A Comparative Study On The Practical Knowledge Of Native And Input Chinese Teachers In Thailand

Teachers’ practical knowledge is an important part of the process of teacher education practice.If theoretical knowledge arms the teacher’s mind,then practical knowledge is a commander in the brain,which can guide and help teachers to maximize the role of theoretical knowledge in teaching.Therefore,the impact of teachers’ practical knowledge on teachers’ teaching practice is self-evident.For International Chinese Language Education,Thailand is one of the representative countries with the rapid development of Chinese education.The reason why it can develop fast and well is that there are much support from the Chinese and Thai governments,and the contribution from the Chinese teachers in Thailand.Regarding Chinese language teachers in Thailand,the good construction of the teaching staff is one of the keys to the long-term sustainable development of Chinese language teaching in Thailand.On the issue of Chinese language teachers in Thailand,the China Research Center of the Asian Institute of Chulalongkorn University believes that efforts should be made to build a team of Chinese teachers in primary and secondary schools in the country and to conduct research and analysis on both local Chinese teachers and input Chinese teachers,especially the relationship between the two,especially the ability comparison.Therefore,a comparative study on the practical knowledge of local and input Chinese teachers in Thailand can help Thai Chinese teachers to improve their practical knowledge level,thereby improving their teaching ability,promoting the development of Chinese language education in Thailand,and promoting the development of the world of international Chinese education.This research methods use as a questionnaire survey,this paper investigates the current situation of practical knowledge of a total of 216 native and input Chinese teachers in Thailand from four dimensions: self-knowledge,subject knowledge,student knowledge,and educational situational knowledge.The survey results show that the practical knowledge level of local Chinese teachers in Thailand is generally higher than that of input Chinese teachers.There are significant differences between the two types of teachers in subject knowledge and student knowledge.Self-knowledge is the highest dimension.Local teachers have the lower subject knowledge,and input teachers have lower knowledge of students.According to the survey results,combined with the author’s own teaching experience and observation in Thailand,it is believed that an important way to improve the practical knowledge level of local teachers is to add relevant courses such as curriculum design in the stage of teacher learning and training,and at the same time actively promote continuing education;input teachers It is necessary to establish suitable educational concepts according to the current situation of the teaching environment and teaching objects,and strive to promote the training of "super-native" Chinese teachers.For the education departments of China and Thailand,it actively organizes exchange activities between Chinese and Thai teachers and enriches and improves relevant Chinese language education and teaching MOOC resources.Whether it is Thailand or other countries and regions,improving the level of practical knowledge of Chinese teachers is the most direct and effective way to cultivate excellent Chinese teachers and promote international Chinese education.