当前，赴泰进行汉语教学的志愿者教师人数逐年上升，其中大部分教师都被分到了泰国的中小学。笔者于2016年6月至2017年3月赴泰国曼谷廊曼中学进行为期八个月的教学实习。与同一批赴泰的其他教师及以前的汉语教师感受相同，课堂管理是笔者实习期间面临的最大困难。此外，课堂管理与课堂教学相互关联、彼此影响。因此，本文从这一现实出发，结合笔者教学实践，面向泰国初中生，对其汉语课堂管理情况展开讨论和研究。 本文的研究思路是对发生在泰国初中生汉语课堂上的几种典型问题行为进行具体讨论和有针对性地分析，提出可行性、可操作性强的并经过实践检验的有效管理措施。 基于不同的研究目的，本文综合使用了多种研究方法来收集材料、获取信息：通过向师生发放调查问卷了解汉语课堂管理现状及学生对已实施的课堂管理措施的评价；通过对学校教学主任进行访谈了解学校的汉语教学情况及其它具体的课堂管理要求；通过课堂观察和数据统计等方法收集整理学生在汉语课堂上的典型问题行为表现并检测已实施的管理措施的有效性；通过与其他教师的交流了解其在课堂管理过程中实施的具有不同效果的管理措施，从而借鉴经验、吸取教训；通过亲身实践，制定和实施针对不同问题行为的管理措施并检验其有效性等等。 本文在结构上主要分为五章。第一章为绪论，主要介绍本文的研究背景和相关信息，包括选题缘由、研究价值、研究现状以及相关研究方法等。 在第二章，通过问卷调查及统计笔者教学日志等方法总结出泰国初中生在汉语课堂上出现频率高、影响大的五种问题行为：迟到、课中长时间去卫生间、大声说话、睡觉、玩手机等，并分别分析其行为表现。 在第三章，针对第二章提出的五种典型课堂管理问题行为逐一分析其产生的原因，重点分析导致其产生的直接原因，主要有课程时间安排不合理、学校对学生携带手机入校的相关事宜没有做出明确规定、汉语教师授课内容难易不当、教学方法单调重复、教学语言生难词较多、课堂管理方式不当、学生汉语学习动机不足等。 第四章主要论述了笔者针对学生在课堂上出现的不同问题行为所采取的管理措施并验证其实施效果。管理措施主要有：规定上课迟到和课中需要上卫生间的学生只有说对了相应的汉语表达之后才可以进入教室以及去卫生间，并规定每次离开的学生人数和时间；提问上课睡觉和大声说话的学生回答问题；没收手机直至下课再返还；与捣乱学生进行单独沟通交流；通过角色转换等方式帮助学生实现自我管理等。最后，本文将针对这几种典型问题行为的课堂管理有效措施汇总成表，以帮助其他志愿者教师借鉴使用。这些策略都是基于笔者的教学和管理实践，在参考相关管理理论、借鉴他人管理经验的基础上提出的，并接受学生的检验和其他教师的评价。依据笔者后期的课堂观察以及收到的来自学生和其他教师的评价反馈，初三年级第二学期的汉语课堂纪律有了很明显的改善，捣乱学生人数以及课堂上出现的问题行为的数量明显减少，90%的学生都能逐渐做到自我约束以及自觉维护课堂纪律。 第五章为全文总结，该部分分析了本研究的创新性，同时也指出本文研究的不足以及对今后关于该课题相关研究的启示和展望。 经过笔者的课堂管理实践和本文的研究，我们认为泰国汉语课堂管理尽管难度较大，但通过教师和学生的一致努力，课堂纪律情况可以得到明显改善。志愿者教师在进行课堂管理时，需要针对学生不同问题行为的特点以及学校要求和学生需求，多层面、多角度地探究导致其产生的原因并提出具有可行性及有效性的管理措施。 本文的创新之处一方面体现在其具有的“问题导向”性，针对在泰国初中生汉语课堂上发生频率较高、对课堂影响较大的几种问题行为，着重分析其产生的直接原因，从而提出解决措施，而不是概括性地从学校、教师、学生等不同主体出发进行讨论，即措施的可操作性强，并且所有的材料都是基于笔者的海外实习获得的第一手资料，具有一定的真实性和及时性。另一方面，本文所提出的课堂管理措施都经过了笔者实际的课堂管理实践检验，也得到了其他老师和学生们的检验和肯定，因此对于解决相应的课堂管理问题也是有一定效果的。

Nowadays, the number of the volunteering teachers who go to Thailand teaching Chinese is rising year by year, most of the teachers are arranged to the primary and secondary schools. The author has been to Donmuang School in Bangkok, Thailand working as the Chinese teacher for eight months from June, 2016 to March, 2017. Classroom management is the biggest challenge the author was facing, which was the same to others volunteering teachers who went to Thailand with the author at the same time and the volunteering teachers who have been to Thailand before. What’s more, classroom management and the class teaching have a connection and influence with each other, thus, aiming at this situation and the author’s teaching practice, this paper focuses on the Chinese classroom management of junior middle school students in Thailand. The research route in this paper will make specific discussion and targeted analysis to the several classical problem behaviors in the Chinese classroom management of junior middle school students in Thailand, and provide the according and effective classroom management methods which are operable and tested by the teaching practice. Based on the different researching purpose,this paper is a combination of various research methods: the questionnaires to teachers and students are to investigate the present situation of Chinese classroom management and the students’ evaluation to the classroom management methods that have been adopted. The interview to the director is to know the Chinese teaching situation in Donmuang School and some other specific requirements the school has on Chinese teachers’ classroom management. The classes observations and the data statistics are to collect the students’ classical problem behaviors in Chinese classes and make the test of about the measures’ effects. The communications with other teachers are to know the classroom management methods with different effects that have been used in their classes, and draw lessons from experience. The hands-on practice by the author is to set and implement the classroom management methods to different problem behaviors and evaluate their effects. This paper is mainly consisted of five chapters. The first chapter is the part of introduction about the research background and other relevant information including the origin of the topics, research significance, research status, research methods and so on. In the second chapter, on the basis of the questionnaire investigation and the author’s teaching dairies, this chapter will propose the five problem behaviors according to their frequency of occurrence and the influence to Chinese teaching. They are “ be late, long time to the restroom during the classes, speak loudly, sleep and play cell phones for amusement.” In the third chapter, aimed to the five classical problem behaviors proposed in the second chapter, this chapter will discuss the factors leading to their occurrence one by one, and the main direct causes include the unreasonable time schedule, the school has no clear regulation about carrying phones, the Chinese teachers’ teaching materials, methods, words are not proper to the students, the teachers’ management methods are not suitable , students’ lack of Chinese learning motivation and so on. The forth chapter will provide with different according methods to the five problem behaviors and evaluate their effects. The main classroom management methods include asking the students who can speak the correct Chinese expressions to enter the classroom and go to toilet, setting the leaving number and time when the students go to toilet, asking the students who sleep and speak loudly in the class to answer questions, taking the phones when the students play with them and give them back after class, having the personal conversations with the students who break rules in class, helping the students manage themselves through the ways like role transformation and so on. At last, this paper will make a summary of all the methods to the five problem behaviors to help other teachers use for reference. With the reference of related theories and the management experiences of others, all these strategies are proposed based on the author’s teaching and management practice, and accept the evaluations from students and other teachers. According to the author’s class observations later and the evaluations from the students and other teachers, the classroom behaviors of the grade 9 students had an obvious improvement, the number of the troublemakers and the problem behaviors significantly reduced, 90% students can control themselves and keep the class rules. The fifth chapter is the summary of the whole paper, this part will put forward the deficiency of this paper and the expectation to the researches later when analyze the innovativeness of the paper. Through the classroom management experience of the author and the study of this paper, in our opinion, although the classroom management in Thailand is a little bit difficult at the beginning, the classroom situation will get better and better with the efforts of the teachers and students. When managing the class, the volunteering teachers should deeply analyses the reasons leading to the disorder according to the different problem behaviors, the schools’ requirement and the students’ needs, and then provide the operable and effective methods. There are two innovativenesses about this paper, on the one hand, instead of discussing from the general aspects like schools, teachers and students, the paper obeys the rule of “problem oriented”. Aimed at the five problem behaviors, paying much attention to the direct causes and giving the solving methods, so the methods are operable. And all the materials are collected from the author’s teaching experience, so they are real and timely. On the other hand, all the measures the provided in this paper have been checked through the management experience and gotten the affirmative from the students and teachers, so it will be effective to the according problem behaviors.