An Analysis Of The Relevant Examination Questions Of Chinese Majors In Thai Universities

Thailand’s university entrance examination system has had a long history.Testing began with the “Joint Higher Education Entrance Examination” in1961, the“Central University Admissions Examination” in2001, the “Ordinary NationalEducational Test (O-NET)” and “Advanced National Educational Test (A-NET)” in2006, the “General Aptitude Test (GAT)”in2008and finally the “Professional andAcademic Aptitude Test (PAT)” in2009. The present standard for collegeAdmissions is the O-NET, GAT, PAT and GPAX. The university entrance examinationsystem has changed several times in the modern era because the Thai Government hasreformed the system frequently. However, these changes may not be final. Suchchanges directly influence the forms and content of Chinese classes taken as anelective subject in Thailand.The creators of the Chinese portion of the University entrance examination inThailand are Chinese teachers from several famous Thailand Universities. The ThaiMinistry of Education oversees and approves the test content and has formulated the“Chinese Education Curriculum B.E.2551(A.D.2008)”to be the Chinese teachingguiding basis. Unfortunately the curriculum structure and content lacks relevance tothe writing exams. This creates trouble for high school teachers, unsure about how toinclude writing into the overall curriculum, leading to informal teaching. Thisexemplifies the wide gap between “Examinations” and “Education”.This paper used the Chinese portion of the university entrance examination inThailand as its research subject. The research analyzes the HSK4in2010, the CentralUniversity Admissions Examination from1999to2005, and the Chinese test ofProfessional Aptitude Test (PAT7.4) from2009to2011. The scope and level of theChinese portion of the university entrance examination in Thailand is examined.Research methods include the use of simulated tests and a questionnaire-interviewsurvey. The “Chinese Education Curriculum B.E.2551(A.D.2008)” and thecurriculum of associated schools are used to illustrate the scope and level of highschool Chinese classes in Bangkok. Finally, the research will analyze the wide gapbetween “Examinations” and “Education”, identifies influential factors and putforward a solution to lessen the gap. The research can not only provide reference forhigh school Chinese teachers in Thailand, but also for the Thai Ministry of Educationas thy revise the “Chinese Education Curriculum B.E.2551(A.D.2008)”and improvethe Chinese test in their national university entrance examination.