The Design Towards Thailand Zero-Basis Students In Classroom Practice In Chin Ese Language Teaching

In recent years,the national Chinese fever makes the Thai people maintaining a high degree of enthusiasm on learning Chinese for a long time. Not commensurate with the phenomenon of surge in demand,their development of FOREIGN LANGUAGE still in its infancy.Compared to the communication infrastructures of English’s Long-term and high coverage,the extension model of Chinese is not yet fully mature.How to do the work of Foreign Language Education Systematic is a question,which is worthy of continued study In the international promotion of Chinese road.In the process of Foreign Language Education,there will be the conflict and Coordination between Chinese teachers’educational ideas and education systems overseas and will meet the problem of the coordination between educational methods of Chinese teachers and learning situation of foreign students.This article is specifically composed for classroom practice in Chinese language teaching according to the special culture and unique education philosophy and the character of students of Thailand. The aim of this article is to perfectly match the Chinese language teaching with the special culture of Thailand. This article proposed 5 principles for zero-basis students in classroom practice in Chinese language teaching. This article found out the main problems in Chinese language teaching for zero-basis students and designed effective classroom activities concerning these problems and tried different extensions and level upgrade in these activities. This article creatively designed encourage mechanism concerning the activities and continually categorize and refine these mechanism to make it co-work smoothly with teaching practice.The classroom activity mentioned in this article are mainly in the form of "game" and integrated with encouraging mechanism. These activities are highly creative and integrated with the special social and education culture and achieved good feedback after one year’s practice. This article could be a valuable inference for Chinese language teachers whom working in abroad and especially in Thailand.