Investigations Of Non-predetermined Event And Corresponding Strategies Of Novice Teachers In International Chinese Classroom Teaching

Chinese as a foreign language classroom is full of variables,and there may be some unexpected events that teachers may not anticipate in the classroom.These events are collectively referred to as non predetermined events.Non predetermined events are challenging for novice teachers.This article investigates non preset events in classroom teaching for novice Chinese language teachers,analyzes their influencing factors,and proposes suggestions,aiming to provide some practical references for novice Chinese language teachers to respond to non preset events in classroom teaching.This article is mainly divided into five chapters.The first chapter defines the concepts of non preset events and novice Chinese language teachers,and elaborates on the relevant theoretical foundations.Chapter 2 is research design and implementation,collecting data through survey questionnaires and interviews.The third chapter is the survey results,which elaborates on the types,frequency,and attitudes of novice Chinese language teachers towards non preset events in the classroom.Chapter 4 is an analysis of non preset events and influencing factors in the classroom of novice Chinese teachers.This chapter elaborates on the occurrence and response status of non preset events in the classroom of novice Chinese teachers,and analyzes the influencing factors.Draw the following conclusion:The occurrence of non preset events is firstly characterized by a high frequency of non preset events,followed by the degree of lesson preparation that affects the frequency of non preset events.The type of non preset events that occur the most frequently in the classroom is different from previous surveys.In terms of dealing with non preset events in teaching,first of all,novice Chinese language teachers reject non preset events.Secondly,novice Chinese language teachers are mostly at a loss when facing non preset events.Thirdly,novice Chinese language teachers are more likely to actively respond to non preset events in the classroom.The fourth majority of novice Chinese language teachers believe that non preset events can be converted into classroom resources,but only a small number of novice teachers are able to do so.The analysis of the influencing factors of non predetermined events in the classroom for novice teachers.Firstly,the influencing factors of non predetermined events can be divided into internal and external factors for analysis.In the internal factor section,the influencing factors of non predetermined events caused by teachers include teacher preparation,teacher’s own situation,and teacher’s sudden inspiration;The influencing factors of non predetermined events caused by students include cultural differences between domestic and foreign cultures,and the stereotype of foreign students towards China.The external factors include teaching equipment and cooperative universities and institutions.Secondly,novice teachers should analyze the influencing factors of non predetermined events from three perspectives: teachers themselves,schools or training institutions,and cooperating universities or institutions.Chapter 5 is about the strategies for novice teachers to respond to non predetermined events in the classroom,providing different suggestions from the perspectives of two subjects.First,novice teachers.First,they can improve their own quality and make preparations before class.Second,they can improve their ability to cope with emergencies and maintain an optimistic attitude.Third,they can improve themselves.Fourth,they can ask for help in time.Fifth,they can reflect after class;Secondly,there are suggestions for schools or cooperative institutions.Firstly,attach importance to non predetermined events,strengthen relevant training,and secondly,improve the construction of non predetermined events;Finally,it is important to maintain communication with Chinese language teachers and provide assistance and support to cooperating universities or institutions as much as possible.The innovation of this article lies in taking novice Chinese language teachers as the research object,exploring the situation and influencing factors of novice teachers’ response to non preset events;Although this article concludes that novice teachers’ coping strategies are not mature,the research on influencing factors and coping strategies is not comprehensive enough.