| The method of foreign language teaching is varied and changing constantly as time goes by. The research of studying teaching methods which specialists and scholars do in Teaching of Chinese as a Second Language has been reforming and deepening. These methods include Grammar-Translation Method, Audio-Visual Method, Cognitive Approach, Audiolingual Method, Communicative Approach, Total Physical Response, and Synthetic Method and so on. But there is a consensus that different learners should follow different methods of teaching. And according to each learner's own situation, for instance, ages, backgrounds, Chinese levels, it will determine which teaching method should be applied. On the basis of investigation and research, this paper will explore the teaching method used in Chinese teaching classes which can adapt to phunphinpittayakhom middle school in Surratannie of Thailand, even all junior students in Thailand by experimental teaching.With Action Research, this research has undergone four steps:1Teaching ObservationDuring this phase, in phunphinpittayakhom middle school, the researcher concludes main problems existed there by observing in classes, delivering questionnaires to students and having lectures with other Chinese teachers. The results indicates that, most Chinese teachers haven't applied to a suitable teaching method, and it leads to many problems in many aspects, for example, teaching efficiency, effectiveness, class organizations and students'interest towards Chinese learning.Meantime, after reading lots of materials, the researcher finds out that, with Synthetic Method, teachers are more able to absorb every advantage in all kinds of teaching methods, without removing any certain method during practical teaching process. According to different learners and teaching objectives, the most suitable teaching method should be used to satisfy teaching needs. With Audiolingual Method, students have a better memory for what they've learnt and it can avoid speaking native language often. Communicative Approach offers students good opportunities for excising their Chinese communication skills by imitating and creating real situations. In addition, Total Physical Response advocates designing teaching link with games, which can make atmosphere in class easier, reduce learners'anxiety and keep students' learning interest.Therefore, the researcher concludes that Synthetic Method which combines Total Physical Response, Audiolingual Method and Communicative Approach can fit into Chinese teaching in phunphinpittayakhom middle school in Surratannie Thailand.2Teaching Design According to the assumptions above, the researcher has designed two new teaching schemes with her own teaching as experimental object, expecting to better class situation, improve teaching efficiency, and keep students'interest towards Chinese learning.3Experimental Teaching:Under this new designed scheme in class, two rounds of teaching experiments are undergone. By collecting mass of real resources and materials, experiments are observed and analyzed constantly.4Report WritingBy concluding and analyzing those several phases above, this research makes the results as following:The Synthetic Method which combines Audiolingual Method, Communicative Approach and Total Physical Response adapts to Thai students in Chinese classes there because it can keep the students' enthusiasm towards Chinese learning, improve teaching effectiveness and efficiency in class. At the same time, the researcher also makes a conclusion of four principles of how to put this Synthetic Method into use: Flexibility, Interaction, Mobility and Communication; and also put forward some shortcomings and suggestions. |
