Research On The Management Of Chinese Teaching In Russi

Chinese is an increasingly popular language because China is now the world’s second largest economy and plays a very important role in global trade flows.In this article,through the methods of questionnaire and interview,in K university as an example,from the time of Chinese teaching,Chinese teaching environment,students in the main body of Chinese teaching,Chinese language teaching in the teachers’ subject of Chinese,Chinese teaching method and teaching content six dimensions of Russia’s Chinese teaching classroom management has carried on the detailed research and analysis.In this study,teachers and students of Confucius Institute in Kazan University were selected as the objects of the survey,and questionnaires were issued and interviews were conducted.There were 15 teachers,80 students and 5 administrative staff in charge of teaching management in Kazan University,totaling 100 people.The final investigation results show that there are some problems in the management of Chinese teaching in Russia,such as unreasonable curriculum setting and time allocation,large gap between the teaching management systems of various schools,inadequate student management,insufficient teacher team construction,consistent teaching methods with Russian fixed methods and Chinese teaching classes to be improved.Analysis of the reasons can include the society,school,teachers and students four reasons.In the social aspect,the management objectives of Chinese teaching vary greatly among schools and the government has not established a unified teaching quality management mechanism.In terms of schools,there is lack of administrative organization and leadership in Chinese teaching management,insufficient investment in teaching management cost and lax daily teaching management.Teachers’ evaluation of students is not scientific and their management ability is weak.In terms of students,students lack interest in Chinese teaching,their learning goals are utilitarian and their learning efficiency is not high,and they lack cooperation in teacher management.At the social level,we should formulate clear objectives of Chinese teaching management,improve the teaching quality management mechanism,and strengthen the government and social supervision of Chinese teaching management.At the school level,improve their own management professional quality,increase the cost of teaching management input and improve the teaching management evaluation system;At the level of teachers,students should be evaluated and managed in multiple ways to learn teaching management knowledge and realize scientific management.At the level of students,the internal motivation of students should be strengthened,the purpose of Chinese learning should be clarified,and the initiative of students in Chinese teaching management should be strengthened.It is hoped to provide reference for the optimization and improvement of Chinese teaching management in Russia.