美国中学汉语课堂三个层级管理策略的框架构建研究——以美国肯塔基州莫斯中学为例

Framework Construction of Three-Layer Management Strategies for Chinese Classes at Middle Schools in the USA——A Case Study of Henry F.Moss Middle School in Kentucky

课堂管理是赴海外中小学任教的汉语教师应具备的基本技能之一。不过,在实际教学工作中,有些赴任汉语教师由于缺乏海外中小学汉语课堂管理经验,往往在任教初期会受到挫折,难以有序开展教学。基于教学实践积累和前人的实证研究分析,以积极预防的管理理念为依据,总结美国肯塔基州莫斯中学汉语课堂的三个层级的课堂管理策略,其中,第一层级是基础管理策略,第二层级是常规管理策略,第三层级是特殊管理策略。尝试构建一个较为实用的、系统性的美国中学汉语课堂管理策略框架,为海外中小学汉语教师课堂管理提供参考。

Classroom management is one of the most basic skills that Chinese language teachers at overseas K-12 schools should have.In most cases,however,many teachers lack the experience of managing classrooms at those schools.Oftentimes they find it difficult,especially in the early stage of teaching,and could not deliver lessons orderly.Among recent research regarding classroom management,only a few studies focus on Chinese classroom management at K-12 schools in the USA,and they pay more attention to the solutions to student behavioral problems and lack framework construction of classroom management strategies of hierarchy and systematicity.Based on teaching practices and research with the evidence base,this study utilizes a positive and proactive concept of management and summarizes three-layer classroom management strategies in the Chinese class at Henry F.Moss Middle School in Kentucky,USA.This study tries to develop a practical and systematic framework of Chinese classroom management strategies in K-12 schools in the USA and provides a reference for Chinese language teachers.