Case Analysis Of The Management Of Elementary Chinese Classes In Latvia

For a long time,classroom management has been regarded as the most important reason that affects the efficiency and quality of classroom activities in addition to the teaching content in Chinese classrooms.Good classroom management is the guarantee for the smooth progress of classroom activities.The author found through the Chinese teaching in Latvia that it is common for local Chinese classrooms to affect the teaching due to classroom management.Therefore,this article takes Smirtyen Middle School as an example to investigate and analyze the management of the elementary Chinese classrooms in Latvia,in order to promote the local Chinese classroom management and the development of Chinese teaching.First,collect data and information on the overall Chinese classroom management status in Latvia through questionnaire surveys and interviews,and focus on understanding the primary Chinese classrooms in primary and secondary schools.Then,based on their own teaching situation,they are separately from teachers,students,school management,teaching,etc.Four aspects analyze the peculiarities of the management of the Chinese language classroom in Latvia,and analyze the reasons for the peculiarities from the aspects of history and culture,Latvian language policy,and the relationship between China and Latvia.Then,through classroom observation method and case analysis method,starting from the five classroom management elements of teacher,student,rule,environment and cross-cultural,the author selected some of the more typical classroom management problems in teacher teaching to carry out case analysis,according to Latvian classroom management The characteristics of the proposed corresponding solutions.Then from the four aspects of Chinese language teachers,Chinese language teaching sites,training colleges and Hanban,combined with related theories and teaching experience,some feasible suggestions are put forward for the current problems in the management of Chinese language classrooms in Latvia: First,improve the professional quality of teachers.Deepen understanding of students,increase cooperation and mutual assistance from all parties;second,hope that teaching sites can provide Chinese teachers with more opportunities and resources,create a good atmosphere for students to learn Chinese,give students positive psychological hints,and promote Chinese teaching The third is to improve the training of Chinese teachers in China,add classroom management courses,strengthen the connection and sharing of resources from all parties,and jointly promote the development of the industry;fourth,promote the construction of national Chinese teaching management and improve the pre-job positions of Chinese teachers Intermediate training and job transfer.