Teaching Design Of Chinese Subject In Thai Middle Schools

This thesis focuses on the Thematic Instruction. In the early twentieth century, Thematic Instruction was evolved from "Morrison unit approach" by the University of Chicago. After decades of development, Thematic Instruction has been widely used in many European and American countries in the first and second language teaching. Based on the teaching of other disciplines thematic studies, design of Chinese thematic teaching is the design of specific teaching Chinese as a second language teaching examples.Supported by constructivist theory, multiple intelligences theory and active learning theory and based on the relevant theoretical research on other subjects teaching, this paper combines the Chinese language teaching theme ideas with Chinese teaching in Thai middle schools and makes appropriate Instructional Design cases, from the actual situation of Chinese teaching in Thailand middle school. During instructional design, three perspectives, that is, front-end design, content and theme design, case design, are taken on for macro-general and micro-specific design.This paper is divided into five parts, including the body parts of three chapters, additionally introduction and conclusion. In introduction, mainly to explain reasons and significance, research methods topic and teaching Chinese as a model for schools in Thailand are classified and summarized, and the status of research thematic teaching design is explained briefly. The first chapter discusses in details the meaning of the three thematic teaching theories and teaching of Chinese language and its thematic teaching design inspiration. In the second chapter, after the analysis of the status of teaching in secondary schools in Thailand, teaching objectives and objects, the content of theme teaching is selected and designed as well as the teaching case from three aspects such as the input, practice and output of language materials, on the basis of the first and the second volume of "Experiencing Chinese". In the third chapter, under the guidance of thematic teaching Design theory on the subject of "my family", overall instructional design from the macro and specific instructional design from the micro are carried out, with the feedback to teaching effect. In the conclusion the author summarizes the contents of this paper, research findings, as well as the inadequacy of research on thematic knowledge of Chinese language teaching.Teaching Practice has proved that the Chinese Thematic Approach plays a positive role in promoting Chinese language teaching in secondary schools in Thailand, and in improving Thailand high school students’interests, cognition and communication skills in learning Chinese. According to the teaching identities and the learning characteristic of secondary school students of Thailand, thematic teaching design of Thai middle school has used the advanced teaching philosophy of European and American countries as reference. It provides a new Instructional Design idea for Chinese teaching in Thailand by means of the integration of curriculum.