Elementary Chinese Comprehensive Course Instructional Design In Princess Chulabhorn Science High School Thailand

Schools at all levels in Thailand have set up Chinese courses in succession for many years,most of the students besides whom in Chinese school,the level still stays in the basic stage,and teachers have to teach learned knowledge again and again.Therefore,this paper observed the Chinese learning phenomenon of the ninety-five students in the second grade in Princess Chulabhorn Science High School,Thailand,and then selected three units of Thai language version “experiencing Chinese life chapter(40-50 class hour)”,including its third unit “How to sell that sweater?”,its fourth unit “to a Kung Pao Chicken?”,and its tenth unit“Can you repair the computer?”,as the objection of the design of teaching cases,trying to improve the teaching efficiency of the primary Chinese comprehensive course in this school and even in Thailand.To improve the teaching efficiency,the writer prepare the teaching before class,in class and after class which combined with the actual situation.According to the students' Chinese level and personality characteristics,we gave them Chinese names before class,and arranged group members and seated together.With the help of English,Thai and body language,the teaching steps were designed,such as the introduction of culture or society,the competitive activity and explanation and expansion of the new words,the dialogue crosstalk,the practices,the proficiency in the examination and dialogue,and the oral performance,which in order to emphasize the sound,the Chinese characters,the conjunctions,the sentences,the reading comprehension and the cultural input.After class,we sorted out the students' performance in time,recovered and revised unit tests,and used interview and communication to analyse their learning results.The success of the three teaching cases lies in the following: the demonstration of Chinese and Thai bilingual demonstrative learning alleviates the students' psychological burden on learning Chinese.The appropriate cultural output attracts students' interest.The antagonistic activities are mechanically practised the new words.The explanation link reviews and expands the new words in time.The unit test leads the students to explore how to study Chinese.It is noteworthy that from the results of the analysis of the classroom records and the unit tests,we can easily find that the learners who didn't learn it before but own the correct learning attitude were exceptions and had a high interest in the Chinese language.At the same time,it isinadequacies:its innovation is not high,using English to explain cultural and social phenomena makes students have greater dependence,and the problem,less time leads to the lack of sufficient variety of classroom exercises has not been solved.