Chinese Teaching Mode Study For Thai Children Based On The Comparative Experiments

The development of Chinese economics became the motivation to language and culture. The Chinese international popularization is an important action to strengthen national soft force and cultural influence to speed Chinese language to step into the international stage. Under this background, the strategy of Chinese international development has switched from teaching Chinese as a foreign language to Chinese international popularization. However, more and more problems have confronted under this situation, for example, the low age and more levels of Chinese learners. Further study and improvement is needed in the textbook compilation, teaching method, modes and Chinese teacher cultivation according to different learners in order to popularize Chinese language and culture and strengthen Chinese soft force.During the one-year working experience in Thailand, the author processed the following survey of Chinese teaching in kindergarten for a term in south of Thailand and carried out experiments on three different teaching modes to classes of three levels to find out the best Chinese teaching method and mode to Thai Children.The whole thesis is divided into five parts:The first chapter is the summary of study history, which is divided into three parts. The first part is about children foreign language teaching history, including children language principles and children English teaching mode in China. The second part is about the teaching mode of Chinese as a foreign language, while the study to foreign children learners is badly absent, which is usually applied in the conclusive and meeting files and mostly for Southeast Asia Chinese children. The third part is about children Chinese learning in Thailand, covering fields of teaching modes, policy and methods, which is in the same study condition with the second part. This provides support for the study in this thesis.The second chapter is about the theoretical support and experimental design of children foreign teaching mode. In this part, "mode" and "teaching mode" are defined. Three modes are introduced, that is "sandwidge teaching mode", "full Chinese teaching mode" and "immersive teaching mode" based on the summary of past studies. The experiment design includes the study purpose, in other words, the problem to be solved in the thesis, clues and methods of study, which includes the related background information of experiment objects and the statistical collection and analysis of teaching experiment.Chapter three is the experiment process and classroom language analysis, which includes three parts. The first part describes the case design of the teaching modes on the topic of "My Family" and compares them from points of noun explanation and games. The second part is teacher classroom language collection, category and analysis. The third part is children classroom language collection, category and analysis and the fourth part is the summary of the study, including the difference of teacher and children language in different modes and implications on children Chinese learning.Chapter four is the study feedback and judgment. The experiment result is judged from two aspects: children classroom behavior feedback and classroom test feedback. The former one is judged horizontally and vertically. The horizontal comparison is the classroom behavior of the same language point explanation in three modes; the vertical comparison is the classroom behavior change in three teaching units in the same modes on the same language point, the classroom test result is the way to reflect the learning condition of children to language points in three modes.Chapter five puts forward the conclusion and suggestion. The final conclusion is given according to the experimental result based on the solution of problems. Suggestions to Thai children classroom mode and Chinese teacher cultivation in Thailand according to Thai children characteristic and special Thai education background and ways are given.