Research On Reform Of Thai Universities Chinese Curriculum Teaching

During the last 60 years of New China, in order to conform with the development of the modern time. In China, Chinese language has experienced a series of standardization. Chinese language has transformed from a National language (present Taiwan Mandarin) to Mandarin, from the use of traditional Chinese characters to simplified Chinese characters, and from Chinese phonetic alphabet to the phonetic transition program. Similarly, Thai universities have been offering Chinese Language courses for the past 30 years. In order to conform with the changing global educational reform of Chinese curriculum teaching in Thai universities, curriculum reforms in Thai universities is also necessary as the process of modernization of the Chinese language change, innovation and integrity of development. As a Thai foreign student in China, who is outstanding teacher and researcher in Chinese language, I believe that Chinese Courses in Thailand, has important theoretical and practical value.In recent years, China's rapid economic growth and strength is the decisive factor in the global "Chinese language popularity". With China's sustainability and rapid economic development and opening up to the outside world, the Chinese central government's foreign policy harmony has tended to raise the global Chinese "Culture popularity", "Trade popularity" and "Language popularity". There has also been a rapid developmennt of teaching Chinese Language in Thailand thus resulting in Thailand's Ministry of Education having a policy of teaching Chinese as the first foreign language. Thai and Chinese courses are fully integrated into more than two thousand primary and secondary schools as plans to promote the parallel development of the teaching of Chinese and English languages. In order to meet the high demand of Chinese language courses in Thai universities, several Chinese language courses are being continuously initiated in various institutions of learning in Thailand. According to recent studies, during the past eight years (2003-2010), Thailand universities offering Chinese courses has increased from 21 to 58 institutions; a total increase of more than 30 universities.This short term rapid growth has also led to various probems in the teaching of Chinese language in Thai universities for example: 1) curriculum:how to fulfil the social demands for professional Chinese language teachers, researchers in professional Chinese theories and reform adjustments; 2) teachers:how to develop existing human resources to meet the teaching needs, and how the management system can be trained with an excellent quantity and quality teaching; 3) teaching:how to organize the teaching methods, necessary reforms, what kind of teaching methods can be used to meet the needs of the above problems, the government measures that should be undertaken to choose strategic means of control.The overall framework of this paper is as follows, the first introductory chapter describes the background of the study and research-problems. Research ideas and research methods, and references are reviewed at home and abroad, as a research base. The second chapter is an overview of the origin and development of Chinese curriculum in Thailand Universities and presented a list of three hundred years of Chinese Language Education development in Thailand. These include the rise of frustration, short-term rise, decline, the rise of the spiral changes again until the currennt "Chinese popularity". This evolution history acts as a basis for understanding the problems and current issues facing teaching Chinese as a language in Thai since they originate from the historical development of teaching Chinese language in Thailand. In chapter three, the researcher employed the use of questionnaires, interviews and survey research methods, and preliminary analysis of first-hand information; fourth chapter deals with the analysis of University-Chinese teaching curriculum in Thailand. These include, teachers and teaching methods; problems and their causes. Finally, the fifth chapter in the survey deals with a comparative analysis of the problems, proposes targeted and feasibility of the recommendations on the "Chinese Language Curriculum Framework (model version)" and "existing syllabus"This research has proposed solutions to this problem, China and Thailand need joint efforts in all sectors of the society. Thai government should seriously and timely use the current opportunity, to continue strengthening Chinese language teaching, practical management, development of Chinese syllabus from basic to higher education articulation, curriculum adjustment of professional Chinese teaching goal setting and direction setting, the selection of teaching materials and other aspects of arrangement and adjustment for the acute shortage of teaching staff, the degree of variation with the quality of regulation and control issues, so that there can be a balance between the teachers' pay and workload to achieve quality, quantity and homogeneity; Organization in teaching and selection of students, scheduling and adjustments of teaching methods and materials required to achieve international standards necessary for strengthening international cooperation. Timely adjustments in teaching and learning approaches used to improve the standard of Chinese language teaching.