Teaching Practice And Reseacher Of Importing Chinese Culture For Zero-based Students In Thailand

Language and culture are inseparable as a whole. Language carries culture and culturerestricts the language communication. Learners’ motivation of learning a language either comesfrom the need of practical communication or the interest of culture. No matter what themotivation is, for the high language text—Chinese, if we want to have a good master of it andapply it well, we must know the cultural connotation behind it. This also reflects the importanceand necessity of cultural importation and explanation, in Teaching Chinese as Second Language.With the continuous improvement of China’s international status, to broaden the scope offoreign exchange, and thus has triggered a worldwide "Chinese fever" and "Chinese culturefever." This change, on the one hand make China’s foreign language teaching career has beenrapid development, on the other hand, it also put higher requirements to foreign languageteaching.Traditional foreign language teaching is focus on the language that has been unable to meetthe learners who eager to learn more about Chinese culture and do deep exchange. So languageand culture teaching must be combined.In foreign language teaching, there have been four different academic community’s viewson how to introduce the Culture Teaching:"Cultural introduction theory,""Culture revealeddoctrine,""Cultural integration theory "and" Cultural and linguistic theories organiccompounds." Among these "Cultural introduction theory” and “Culture revealed doctrine" arethe most influenced theories.“Cultural introduction theory” is built on the basis of the academic consensus on therelationship between language and culture, the emphasis is on the whole process of Chineselanguage teaching in that language teaching and culture teaching combined with penetration.“Culture revealed doctrine” emphasis on foreign language teaching in Chinese language should reveal implicit communication and cultural factors.Thus, the core theory is "communicative culture." This theory is accepted by more peoplethat have to reveal the cultural factors in language teaching that hidden in it, and teach this tostudents.According to the teaching experience in Banhanjamsaiwittaya3School in Thai, combinedwith related theories, the author summarizes the Chinese culture import for the junior middleschool students in Thai. The students are in the zero-based of learning Chinese. The author thinksthat, cultural import should follow the three principles: communicative principle, the principle ofgradual and trade-offs and principle. The cultural methods can be adopt sequence method,inductive method, comparative method and according to their aptitude. The main content ofcultural import is closely related with Chinese learning and understanding of cultural knowledge.For example, thinking culture, social culture, system culture and history etc. Now, Chinesetextbooks commonly used 《Experiencing Chinese》 in Thailand. In academic circles there isalmost no analysis on the Chinese textbook in academic circles. Therefore, the author will makea simple analysis about the Chinese textbook 《Experience Chinese for Junior Middle SchoolStudents(1)》(Thailand). The analysis including the introduction about the textbook, thedefinition and distribution of Chinese cultural factors in the textbook, as well as the culturalimport content and teaching method about the vocabulary, the text, the practice and the readingin the textbook. Finally, the author will make a Chinese and Chinese culture design according thetextbook, in order to show how to import Chinese culture in teaching Chinese.In the last, the author hope to offer some practical reference value for teaching Chineseaccording this article.