Case Study On Chinese Teaching In Thailand

Chinese is a language which has the largest number of users in the world, and is also one of the six working languages of the United Nations. Over the years, Chinese has been known for its rich cultural heritage and unique language charm, attracting learners around the world. In this situation, Chinese teaching comes into being. In Thailand having so many Chinese descendants, with the increasingly close ties between China and Thailand, Chinese teaching in Thailand attracted more and more attention. However, due to a massive importation of Chinese teachers and a growing number of schools offering Chinese courses in a short time for this recent decade, Chinese teaching in Thailand is still in the level of exploring experience from practice, and there are some problems. Therefore, the study on Chinese teaching in Thailand and analyzing the problems existed has a very important significance in understanding the situation of Chinese teaching in Thailand and providing good experience for other countries in the world.In May 2013,as one of the twelfth recruit of Chinese teacher volunteer to Thailand, the author have taught Chinese in Hatyai Commercial and Technological College of Thailand for a 10 months, studied and analyzed the problems existed and hope this case study can make suggestions to Chinese teaching throughout Thailand and provide reference information for international Chinese teaching.This study used literature research method, comparative research method, historical research method, field survey method and other research methods. Through surveying Chinese teaching in Hatyai Commercial and Technological College of Thailand, the writer try to find and analyze problems existed and make suggestions for the entire Chinese teaching in Thailand. The full text is divided into five sections:The first part is the introduction, including raising of the issue, significance of the topics, domestic and international literature review, the core concept in interpretation, research methods and other preparations.The second part is the history and current situation of Chinese teaching in Thailand. In the history of Chinese teaching in Thailand, five periods come out:germinating period, creating period, developing period, struggling period and newborn period. When studying on the current situation of Chinese teaching in Thailand, it mainly starts from the following perspectives:the emergence of Chinese fever’in Thailand, Chinese teaching in primary and secondary schools of Thailand, Chinese teaching in universities of Thailand, Chinese teaching in vocational schools of Thailand.The third part is the specific situation and characteristics of Chinese teaching in Hatyai Commercial and Technological College. The investigation gives a comprehensive understanding of the Chinese teaching situation and characteristics of this college through five aspects, the specific situation of the school:the situation and the students in this college; Chinese teachers: high quality but strong liquidity of teachers, young age and less experience of teachers having short seniority, high qualifications and professional counterparts of teacher; Chinese curriculum (compulsory course, elective course, interest course) and the situation of Chinese textbook; the situation of Chinese teaching class:The preparation and writing lesson plans, class organization and management, teaching methods; situation of Chinese extracurricular activities:the content, form (Chinese competition, Chinese camp, Chinese party), student feedback.The fourth part is the problem and reflection of Chinese teaching in Hatyai Commercial and Technological College. Analyze the problem existed and make reflection of it through understanding of the specific situation of Chinese teaching in this college the previous part mentioned. In the aspect of Chinese teachers, they have high faculty mobility,a lack of local Chinese teachers, unskilled class media language and less preparation for writing lesson plans and teaching programs. In the aspect of teaching syllabus,the appropriate one is lacked. In the aspect of teaching materials, self-made materials are short of specifics, coherence and practicality, which also have great arbitrariness and subjectivity, poor self-definition and is suspected to infringe the right of other materials. In the aspect of Chinese extracurricular activities, the college pays too much attention to Chinese extracurricular activities while ignoring the Chinese teaching. In the aspect of Chinese-learning students, the motivation of students learning Chinese is not strong, the Chinese-learning students do not develop good study habits and have poor initiative, and the Chinese-learning students in the Chinese class are difficult to manage.The fifth part is the suggestion for Chinese teaching in Thailand. Through the reflection of the problems about Chinese teaching in Hatyai Commercial and Technological College last part mentioned, the suggestion is put forward on the whole Chinese teaching in Thailand. First, strengthen to build the Chinese teacher team, on one hand to firm the Chinese teachers of Chinese nationality selection and training, on the other hand to reinforce the Thai native Chinese teacher training and training efforts. Second, make a criterion syllabus of Chinese teaching as a foreign language. Third, accelerate composing Chinese textbooks. Fourth, strengthen the students interest and motivation to learn Chinese, firstly to correct students’ perceptions of learning Chinese, then to make the class lively by teaching through playing games, finally to give students appropriate evaluation and reward. Fifth, play a demonstrating role of Confucius Institutes and Confucius Classrooms.