A Study On Chinese Language Classroom Management In The Philippines

In recent years,the cause of overseas Chinese education has flourished,more and more high-quality,high-level personnel as Chinese teachers to join the ranks,overseas Chinese teachers continue to grow,compared with before,the level of overseas Chinese teaching has been greatly improved.As a neighboring country of China,Chinese language teaching in the Philippines is showing a flowering trend every place,so far,the Philippines has hundreds of Chinese-founded overseas Chinese schools and three Confucius Institutes,it can be said that the prospects for Chinese education is very optimistic.However,according to the author’s long-term observation,in the Filipino Chinese language classroom teaching,due to the differences between Chinese and Filipino ideological culture and education system,teachers and students for the organization and development of the classroom there are different understandings,resulting in differences seriously affect the smooth development of Chinese language classroom,often in the Philippines Chinese teachers feel miserable,classroom management issues become a major problem in Filipino Chinese teaching.Therefore,the author has conducted a series of investigations and researches on the management of Chinese language classroom at Bayanihan Institute in the Philippines,taking the Study Object of Bayanihan Institute in the Philippines.This paper is divided into five parts:The first part is the introduction part,which generally introduces the reasons for the selection of the subject of this study,the theoretical and practical significance of the institute and the main contents of this study,and also expounds the specific research methods and research processes used by the institute,and at the same time combs the research status quo involved in this paper in more detail.The second part is the general situation of Chinese teaching in Bayanihan Institute in the Philippines.,Central and Northern China.Firstly,it introduces the history of the creation,development and reform of The Bayanihan Institute in Tarlac City,Philippines,and then introduces its unique educational concept,the modern teaching facilities supporting the school and the local popularity of the school,and finally introduces the teachers,students,teaching materials and curriculum of the school’s Chinese language teaching.The third part is the analysis of the present situation of Chinese classroom management in Bayanihan Institute.First,the classroom observation research method is used to analyze the classroom environment management problem,then,through the classroom observation and the questionnaire two kinds of research methods to analyze the classroom discipline management problem of Bayanihan Institute.The fourth part is the reason for the problem of Chinese classroom management in Bayanihan Institute.There are mainly the following reasons: First,learner factors,such as learner’s age,motivation,etc.Second,teacher factors,Such as the lack of Professional ontological knowledge of foreign Chinese majors,weak cross-cultural teaching awareness,lack of teaching experience,language barriers,classroom rules and the implementation of unreasonable.Third,school factors,such as unreasonable rest time and curriculum arrangements,there are problems in the teaching system.The fifth part is a number of suggestions for the management of Chinese language classroom in Bayanihan Institute.This chapter is mainly aimed at the existing Chinese classroom management problems to put forward corresponding solutions,for example,for the school Chinese teachers,should improve the professional knowledge of foreign Chinese,establish cross-cultural teaching awareness,more teaching experience,improve their foreign language level,learn to scientifically formulate and implement classroom rules.The advice to the school administrators is to arrange the student’s rest time and curriculum reasonably,gradually adjust the existing class standards,and classes according to the students’ existing Chinese level.The advice to Chinese teacher training institutions is,first,to increase the teaching skills,classroom management skills in the course of training,and second,to increase the training of Chinese-word training.Third,in the course of training,appropriate addition of Chinese talent courses.