The Use Of Cooperative Learning In Teaching Chinese In Thailand

With the increasingly connection between China and Thailand in recent years, the Chinese language education in Thailand is developing in full swing. This paper mainly discusses how to seize the opportunity to maximize the dissemination of Chinese culture as well as to explore efficient method of education for Thai students, while maintaining Thai students learning Chinese enthusiasm. According to the author’s teaching experience in Thailand, the education conceptions, teaching purposes and learning styles between China and Thailand are totally different. Firstly, the learning attitude of Thai comes naturally,they don’t care how much and how better about their learning. So parents and teachers are not very strict to students. Secondly, the school is not exam-oriented education, they are very focused on students’ unity and operational ability. Therefore, the Thailand students’ ability are strong, they are good at turning the waste into treasure. In summary, I believe that cooperative learning which emphasizes full cooperation and practice is very suitable for the Chinese language teaching in Thai, meanwhile, you can make teaching achieve a multiplier effect.This paper is divided into seven sections. The first section is an introduction, mainly introduces writing motivation and writing significance. In Section II of this paper, the author focuses on the learning characteristics of Thai students, and analyzes the formation of the Thai students’ learning characteristics from three aspects such as the society, the school and the students themselves. On this basis, in section III the author presents cooperative learning, which fully emphasizes cooperation and practice. Cooperative Learning In Thailand’s Chinese teaching has high necessity and feasibility, meanwhile, can also make teaching achieve a multiplier effect. Section IV is the main part of this paper. In this section, the author describes in detail about how to apply cooperative learning in Thailand’s Chinese teaching. Including the way to decide cooperative group before the cooperative learning, organizational strategies in the process of cooperation and summary strategy and so on. By comparing the teaching effect between experimental class of cooperative learning with traditional teaching class, The author shows significant shift brought by cooperative learning in section Ⅴ.In the end, in Section Ⅵ, I summarized the problems and solutions of cooperative learning for Chinese language teaching in Thai.And the conclusion is presented in Section Ⅶ. All in all, this paper has certain reference value in conducting cooperative learning for Chinese teaching in Thai.