Guidelines for Chinese Classroom Management of Rajaprajanugroh 31 School, Chiang Mai Province

Abstract

The purposes of this research were 1) to explore the management of Chinese classroom, and 2) the guidelines for Chinese classroom management at Rajaprachanukroh 31 School, Chiang Mai Province. This study was the qualitative research with interviewing 13 key informants. The instruments were in-depth interviews and focus group discussions. The five aspects of educational management were curriculum development, learning management, supervision, academic promotion, and measurement and evaluation through management according to the 4-step quality control cycle: 1) development and planning, 2) implementation of the plan, 3) inspection, monitoring and evaluation, and 4) setting standards for problem solving and suggestions along with the data was analyzed by content analysis.

          The research results revealed that:

          1) The management conditions of Chinese classroom found that the development of the quality of Chinese language teaching that was consistent with the needs of students in the context of schools where the most students were ethnic groups who might have limitations in communication skills and adaptation, therefore, it emphasized building a language foundation, promoting student’s self-expression and communication skills, reflecting the school's determination to create a quality learning environment that responded to educational goals.

          2) Guidelines for managing Chinese classrooms at Rajaprachanukroh 31 School, Chiang Mai Province, through educational management in 5 aspects: curriculum management, learning management, supervision, academic promotion, measurement and evaluation, leading to the development of using technology to facilitate learning management, creating motivation for learning, and decentralization of management included the development of collaborative networks for modernizing the curriculum and promotion of research and development of learning media.