A Study On The Practical Knowledge Of Classroom Management Of Chinese Teachers In Thai Chinese Schools

The practical knowledge of Chinese as a foreign language classroom management is the knowledge that Chinese teachers reflect and refine the classroom teaching experience in teaching,and then apply the reflected teaching experience to the management of Chinese as a foreign language classroom.The research in this article can not only enrich the practical knowledge of Chinese teachers’ classroom management,but also benefit the professional development of Chinese teachers.This article mainly focuses on Chinese teachers of Chinese nationality in Wanit Wittaya schools in Thailand.It uses classroom observation methods and questionnaire survey methods to collect teaching materials,pays attention to the classroom management of teachers of Chinese as a foreign language in teaching practice,and finds the reasons for classroom behaviors.,Looking for individuality and commonalities,and on this basis,propose suitable suggestions for the development of practical knowledge of classroom management for Chinese teachers teaching in overseas Chinese schools.In teaching practice,it is found that many Chinese teachers are facing the problem of difficult classroom management.This article starts with 15 vivid cases and finds that teachers’ self-management,student classroom behavior management,classroom environment management and classroom rule management will all affect teachers’ practical knowledge of classroom management.Through the student questionnaire,it is found that students generally think that Chinese is too difficult,which induces various problem behaviors.Through the teacher survey questionnaire,it is found that communication barriers lead to low strategic knowledge and interpersonal knowledge of teachers,and many activities in Chinese schools lead to low educational beliefs.In addition,through interviews with five Chinese teachers in five Chinese schools in northeastern Thailand,the author found that insufficient Chinese teachers’ teaching experience,lack of language skills,and lack of classroom management experience are the internal reasons for classroom management problems.The applicability of school textbooks is poor.The amount of class hours is too large,and most of the activities are external reasons that affect classroom management problems.Finally,it is recommended that Chinese teachers write log cases,personally reflect on their own initiative;understand the characteristics of objects,optimize teaching tools;enrich knowledge reserves,improve management capabilities;establish teacher authority and coordinate interpersonal relationships.It is suggested that the Chinese schools in Thailand should improve the teaching model and organize teaching and research activities;care about teachers’ lives and arrange work rationally;optimize teaching tools and create a good environment;suggest that sending units select people based on needs;strengthen classroom management training and Thai training.