An Investigation On The Teaching Methods Of Thai Chinese Teachers In Thai Middle Schools

The three "T" issue (Teachers, Teaching material and Teaching methods) has become the focus of scholars and researchers’close attention; as the era of international Chinese instruction arrives and the global "Chinese Fever" grows in popularity. Thailand, as one of the countries which Mandarin Chinese has developed rapidly, The Three "T" problems are unique and’ typical. Samut Prakan Pei Hua public school is the typical example of Mandarin Chinese School in Thailand, On this thesis, Samut Prakan Pei Hua public school is the object of research, so the Chinese teachers the students in this school have been collected information by the questionnaires, observing their teaching methods and also interviewing, then combined with the author’s teaching in the school and classroom observation experiences, on this thesis had been focused on the junior high school, the Thai and Chinese teacher’s teaching methods.This paper adopts the method of literature research, questionnaire survey, interview, classroom observation and other research methods. Analyzed the general situations of Chinese teaching in Thailand, the teaching characteristics of Chinese teaching in primary and secondary schools in Thailand and the use of teaching materials. On this paper, using the method of teaching Chinese as a foreign language as the theoretical basis, task based teaching method, game teaching method and the experience type teaching method. The commonly used teaching methods are discussed and the analysis of the characteristics and shortcomings of these three problems. Based on the theory of teaching, the author have been analyzed the case of 12 junior high school teachers of Samut Prakan, Thailand Public Pei Hua Chinese School, discussed the differences of their teaching methods. In order to understand teaching problems in classroom and puts forward related suggestions. Last, according to the relevant conclusions, the author has carried on the actual teaching case design, the task-based teaching method and teaching method as an example, the author designed the more suitable for Thailand middle school classroom activities and to investigate the specific class of this teaching method based on the implementation and evaluation of teaching effects.This paper is mainly divided into the following sections:First, The introduction, mainly introduces the significance of the topic, related research, research methods and summary of difficulties and deficiencies; Second, basic theories of this research, introducing the teaching methods and theories; Third, including the basic situation of the school such as school’s history and Chinese teaching information; Forth, the investigation and analysis of the junior middle school Chinese teachers’ classroom teaching method, the exists problems and puts forward of some corresponding suggestions; Fifth, how to solve the classroom teachings’problems and the more suitable teaching designs.The conclusions of this paper are as follows:First, Through the investigation and interview, observation method, the author found that the Chinese classroom teaching methods mainly are taught in traditional way, the exercises and classroom activities is lack of innovation and interest, also have just a little chance interaction and contact in classroom, so this makes the classroom atmosphere are dulled and boring, it causes reducing teaching efficiency so the teaching effect of the teachers and students’ satisfaction is not high.Second, Aiming at the problems of this school teachers of Chinese language in the classroom teaching, the author uses task-based teaching method, the game teaching method and experience of teaching method and so on to design a reasonable teaching plan and practice. The discovery of centralized teaching method can arouse the enthusiasm of the students and improve the classroom teaching effectiveness.Third, After the author the investigation and teaching practice by himself,the author puts forward some suggestions for the school teachers of Chinese language: First, strengthen the teachers’ understanding of the teaching object; Second, improve the teaching ability of teachers; Third, make full use of classroom teaching environment.