| The teaching of Chinese in Thailand has a long history,and it is one of the representative countries for the promotion of Chinese overseas.On the one hand,there are differences between junior high school students and senior high school students in personality characteristics,individual cognition,learning motivation and learning methods.However,there is no obvious hierarchy of Chinese teaching in Thailand's junior and senior high schools.The school has no clear guidelines on how to teach,what to teach,and what teaching goals should be achieved.The lack of a reasonable overall plan for Chinese learning has severely restricted Chinese teaching quality.The "vague" teaching results in the students' learning just like "seeing flowers in a fog".In the long run,the students gradually lose their interest in learning Chinese in the learning process,which leads to the continuous loss of students who love learning Chinese,thus making it impossible for them to achieve long-term development in learning Chinese.For a deeper thinking about this problem,this article embarks from the students of Thai foundation education.Based on the questionnaire survey in order to understand the students' Chinese learning at all stages,and analyze the differences and reasons of Chinese learning at different stages,so as to provide reference opinions for Chinese teaching and learning at the middle school level of Thailand's basic education,and better serve the Chinese teaching career.The first chapter is the introduction,which introduces in detail the reasons for the topic selection,research purpose and significance,and summarizes of domestic and foreign research and provide a basis for the research of this thesis.Explain the contents of this paper and the problems to be solved.The second chapter is about the history and current situation of Chinese learning in junior and senior high schools in Thailand.Based on the history of Chinese learning in Thailand,It also introduces in detail the basic characteristics of Chinese learning of junior and senior high school students in Thailand.The third chapter is about the Chinese learning status of students in Sermngam witthayakhom school.Describes the situation of Chinese teaching and learning in Sermngam witthayakhom school,and analyzes the related factors of Chinese learning in junior and senior middle schools.The fourth chapter is mainly analyzes the Chinese learning characteristics of junior high school and senior high school in Sermngam witthayakhom school through questionnaire survey,To find out Chinese learning situation of students,Chinese usage and Chinese learningattitude,and to make a comparison between the junior and senior high school Chinese learning situation,in order to find out the similarities and differences,and to put forward specific suggestions for Chinese teaching,improving the quality of Chinese teaching in the school.The fifth chapter is the suggestion of Chinese teaching for junior and senior high school students in Thailand,which involves four aspects: curriculum setting,textbook selection,teaching method and Chinese proficiency test.At last,the conclusion of chapter 1 to 5 of this research is summarized,and the innovation and shortcomings of this research are explained.It is hoped that this study will be helpful to the development of Chinese teaching in Sermngam witthayakhom school and other middle schools in Thailand,and provide effective reference materials for the development of Chinese teaching in middle schools in Thailand. |
