A Study On Chinese Classroom Management In Australian Primary School

Nowadays,with the vigorous development of international Chinese education,Chinese learners in Australian are increasing year by year and most of them are quite young.Faced with the challenges of cultural differences,language barriers and insufficient teaching experience,effective classroom management has become a problem that every volunteer Chinese teacher has to face.The author went to Australia as a volunteer teacher of Confucius Institute in2018 and served as a Chinese teacher in Hills International School.In the past year,the author recorded a series of real cases of classroom management that he had experienced personally.This article selected eight most representative cases from them,and divided the selected cases into two parts: cross-cultural cases and teaching cases.Based on the theory of effective classroom management,this paper puts forward the basic idea of improving the effectiveness of Chinese classroom management in Australian primary schools from four aspects of "classroom management objectives","classroom environment construction","classroom discipline formulation" and "classroom management approaches".The full text is divided into five parts:The first chapter is the introduction,which introduces the research background and significance of the topic,summarizes the research status of classroom management at home and abroad,and explains the research methods of this chapter,which gives a brief explanation for the full text.Chapter two introduces the uniqueness of Chinese classroom in primary schools in Australia.This paper focuses on the introduction of Chinese language courses in Australia and Chinese learning of primary school students,and expounds the challenges faced by volunteers in terms of cultural differences and teaching organization.The third chapter is case analysis.After introducing the basic situation of Hills International School,the author uses eight typical cases to show the problems in the classroom organization and management of Chinese teaching in primary schools in Australia.The cross-cultural cases are divided into "equality culture" classroom management cases,"multi-cultural" classroom management cases and "non-competitive culture" classroom management cases according to the different elements involved.Teaching cases are divided into cases of different teaching objectives,cases caused by different language usage and cases of classroom rule-making.In the fourth chapter,according to the problems presented in the cases,combining with the theory of effective classroom management,the author puts forward the basic idea of improving the effectiveness of Chinese classroom management in Australian primary schools from four aspects: classroom management objectives,classroom environment construction,classroom discipline formulation and classroom management approaches.The fifth chapter is the conclusion,which summarizes the whole paper and points out the shortcomings in the research.