Design Of Junior Chinese Classroom Game For Junior High School Students In Thailand

As far as language elements are concerned, Teaching Chinese to speakers of other languages is often categorized into Chinese characters, pronunciation, vocabulary and grammar. Along with our in-depth study of Teaching Chinese to speakers of other languages, we are constantly adjusting our conventional teaching methods or developing new ones. Among the new teaching methods, applying games in classes is a teaching method that can be applied to teaching of various language elements, and therefore of particular research value.In addition, students of different nations have different learning habits. Thai students, for example, influenced by educational system and management mode are particularly active in classes.Thus it is quite fit to carry out games in teaching Thai students Chinese. But a variety of factors such as feasibility and controllability should be taken into consideration in designing games. Meanwhile, effectiveness of games is most important.Therefore, based on previous studies, this thesis is composed of five parts. The first part is an introduction, including the purpose of this research, the significance, innovation, theories applied and research methods. The second part discusses the requirements of designing of games. Information collection includes questionnaires and the students’scores of two a midterm and final examinations. The third part gives some examples and analyzes these examples. The fourth part details the pros and cons of applying games in classes and emphasizes things to note in applying games in classes while analyzing the effects of games. The fifth part is the conclusion which sums up the outcomings of this research. In conclusion, the design of game should consider the adaptability of different grades students in the same level in Chinese. The game results of each round should be accumulated to increase the number of attendance. Students prefer to be in groups. They believe that the most difficult part in language learning is vocabulary.Data in this paper are derived from questionnaires by SPSS analysis. The reliability and validity of the questionnaire all meet requirements. Previous papers on classroom game design are more or less on the theoretical level, or just teaching plans. And previous game designs have not taken into account students’Chinese level or language elements. Moreover, the previous games are not innovative enough and above the understanding of students. In this paper, through the author’s own practice for two semesters, by comparing the teaching results of classes with games and classes without games, feasible and effective games are elaborated. To sum up, in designing games, the learning habits and barriers of students should be taken into consideration.