| In recent years,the industry of teaching Chinese as a foreign language has gained momentum in Thailand.But there are problems hidden behind it.In the pre-job training organized by Sino-foreign Language Exchange and Cooperation Center of the Ministry of Education(formerly Hanban)in 2019,the training teachers repeatedly mentioned that Thai students in Chinese classes often have various problem behaviors.These behaviors are not conducive to carrying out teaching work.Based on this,this paper studies the problem behaviors of students of Thai middle school in Chinese classroom through questionnaire survey and observation in classes.Through 624 valid questionnaires,this paper analyzes the performance,distribution,characteristics of the problem behaviors of the Thai middle school students in Chinese classroom.According to the survey,the problem behaviors are various,in which talking casually,dazing,being late and so on occur in higher proportion.At the same time,there are three characteristics about these problem behaviors: firstly,it’s ubiquitous among students;secondly,students of different genders and ages differ in their behaviors;thirdly,after classifying the problem behaviors of the students,the author finds that the students problem behaviors are mostly hidden problem behaviors,disturbing problem behaviors and problem behaviors of non-compliance with the work and rest system.In addition,through 14 typical cases,this paper reappears students’ problem behaviors of fifteen kinds under five major categories.Combining the questionnaire,the author comprehensively uses relevant theoretical knowledge of pedagogy,psychology and ecology to analyze the causes of students’ problem behaviors in Chinese classes.The analysis found that the causes of students’ problem behaviors are related to five aspects,which are the students,teachers,teaching school,teacher training party and environment.To be specific,(1)the causes for the students are: their negative study attitude;lacking study motive;some needs being not met and the characteristics of their psychological development;(2)the causes for the teachers are: weak awareness of management;lack of teaching interest;speaking language that is difficult for students to understand and so on;(3)the causes for the teaching school are:the Chinese courses are not set rational;the teaching resources of school are inadequate;(4)the causes for the teacher training party are: the training courses should to be optimized;the communication system between the teacher and the teaching school should be further improved;(5)the causes for the environment are: Thailand’s big educational and cultural environment is loose and free;the physical environment of the classrooms is not optimal.Based on the causes of the problem behaviors of the students in Chinese classes,the paper gives some suggestions for the teachers,teaching school and teacher training party:(1)from the perspective of teachers: make class behavioral rules and strengthen management awareness;use happy teaching methods and enhance teaching interest;improve language skill to facilitate communication and management and so on;(2)from the perspective of the teaching school: redesign Chinese class syllabus and enrich the types of Chinese courses;actively cooperate with Chinese teachers;provide necessary support;(3)from the perspective of teacher training party: the trainers should be demand-oriented and set up training courses more scientifically;establish communication between the Chinese teacher and the teaching school in advance. |
