Experimental Research On Integrated Teaching Method In Chinese Teaching In Thailand

With the continuous development of Chinese education in Thailand,some relevant problems also emerge.For example,in the middle school where I have worked,I have found out that it is difficult to control the classroom discipline,as they barely participate in it.What's worse,teaching work is not proportional to the returns at all and a large number of Chinese teachers are facing these kind of difficulties as I do.There are many reasons for this dilemma,so we are not able to change the external factors in a short time while the teachers' personal taste about the teaching method may be regarded as the impetus to improve the matter of fact.Furthermore,"we should use different teaching methods comprehensively" which has become a common view in foreign language teaching.In this regard,under the guidance of this idea,the Thailand Middle School is regarded as the research object to conduct experiment as:how to use and choose different teaching methods,how to focus on different teaching methods.In the first chapter,we collected and sorted out the relevant literature in the field of teaching Chinese as a foreign language.Generally speaking,the research results of the domestic comprehensive teaching method can be simply sumarized as theoretical research and practical application.In practice,the specific country as the theme of the empirical research literature is very scarce and yet not well-rounded.So we used the teaching practice period of one year volunteer experience carried out experimental design.In the second chapter,I reviews the relevant literature,analyzes the general situation of the current situation of Chinese teaching,Thailand high school education system,curriculum,class organization,teachers,teaching materials and teaching method,classroom management and other aspects of the current.In addition,I also introduces the teaching situation about Yantakhao middle school.Based on the actual situation,in the third chapter,this paper carried out experimental study of teaching,the experiment was divided into two stages,the first stage for improving teaching experiment teaching method;the second stage is to sum up the experience in a semester teaching way.According to the actual situation of students Chinese learning and the problem they faced,we targeted to improve and perfect the teaching methods,the second phase expansion.In the stage of experiment,this paper describes the experimental process by taking several representative Chinese lessons in the two semester as a case.After the experiment,I carried out a questionnaire survey to Investigate the students' subjective experience and experience of the two teaching methods before and after improvement.In addition,I use some written examination,oral performance comparison,to test the improvement of teaching methods before and after the student's learning effect is improved.Based on the analysis of the experimental results,this paper puts forward a new view and understanding of the comprehensive teaching method in the fourth chapter.This article mainly has the following several conclusions:first,the comprehensive teaching method is the combination of the traditional teaching method,it is not important to distinguish between schools,but the important thing is reflect different teaching concept in the teaching stages in each teaching segment.Two,the situational teaching approach and the total physical response method(TPR)in the teaching of Chinese classroom in Thailand has received good results,it is recommended to combine with a variety of teaching methods,teaching techniques,teaching methods to maximize their advantages.Thirdly,due to the current shortage of local Chinese teachers in Thailand,Chinese volunteer teachers are still the main force of Chinese teaching in Thailand.On the one hand,it reminds us to speed up the construction of localization of Chinese teachers in Thailand,on the other hand,it also requires volunteer teachers to improve the quality of theselves,understand the culture of Thailand and learn Thai.In this way,it will be more conducive to the effective classroom teaching in the local area.In fact,passive learners in four Thailand secondary schools even account for the vast majority of students who have some difficulties in learning Chinese and who are also lack of motivation.But there are still some language barriers confronted by volunteer teachers who have made mandatory input of Chinese knowledge,strict requirements for students to learnv it and standardized the classroom discipline.It is clear that the intensity is inadequate.Because of the shortage of Thailand native teachers and it ' s hard to change in a short time,volunteer Chinese teachers are required to give priority to exclude the students' fear in Chinses classrooms and cultivating students' interests in Chinese.