A Study Of Chinese Language Curriculum In Primary And Secondary Schools Of Thailand

The thesis takes the curriculum of the Chinese teaching in Thailand primary and secondary school stage as the research object. Based on the communication theory of Thailand’s foreign language Curriculum, with the application of literature research method, global vision comparative method, and macroscopic comprehensive analysis method, the thesis makes horizontal and vertical analysis on the problems related to the Chinese Curriculum of the Thai Primary and secondary school. Finally, the Chinese Curriculum has been formulated in accordance with the Chinese teaching characteristics in Thailand. The selected topic first stands in the state level and researches on the Chinese Curriculum in Thai Primary and secondary school. It has strong theoretical and practical significance.The thesis first makes systematic investigation on the history and current situation of the Chinese Curriculum in Thailand and summarizes the Chinese teaching in Thailand and evolution of Chinese curriculum briefly. Besides, the Chinese teaching in Thailand has been divided into two stages, namely the stage of Chinese teaching in Chinese school and the stage of Chinese teaching as the foreign language. Meanwhile, the thesis analyzes the Chinese Curriculum with great effect in the history of Chinese teaching in Thailand in details, primarily including in 1928, "reference curriculum"—the Chinese curriculum was formulated and implemented for the Chinese school in Thailand; Chinese curriculum for Chinese school in 1962; Curriculum in 1978 (recession in 1990); Thailand’s Promotion of Chinese Language Education, Strategy for Improving the Country’s Competitiveness (2006-201O) formulated by Ministry of Education; Basic Education Core Curriculum A.D.2008 of Thailand, etc. The above outlines have important significance of reference for us to formulate the Chinese Curriculum. Specially, focusing on the Basic Education Core Curriculum A.D.2008 of Thailand released and implemented by the Ministry of Education in Thailand, its provision of "foreign language learning indicator" is the important evidence to formulate the Chinese curriculum standard of the basic education in Thailand.Second, the thesis makes systematic introduction and in-depth analysis of the Thai policies, laws and regulations related to the Chinese teaching and Chinese Curriculum. Focusing on the educational policy of Thailand Primary and secondary school, relevant policies are introduced briefly by the thesis. The major regulations referred to include National education regulations in 2010; National education plan in Thailand during 2002-2016; National economy and social development plan; Thailand’s Promotion of Chinese Language Education, Strategy for Improving the Country’s Competitiveness (2006-2010) and Basic Education Core Curriculum A.D.2008. These educational policies affect the Chinese teaching in Thailand, which is primarily reflected in the following aspects. It points out the basic purpose and principle of Chinese teaching in Thailand; confirms the major organizational pattern, management pattern, basic content and orientation of cultivation of Chinese teaching in Thailand; implements the teaching idea that centralizes the students comprehensively; further emphasizes the predominance of the local educational institution in education; keeps highly accordance with the educational policy in Thailand; promotes the diverse development of Chinese teaching in Thailand; promotes the further improvement of the official communication between China and Thailand; improves the status of Chinese teaching in Thailand in the global Chinese spread. The influence on the Chinese curriculum is primarily reflected on that standard has been confirmed for the formulation of Chinese curriculum of Thai Primary and secondary school. Meanwhile, it determines the formulation principle of Chinese Curriculum in Thailand Primary and secondary schoolbased on class hour.Based on the research above, the thesis puts forward two problems that should be solved in the formulation of the Chinese Curriculum in Thailand Primary and secondary school. First is the time structure of the Chinese curriculum. The class hour of foreign language that is provided in Basic Education Core Curriculum A.D.2008 in Thailand focuses on the first foreign language, namely English. As the supplementary curriculum of Primary and secondary school, Chinese curriculum owns complicated condition in Thai basic education. At present, the method is that each school implements its own policy without united evidence of time structure. Aiming at this problem, through the investigation made to the schools that set Chinese curriculum now, the thesis achieves the learning time of Chinese curriculum set by most schools. Then, the data is compared with the minimal learning time structure of the foreign language curriculum regulated in Basic Education Core Curriculum A.D.2008. The learning time of Chinese curriculum for Grade 1 to 3 is settled as 40 hours each academic year; that of Grade 4 to 6 is 80 hours each academic year; that of Grade 1 to 3 in lower secondary school is 80 hours each academic year; that of Grades 4 to 6 in upper secondary school is 80 hours each academic year; that of liberal-art Chinese class in upper secondary school is 240 hours each academic year. This is taken as the major evidence of class hour for the research to formulate the "Chinese learning indicator and core study content" of the Chinese Curriculum. Second is the classification purpose of the learners’capacity. In the "capacity of learners (classification purpose)" in Basic Education Core Curriculum A.D.2008 in Thailand, it is divided into four levels, namely Grade 3 in primary school, Grade 6 in primary school, Grade 3 in lower Secondary school, and Grade 6 in upper secondary school. Under each level, there are ten subentry purposes. Thereto, the 1st to 8th purposes are extended and developed from the four purposes of foreign language teaching in Thailand. In the basic education of Thailand, all the foreign language teaching should comply with the content of the eight purposes. The 9th subentry purpose "linguistic skill and vocabulary" and 10th subentry purpose "grammar project" are based on the previous eight subentry purposes and put forward based on the characteristics of different language. At present. The subentry purpose takes English as the major reference, which requires us to integrate the characteristics of Chinese sufficiently to set the vocabulary of core grammar project of each stage when formulating the Chinese Curriculum. Meanwhile, in this process, it should also be considered that how to process the spelling and Chinese characters and how to select examples of grammar as well as other practical problems. Aiming at this problem, the research compares the differences and similarities between Chinese and Thai systematically and profoundly in two aspects, namely the word order and way of expression. In addition, it is taken as the standard to classify the difficult and easy grammar project. Distribution condition of five-level grammar project has been confirmed focusing on the Thai students. At the same time, when formulating the subentry index and the core study content of the outline, the requirement of the Chinese spelling and Chinese characters is added. The examples in the outline also consider the communication characteristics of Chinese sufficiently. Based on putting forward countermeasures of the problems above, the author formulates the four major principles that should be complied with when formulating the Chinese Curriculum of Thai Primary and secondary school. Comply with the requirement of national education, namely the educational idea that centralizes students, respect educational system with the distribution of the right to local educational institution, consider the autonomy of the educational institution in each level sufficiently; stick to the communication-typed outline design model from the "function-notion" to "Fonn"; refer to the achievement of international fonnulation of curriculum outline, and act on international convention; have pertinence and practical applicability.Finally, combining the actual situation of Chinese teaching in Thai Primary and secondary school, the author works out the curriculum outline especially for Chinese teaching in Thai Primary and secondary school, referred to as "Chinese Curriculum of Thai Primary and secondary school". This outline belongs to national unity syllabus, which is instructive to Chinese teaching in different school stages and different educational areas. There are two parts in this outline. The first part "instruction" contains the purpose, target, standard and subentry purpose of Chinese Curriculum in Thai Primary and secondary school; the second part focuses on the subentry index and core teaching content of the Chinese curriculum in Thai Primary and secondary school. The formulation of the outline fills the vacancy of the Chinese Curriculum of the Thai basic education. It may provide evidence for the Thailand Primary and secondary schoolto organize Chinese teaching and compile local Chinese teaching materials, which has strong practical and theoretical value.