为丰富海外汉语课堂中的打断现象研究，笔者基于所任教学校的真实汉语课堂，对美国公立小学汉语课堂中的打断现象进行了相关研究。

本文通过案例分析法、统计分析法和问卷调查法对美国公立小学汉语课堂中打断的类型，打断的影响因素，打断的影响及产生原因进行了分析和研究，并在此基础上提出相关的教学建议。

本文的研究对象是学龄前（PK）到五年级的汉语学习者，年龄跨度为四岁至十二岁。为保证教学主题一致，笔者在同一周对所有班级的汉语课进行录音，收集了16份录音材料，总录音时长约260分钟，转录后的语料总字数约41777字。

研究结果显示：（1）关于打断的类型，从结构角度出发分为一次打断和多次打断；从功能角度出发分为合作性打断和非合作性打断。（2）结合数据统计分析和课堂案例发现，在美国公立小学汉语课堂中，学生性别与打断次数没有直接关系。但师生角色、学生年级及礼貌原则对打断次数存在一定的影响。具体表现在：学生打断教师的次数远大于教师打断学生的次数；学龄前（PK）的打断次数与二、三年级和四、五年级的打断次数存在显著差异；维护被打断者面子的打断次数多于伤害被打断者面子的打断次数。（3）课堂打断对教师、学生和课堂都有着双面影响，即既有积极作用，也有消极作用。（4）结合打断的功能类型，本文从教师打断学生、学生打断教师和学生打断学生三个角度综合分析了美国公立小学汉语课堂中打断现象产生的原因。（5）基于上述研究结果，本文从教师和教学两个角度提出相关的建议，教师应提升个人的心理、知识与能力素养。在教学过程中，正确实施教师打断，理性对待学生打断，区别对待不同年级的课堂打断。

In order to enrich the study of verbal interruptions in overseas Chinese classes, the author based on the real Chinese classes in the teaching school, and conducted a relevant study on the verbal interruptions in Chinese classes in American public primary schools.

Through case analysis, statistical analysis and questionnaire survey, this paper analyzes and studies the types, influencing factors, influences and causes of interruptions in Chinese classes of American public primary schools, and puts forward relevant teaching suggestions on this basis.

The research object of this paper is Chinese learners from prekindergarten(PK) to fifth grade, whose age span is from four to twelve years old. In order to ensure that the teaching theme is consistent, the author recorded all classes of Chinese lessons in the same week, and got 16 recording materials, the total recording time is about 260 minutes, and the total number of words after transcription is about 41777 words.

The results show that: (1) the types of interruptions can be divided into one interruption and multiple interruptions from the structural point of view; cooperative interruptions and non cooperative interruptions from the functional point of view. (2) Combined with the data analysis and classroom cases, it is found that there is no direct relationship between the gender of students and the number of interruptions in the Chinese classroom of American public primary schools. However, the roles of teachers and students, students' grades and politeness principles have some influence on interruptions. Specifically, the number of students interrupting teachers is far greater than the number of teachers interrupting students; there is a significant difference between the number of prekindergarten (PK) interruptions and the number of interruptions in grade two, three, four and five; the number of interruptions to save the interrupted face is more than the number of interruptions to hurt the interrupted face. (3) Classroom interruption has both positive and negative effects on teachers, students and classroom. (4) Combined with the functional types of interruptions, this paper analyzes the causes of interruptions in Chinese classes in American public primary schools from three perspectives: teachers interrupting students, students interrupting teachers and students interrupting students. (5) On the basis of the above research, this paper puts forward relevant suggestions from the perspectives of teachers and teaching itself. Teachers should improve their personal psychology, knowledge and ability. In the process of teaching, teachers' interruptions should be implemented correctly, students' interruptions should be treated rationally and classroom interruptions of different grades should be treated differently.