Research On The Teaching And Design Of Chinese Quantifiers In Thailand From The Perspective Of Cognitive Semantic Theory

Quantifier research has always been an important topic in Chinese grammar research.What cognitive rules Chinese learners follow when mastering and using quantifiers is the focus and difficulty of quantifier research.Solving this problem has great theoretical and practical significance for Chinese ontology research,Chinese teaching and international Chinese teaching.Based on the cognitive semantic theory,combined with the nine month practical experience of Chinese teaching in Wutthitthaya School（Chinese primary school）in Thailand,this paper studies the problems in Thai Chinese Quantifier teaching,so as to provide some reference for enriching Thai quantifier teaching methods.The introduction of this paper mainly introduces the background,research review,theoretical significance and application value of this paper.Based on the cognitive semantic theory,the first chapter analyzes the categorization characteristics and image color meaning of Chinese quantifiers,the related classification and Semantic Functional Grammar of Thai quantifiers,and the particularity of Quantifiers in international Chinese teaching,so as to lay the theoretical foundation of quantifier teaching.The second chapter introduces the compilation background and editor’s thought of the textbook Chinese（primary school edition）used by Wutthitthaya School in Thailand;Sort out and summarize the classification of Quantifiers in teaching materials;The difficulty level of Quantifiers in the textbook is compared with the difficulty level of Quantifiers in the new version of the standard for the Chinese level of international Chinese education.The third chapter takes the students of Wutthitthaya School as an example to analyze the Thai primary school students’ interest in Chinese,the habit of learning quantifiers and the learning effect;The methods of summarizing the key and difficult points of area component words;According to the teaching difficulties and the differences between Chinese and Thai quantifiers,representative quantifiers are selected for teaching design,which are: individual Quantifier "zhang",collective Quantifier "shu",Quantifier "li and multi category Quantifier"ba";Analyze the advantages and disadvantages of instructional design to provide reference for front-line teachers.According to the poor teaching effect of Quantifiers in Thailand at present,the fourth chapter puts forward that in terms of teaching materials,it is necessary to compile quantifiers in combination with the Chinese level standard of international Chinese education,make concise notes on quantifiers,discriminate easy to mix quantifiers,and enrich the types and quantity of exercises after class;Teachers should fully explain quantifiers,appropriately adopt the "word based" teaching method,pay attention to the teaching of interlingual comparison and intralingual comparison,and improve their professional quality;Students should understand Chinese cultural knowledge and cognitive style,pay attention to the comparison of Chinese and Thai quantifiers,strengthen the comprehensive practice of quantifiers,learn to use reference books,use network resources for pre class preview and post class review,establish learning groups,learn from each other,and learn from each other.Through nine months of Chinese teaching practice in Thailand,combine the cognitive theory with Chinese Quantifier teaching,and adopt the methods of comparative analysis,"character based" teaching method and situational teaching method to improve the effect of quantifier teaching.However,the cognitive characteristics of categorization can not be applied to all quantifier teaching.We need to apply more excellent quantifier teaching theories to teaching practice,adjust various factors of teaching materials,teachers and students,and ensure the effect of quantifier teaching.