A Case Study Of Classroom Teaching Behaviors Of Chinese Teachers In Korean Primary Schools

China is a unified multi-ethnic socialist country.Relevant laws in China have clearly stated that Putonghua and standard Chinese characters are the standard spoken and written Chinese language.For minority students in China,learning the standard spoken and written Chinese language is always an important task in the basic education stage.And the most efficient place to learn the standard spoken and written Chinese language is the Chinese classroom in school education.Chinese courses have multiple functions for ethnic minority students.Learning the national language well is the basis for communication and the link between multiple ethnic groups.As the leader of the classroom,teachers play an important role in classroom teaching,and the quality of teachers is prominently reflected in their teaching behavior.Therefore,it is necessary to study teachers 'classroom teaching behavior,which has profound significance to teachers' professional knowledge and vocational skills.This study is guided by behavioral psychology and Shi Liangfang's teaching theory,using observation method,interview method,and case analysis method as the main research methods.A case study of a Korean Primary School "S" in Yanbian,eight Chinese teachers are selected and their Chinese classroom teaching is observed.The situation and recording of the classroom,through the transcript analysis of the statistical data of the recording,reveal the current status of classroom teaching behavior,summarize the characteristics of classroom teaching behavior of Korean primary school Chinese teachers,find problems in classroom teaching behavior of Korean primary school Chinese teachers,and try to find problems Causes and propose optimization strategies.Through statistical analysis,it was found that there were some problems in the presentation and dialogue behaviors of Korean teachers in S elementary school classrooms,and the performance of the guidance behavior was good.Specifically,there are problems in the introduction behavior,narration behavior,writing behavior,and audiovisual presentation behavior in the presentation behavior;there are problems in the question-and-answer behavior and discussion behavior in the dialogue behavior.Through interviews with teachers,the main causes of the problems are explored and summarized as follows:1.lack of professional knowledge of teachers;2.inadequate practical teaching of pre-service education for teachers and pre-service training for new teachers;3.teacher preparation time Insufficient and pressure;4.Insufficient teaching reflection and independent development.Finally,according to the existing problems and causes,we propose optimization suggestions from the overall and specific aspects.The overall strategy includes:1.adequately prepare lessons,and be aware of the teaching links;2.strengthen the professional quality of teachers;3.improve the language of teachers Abilities;4.Effective use of online resource learning platforms;5.Reducing teachers' burden and rationally allocating time.Specific strategies include:1.Class introduction should be targeted,pay attention to flexible conversion methods;2.The teaching language should be concise and infectious;3.The teaching content should be compact and logical;4.The combination of traditional blackboard writing and multimedia technology 5.Improve the quality of classroom questions;6.Expand the scope of calling and answering,and give each student an opportunity to answer questions;7.Pay attention to group discussion activities.