An Investigation On The Teaching Beliefs Of Thai Native Chinese Language Teachers

Under the new situation,the quality of native Chinese teachers is becoming more and more important to the development of International Chinese Language Education.Teachers’ teaching beliefs are an important factor affecting their teaching behavior and quality.In order to improve the outdated teaching beliefs of Thai native Chinese language teachers and promote the high-quality development of Chinese teaching in Thailand,it is necessary to investigate the current situation and characteristics of Thai native Chinese language teachers’ teaching beliefs.Therefore,it is of practical significance to carry out the investigation and research of the teaching beliefs of Thai native Chinese teachers in the context of the "localization" of International Chinese Language Education.Qualitative individual interviews and quantitative questionnaires were used as the main research methods.Based on combing the research results and related theories of predecessors,we first define the three core beliefs of " Thai native Chinese language teachers " and "teaching beliefs" and " Thai native Chinese teachers’ teaching beliefs ".In the qualitative research stage,we designed an interview outline based on the six research dimensions of teaching beliefs and the research results of previous generations.A total of 10 local Thai native Chinese language teachers participated in the interviews,and we used computer coding and graphic signs to identify five types of teaching beliefs from the interview texts: regular,skill-based,experiential,developmental and educating.In the quantitative research stage,we extracted five types of teaching beliefs in the comprehensive qualitative research stage,and initially formed the "Questionnaire on the Teaching Beliefs of Thai native Chinese language teachers ".After scientific statistical methods,the reliability and validity of the scale part in the questionnaire reached the standard value.During the formal survey phase,a total of 123 valid questionnaires were recovered.We mainly use three statistical methods: descriptive statistical analysis,independent sample T-test and one-way variance to scientifically analyze the questionnaire data.The survey results show that at present,the teaching concept of Thai native Chinese language teachers has the highest value in the concept of skill-based teaching,followed by the regular,experiential and developmental type,and the lowest assignment of the education type.This shows that the teaching concept of Thai native Chinese language teachers tends to be skill-based teaching,that is,in daily teaching,pay attention to the cultivation of students’ basic skills of Chinese listening,speaking,reading and writing,and pay attention to the recognition and memorization of students’ Chinese knowledge.Secondly,through the difference analysis,we found that there were significant differences in the value of teaching concept types among Thai native Chinese language teachers of different genders,educational backgrounds,teaching ages and teaching stages.Specifically,female teachers have higher values in rules and skills-based teaching beliefs than male teachers,while male teachers have higher values than female teachers in experiential teaching beliefs;Thai native Chinese language teachers with postgraduate degree or above have a higher sense of identification with developmental and nurturing teaching beliefs than local teachers with other academic qualifications,while local teachers with bachelor’s degree have the highest degree of identification with experiential and skillbased teaching beliefs.The difference in teaching age is mainly reflected in the Thai native Chinese language teachers with teaching experience in the range of 3-5 years,and the assignment value is the highest in the three types of teaching beliefs: regular,developmental and educational.Finally,the teaching stage,the survey shows that the concept of experiential teaching among Chinese teachers in the preschool stage tends to be obvious.Primary and secondary school teachers mainly tend to be regular and skill-based;Thai native Chinese language teachers at the university and adult levels have the highest value in the concept of nurturing teaching.Results During the discussion stage,we summarized the main characteristics of the current teaching beliefs of Thai native Chinese language teachers through comprehensive questionnaire survey results,interview texts and relevant regulations on International Chinese Language Education in Thailand:first,focusing on the teaching of students’ Chinese knowledge and the cultivation of basic skills;The second is to pay attention to students’ interest in learning,but it is not closely integrated with teaching practice;Third,the cultivation of students’ cultural understanding and explanatory ability needs to be improved.Finally,we put forward corresponding suggestions for the above characteristics from the perspectives of teachers themselves and the external environment.In terms of teachers,teachers should strengthen the learning of theoretical knowledge of International Chinese Language Education;the second is to carry out teaching research based on teaching practice;the third is to improve their own cultural understanding and interpretation;The fourth is to establish the concept of lifelong learning.There are four suggestions at the external environmental level: first,establish and improve the training system of local Chinese teachers;The second is to build a digital teaching resource sharing platform;The third is to build a local Chinese language education academic society in Thailand;The fourth is to build a mechanism for improving the academic qualifications of Thai native Chinese language teachers...