The Study And Teaching Practice In Teaching Chinese To Zero-based Elementary School Students Of The First Grade In Thailand

With the developing of Chinese economy and the improving of the national power, it is enthusiasm in learning Chinese in the world. A worldwide "Chinese hot" causes the expansion and depth of learning Chinese. The range of Chinese learners are diversified. The trend tends to younger ages. More and more children oversea start to learn Chinese, and Chinese courses have been arranged in many elementary schools even in kindergartens. The research of teaching Chinese as the second language to Foreign children in theories and practice, especially for young children, is one important part of researches of teaching Chinese to other speakers in the world. But compared with researching of teaching adult, it is so weak and lag. There is huge difference between the young and children wherever in cognition, physiological mechanism, psychological characteristics etc. It is necessary to research teaching Chinese young children oversea who are zero-basic Chinese language in effective classroom in order to arouse their interests, enthusiasm in learning and achieve the aim of happy learning Chinese for young oversea children. And it is useful and sustainable research project to explore how to make Chinese classroom effectively under the existed condition, attain the best results of teaching for young children with zero-basic Chinese.In this paper, the author taught Chinese to the students in the first grade in an elementary School of northeastern Thailand, named Kalasin Pittayasai School for one semester(about four months of teaching practice). The author referenced the existing theories and achievements in children’ cognitive psychology of language acquisition and the second language acquisition at home and abroad, combining with the practice in teaching young children in Thai elementary school to practice and summarize teaching experience. The relative basis of multidisciplinary theories includes linguistics, child psychology, children’ education and so on. Through comparison of teaching experiments, material analysis, statistical analysis, interview communication,the author wonder to realize and the effective class of teaching Chinese.