent problem behaviors in the Chinese class.According to data statistics,the most common problems are: chatting in class,walking around at will,interrupting the teacher's teaching process at will and asking questions that have nothing to do with the class content,being easily distracted by other factors,competing for goods among students,etc.By consulting the relevant literature,the writer classifies the problem behaviors that UPS students frequently occur in the classroom into the following four categories according to the different characteristics of various student problem behaviors and the actual situation: disruptive type,concealed type,cultural conflict type,and contradictory type.Based on the problems observed by the writer,this essay will mainly use case analysis,classroom observation and two rounds of action research to conduct research and analysis,with a view to finding targeted solutions to reduce the frequency of classroom problem behaviors of Ghanaian pupils.Finally,according to the effective practice results and the UPS Chinese classroom practice,we propose specific and targeted solutions for new Chinese teachers,such as: clear and effective classroom norms,help students to establish correct right and wrong views and rules awareness;improve teaching interest,set up reward and punishment mechanism,and combine classroom teaching with family education to make use of the characteristics of students for auxiliary management,reasonable arrangement of courses,and combination of examination and teaching to promote learning.It is hoped that this will enable overseas Chinese teachers to increase the importance of classroom problem behaviors and prevent problems before they happen.It is hoped that the above strategies and methods for coping with students' problem behaviors can provide reference for solving Chinese classroom problem behaviors of overseas primary students.