A Survey On Chinese Language Teaching Conditions Of Secondary School In Mueang Sisaket District, Sisaket Province, Thailand

The teaching of Chinese language in Thailand is in the midst of constant change and rapid development. Due to Thailand’s education policies emphasizing education decentralization of all regions and schools in Thailand enjoy a great deal of autonomy on the development of Chinese language teaching. Although their development has many similarities, they also possess their own characteristics. Investigating and studying Chinese language teaching in most regions and schools in Thailand, analyzing their problems and proposing appropriate measures are an important foundation for promoting healthy development of Chinese teaching to schools in Thailand.Through such survey methods as literature review, questionnaires, interviews and observations, based on the current Chinese Teaching in Mueang Sisaket District, Sisaket Province of Thailand, this paper selected Satreesiriket School for an in-depth investigation of this school, probed the achievement and problems of Chinese teaching in that school and then put forward relevant proposals.Findings indicate overallly good develpment of Chinese teaching in Satreesiriket School and illustrate the School attaches great importance to Chinese teaching. Many students study Chinese from a younger age; Thai-Chinese and local Thai students had little differences in learning Chinese language. However, there is a significant difference between students in Chinese-program and non-Chinese program. Chinese-program students have more awareness of the importance of Chinese language. Therefore they have more positive attitude and motivation on the Chinese language learning and study harder and more actively; teachers have strong professional identity with a great sense of responsibility; the number and level of native Chinese teachers increase continuously and teachers show a young and professional trend; localized Chinese textbooks are widely used.However, some issues exposed include loosen teaching organization and management; the lack of cohesion in teaching modules; insufficient number of teachers; nagtive attitudes and un-etusiasm behavior of students; non-standardized taching and learning evaluation. Lacking a unified national Chinese teaching syllabus of basic education is not only the most important problem but also the root of the emergence of many other problems. Chinese curriculum should be designed based on students’interests. In addition, it should strengthen the construction of local Chinese teaching staff and promote the construction of localized Chinese teaching materials further.