在国内外，课堂管理一直被认作除教学内容外的教学重要因素。只有良好的课堂秩序，才
能保证课堂活动的顺利进行。本人幸在泰国国际学校进行汉语教学，也发现了国际学校的管理
理念和方法的不同。例如，对比欧美教师，亚太地区的教师的权威性较弱充分考虑学生的主体
感受，活跃自由，培养学生能有自主思考的能力。但是也存在学生在教室比较随意，挑战老师
权威，学生常常聊不是课堂的话题等问题，因此针对此情况，这将是本人对泰国国际学校的语 课堂管理的真实情况和问题进行研究。
本论文一共四个部分。首先在第一部分里介绍选题来源，研究现状与研究意义。其次在第
二部分中，运用文献研究对前期学者的课堂管理研究进行了整理和分析。此外，在第三部分本
文对详细对比介绍中、美、泰三国教育理念的差异，并对泰国先王技术国际学校的基本情况、
汉语课程设置、课堂管理状况作出详细的介绍，并在一定程度上解释导致课堂管理的存在问题。
再者在第四部分里，本文通过观察法和案例分析法，细致地剖析泰国先皇科技国际学校的汉语
课堂存在的课堂管理问题，比如学生出现无视课堂规则、只用英语进行课堂交流、学习态度冷
漠等对课堂问题进行了分析，也探讨了每一个案例中的成因，并进行简要的分析。最后，通过
案例分析中的典型问题，给予意见。其中主要包括优化课堂管理制度，加强有效的差异化教学， 提高教师的教学技能和管理能力，充实课堂趣味。
In China and abroad, classroom management has always been recognized
as an important teaching factor in addition to teaching content. Only
with good classroom order can classroom activities proceed smoothly.
The author had the opportunity to teach Chinese at an international
school in Thailand and found differences in management philosophy and
methods compared to Western teachers. For example, compared to
European and American teachers, teachers in the Asia-Pacific region
have weaker authority, fully consider students' subjective feelings,
are active, free, cheerful, and lively. However, there are also issues
such as students being relatively casual in the classroom, challenging
teachers' authority, and talking loudly throughout the entire class.
Therefore, in response to this situation, the author conducted
research on the real situation and problems of classroom management in
Thai international schools, delving into the causes of the situation
and problems and proposing classroom management strategies with
practical value and significance. This article mainly examines
classroom contextual management, classroom discipline management,
classroom teaching management, and British special education
management. Firstly, it identifies and describes the real situation
and existing problems of Chinese classroom management in international
schools. This was done using classroom observation and interviews. By
analyzing typical cases of teacher management, student management, and
environmental management, the problems were identified and targeted
solutions were proposed. The aim is to optimize classroom autonomy
management, effective differentiated teaching, and enrich classroom
enjoyment. Secondly, through methods such as case studies and
interviews, the overall situation of Chinese classroom management at
the Thai King Science Academy was studied to collect data and
information. Focus was given to lower secondary Chinese classrooms,
and by combining personal teaching experiences, an analysis of the
uniqueness of Chinese classroom management in terms of teachers,
students, school management, and teaching was conducted. Lastly,
through classroom observation and case study methods, it was found
that differences in educational philosophies among China, the U.S.,
and Thailand to some extent led to the existence of classroom
management issues. Starting from teachers, students, rules,
environment, and cross-cultural elements of classroom management, some
typical classroom management problems in teaching were analyzed.
Corresponding solutions were proposed based on the characteristics of
classroom management in international schools.
