Teaching Research On HSK Level 3 At Pangkhon Commercial And Technological College In Thailand

In recent years,the increase in people learning Chinese worldwide has increased continuously.After a period of study,most non-native Chinese learners hope to pass an authoritative language proficiency test to test their learning achievements,so the number of people paiticipating in HSK is also increasing.HSK scores have become an important basis for Thai teachers and students who want to apply to study in China and participate in Chinese seminars in universities,and are used by some foreign companies as an additional requirement for employee recruitment.The prerequisite for obtaining HSK score certificate is to take the test first.For this reason,many schools in Thailand have specially set up HSK tutoring classes,and some Chinese teachers will tutor students on HSK for free after school.All signs indicate that the research on HSK teaching is very necessary.This article contains five parts.The first chapter is introduction,including the reason for the topic selection,the purpose and significance of the research,the current status of the research and the research methods used in this article,which lay a theoretical foundation for the development of the full text.The second chapter introduces the current situation of Chinese teaching at HSK Level 3 at Pangkhon Commercial and Technological College in Thailand,including course setting and teaching objectives,teacher status and teaching objects,teaching content and teaching methods,assessment methods and teaching effects.The third chapter explains the problems of students from Pangkhon Commercial and Technological College in Thailand have encountered during the HSK Level 3 learning process.The listening problems include picture selection error,inaccurate sound recognition,inability to respond quickly and record in time;reading problems include grasping clue words improperly,confusing parts of speech,weak information screening ability;writing problems include inadequate grasp of common sentence patterns in Chinese,lack the ability to draw inferences,missing characters,typos,and other characters.The reasons for the problems are analyzed separately.The fourth chapter teaching experience on author’s HSK Level 3 teaching from the three aspects of listening,reading and writing,and puts forward teaching suggestions.The fifth chapter is conclusion,the author has summarized and explained the deficiencies in the research.It is hoped that the research in this article can provide teaching reference for teachers who are teaching HSK Level 3,and provide help to candidates participating in HSK Level 3.