Evolution Of Chinese Teaching Research In Thailand From The Perspective Of Knowledge Graph

China and Thailand formally established diplomatic relations on July 1,1976,and the diplomatic relations between the two countries are gradually normalized.In recent years,the political,economic and cultural exchanges between China and Thailand have become increasingly close.With the vigorous promotion of the Thai government,the cause of Chinese teaching in Thailand has also made rapid progress,and the research related to Chinese teaching in Thailand has emerged in an endless stream.Scholars in the past have carried out a lot of research on the status quo,development history,classroom teaching,Confucius Institutes,Chinese teacher volunteers and other aspects of Chinese teaching in Thailand,with fruitful results.In the early stage,most of the research on the development process and current situation is the author’s personal summary or investigation results,and the macro grasp of the existing literature is not comprehensive,and its objectivity and scientific nature need to be further developed.Based on this,with the help of the visual analysis software(Cite Space)developed by Professor Chen Chaomei,this study regards the research on Chinese teaching in Thailand as a complex whole with a large number,rich content and diverse forms,and strives to explore the evolution of the research on Chinese teaching in Thailand so far,and what stages have been experienced? What are the characteristics of each stage and what are the overall characteristics?Focusing on the above issues,this study takes the papers related to Chinese teaching in Thailand collected in CNKI database as the research object,and uses Cite Space visualization tool to carry out visual analysis on the quantity and quality of relevant literatures,the cooperation between authors and institutions,keyword co-occurrence analysis,research hotspots and sudden detection,etc.This paper draws a network map of the evolution process of Chinese teaching research in Thailand,divides the evolution stages according to the results of the knowledge map and relevant important policies,and deeply explores the phased and overall characteristics of the evolution process of Chinese teaching research in Thailand.Based on the above analysis,the paper looks forward to the development of Chinese teaching research in Thailand and puts forward reference suggestions.By interpreting the map of scientific knowledge and analyzing important language policies,the evolution of Chinese teaching and research in Thailand can be divided into five important stages: the first stage: before 1991,the incubation period of Chinese teaching and research in Thailand;The second stage: from 1991 to 2002,the embryonic stage of Chinese teaching and research in Thailand;The third stage:2002-2012,the growth period of Chinese teaching and research in Thailand;The fourth stage: 2012-2018,the flourishing period of Chinese teaching and research in Thailand;The fifth stage: 2018-2022,the steady period of Chinese teaching and research in Thailand.Based on the analysis of the characteristics of each stage,the paper further summarizes the overall characteristics of the evolution of Chinese teaching and research in Thailand from a macro perspective: the quantity and quality of research results have experienced a process from less to more,from low to high,and the number of papers in different stages also has a large difference,and the overall situation is proportional to the development of the discipline;In terms of research subjects,from scratch to existence,from existence to excellence,research groups have been formed,influential authors such as Wu Yinghui have emerged,and led the field to maturity;The research direction is also evolving towards diversification and specialization.Looking forward to the future trend of Chinese teaching research and development in Thailand,in order to further promote its development,it is suggested to further promote the depth and breadth of theoretical research,promote the diversification of research methods,professional and scientific research tools,and close the relationship between teaching practice and theoretical research,so as to make the two complement each other and support each other.