泰国中学生汉语课堂问题行为成因分析及应对策略

发布时间：2018-03-13 13:12

本文选题：泰国汉语课堂　切入点：课堂问题行为　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近年来,随着中国国力不断增强,在国际上的认可度也逐渐增强,越来越多的国家和人民开始接受汉语,并在全球范围内出现了学习汉语的热潮。作为中国的近邻,泰国更是如此。泰国是汉语教学推广的重要基地,从1992年便开放了对汉语的限制政策,汉语在泰国各界变得日益重要,泰国许多学校相应开设了汉语课程。中泰在民族文化、教育理念和教师教学能力等方面都存在很多不同,使得泰国中小学汉语课堂中的管理相对困难,教师的课堂管理模式没能适应泰国教学大环境,也没有与时俱进,汉语教学也因此在一定程度上变得费时低效。因此,目前泰国汉语课堂中学生存在的问题行为形势依旧严峻。“课堂管理是课堂教学顺利进行的前提和保障,同时二者又相互制约相互依赖。”①在泰国的汉语课堂中,学生的课堂问题行为普遍存在,所以给师生的正常教学活动带来了负面的影响。从学生方面看来,学生觉得造成问题行为是因为自己并没有学习汉语的兴趣以及对自身的控制不足,教师则认为家长没有提供合适的家庭教育,导致学生成绩变差或产生自暴自弃的情况。然而,课堂问题行为并不是这么简单就产生的,除了学生缺乏学习兴趣和自控能力不足以外,还会受到周围群体的负面影响,比如沉迷于网络游戏,热爱追星等都会对课堂问题行为的发生提供直接或者间接的影响。从教师视角出发,教师教学能力不好,管理能力不佳,师生关系不融洽,自身行为不恰当,心态不合理都会对学生问题行为的发生造成影响。从跨文化教学角度看,中泰双方有不同的教育理念和教育目的、不同的教育方式、不同的文化、以及具体学校的政策和方针都对课堂问题行为的发生有着直接的影响。本文通过观察泰国汉语课堂中学生课堂问题行为的具体表现,来探究在汉语课堂中学生产生问题行为的主要原因,并探索出相应的预防和应对策略,以提高教学质量和效率,优化课堂管理模式,并为赴泰汉语教师在课堂问题行为应对上提供一些参考。在借鉴国内外前贤研究成果的基础上,通过课堂观察法、师生访谈、问卷调查法和实验法等方法,对泰国汉语课堂中学生问题行为的具体表现、成因以及赴泰汉语教师的管理现状进行了较详细的考察,本文得出了以下结论：(1)学生的问题行为在泰国高中汉语课堂中主要呈现三大特点：一是客观性；二是普遍性；三是集中性。(2)有关问题行为产生的原因,依次是学生、环境、教师、家庭四个方面,本研究具体从教师和学生两个方面分析了这四项因素。(3)在泰国高中汉语课堂中,只有少数一部分教师能采取相应措施去应对学生的课堂问题行为,绝大部分教师还不具备课堂管理意识,管理水平较低,教师因为缺乏对课堂问题行为的敏锐感知,对于学生的一些问题行为,不能做出有效地预防。即使部分教师掌握了一些应对方法,也是通过对自身经验的总结,不具备相关理论知识的指导。针对学生出现的课堂问题行为,教师普遍感到缺乏应对策略。在本文最后,笔者从学生、教师、学校管理三个方面对课堂问题行为的应对提出了一些建议,期望能够提高泰国高中汉语课堂的管理水平,进一步提高教学效果,保证学生的有效学习。
[Abstract]:In recent years, with the China national strength, international recognition has gradually increased, more and more countries and people began to accept the Chinese, and the emergence of the upsurge of learning Chinese in the world. As Chinese neighbors, especially Thailand. Thailand is an important base for promoting the teaching of Chinese, from 1992 will open the restrictions on Chinese, Chinese is becoming more and more important in all walks of life in Thailand, many schools offer Chinese courses. Thailand Thailand in the national culture, education and teaching ability of teachers etc. there are many different, the Thailand primary and secondary schools in the Chinese classroom management is relatively difficult, the teacher's classroom management mode can not adapt to Thailand the teaching environment, also did not keep pace with the times, Chinese teaching is therefore to some extent become time-consuming and inefficient. Therefore, the problem behavior of middle school students in Thailand Chinese classroom The potential is still grim. "Classroom management is the prerequisite and guarantee the teaching smoothly, at the same time the two interdependent and mutually constraining." the Chinese classroom in Thailand, common students' classroom behavior problems, so to the normal teaching activities between teachers and students has brought negative influence. From the point of view of the students, the students feel the problem is caused because of their own behavior and no interest in learning Chinese and the control of their own shortcomings, teachers think that parents do not provide suitable family education, leading to poor student achievement or abandonment. However, the classroom problem behavior is not so simple to produce, in addition to students lack interest in learning and lack of self-control that will have a negative impact on the surrounding populations, such as indulging in online games, there will be love Starchaser behavior on classroom problem is provided directly or between Take effect. Starting from the perspective of teachers, teachers' teaching ability is not good, poor management ability, the teacher-student relationship is not harmonious, their behavior is not appropriate, the mentality is not reasonable will happen to students' problem behavior influence. From the perspective of cross culture teaching, both China and Thailand have different educational ideas and educational purposes, different different ways of education, culture, has a direct impact and specific school policies and guidelines on classroom problem behaviors. The specific performance observation of Thailand Chinese students' classroom behavior problems, to explore the main reasons of the problems in Chinese classroom of middle school students, and to explore the prevention and Countermeasures. In order to improve the teaching quality and efficiency, optimize the classroom management mode, and provide some reference for the Thai of Chinese teachers in the classroom behavior problems to deal with. In reference to the domestic and foreign research scholars On the basis of the results, through classroom observation, interview, questionnaire and experimental method, specific performance of the Thailand Chinese classroom of middle school students' problem behavior, were studied in detail the causes and management status of Thai of Chinese teachers, this paper draws the following conclusions: (1) the main problem behavior of students three major features in Thailand high school Chinese Classroom: one is objectivity; two is universal; three is concentrated. (2) the causes of problem behaviors, which are students, teachers, environment, four aspects of family, analysis the four factors from the two aspects of teachers and students with the study. (3) in the Thailand senior high school Chinese classroom, classroom problem behaviors, only a small minority of teachers can take corresponding measures to deal with students, most teachers do not have classroom management consciousness, management level is low, because of the lack of class teachers Hall of keen perception of problem behavior, the behavior of some students, cannot make effective prevention. Even some teachers have some corresponding methods, but also through their own experience, do not have the relevant theoretical knowledge. Aiming at guiding students' classroom problem behaviors of teachers generally feel lack of coping strategies. At the end of this article, the author from the students, teachers, the classroom behavior problems in three aspects of school management to put forward some suggestions, expect to be able to improve Thailand high school Chinese classroom management level, to further improve the teaching effect and ensure the effective learning of students.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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