Investigation And Analysis Of Chinese Learning Motivation Of Primary And Middle School Students In Northeast Thailand

Learning motivation,as an internal force that promotes students' learning,has the function of initiating,guiding and motivating individual learning behaviors.With the rise of the "Chinese fever" and the construction of the China-Thailand Railway,more and more primary and secondary schools in northeastern Thailand offer Chinese courses,and primary and secondary school students have begun to receive Chinese language education.The investigation and research on the Chinese learning motivation of primary and middle school students will help to understand the students' Chinese learning psychology deeply,put forward specific stimulating strategies,and promote the development of Chinese language education in Northeast Thailand.This study designed a questionnaire based on Dornyei's three-level theory of motivation to investigate the motivation of 333 students in 11 primary and secondary schools in 8 provinces in Northeast Thailand.Use SPSS statistical analysis software to conduct statistical analysis on the survey results,and analyze in detail the types and characteristics of learning motivation of primary and middle school students.At the same time,the interview method was used to conduct in-depth interviews with primary and secondary school students' Chinese learning experience,in order to accurately grasp the characteristics and learning attitudes of students in different stages of Chinese learning.The study found that the learning motivation of middle and high school students is high and diverse,and the level of Chinese learning motivation of elementary school students needs to be improved.Some elementary students do not have a clear motivation for learning,and rely on schools and teachers to learn Chinese.Primary and middle school students have a strong desire to learn Chinese well,but their own learning initiative needs to be strengthened.In terms of gender,primary school girls have stronger learning motivations than boys;female high school students have higher overall motivations and language-level motivations than boys.In terms of living standards,the urban junior high school students' overall motivation,learner and learning situation level motivation intensity is greater than that of rural students.In terms of the number of years of Chinese learning,the students who have studied Chinese for more than 3 years in junior high school have greater motivation,learner,and language level than those who have less years of Chinese learning.The identity of Chinese descent does not have a significant impact on students' Chinese learning at different stages.In response to the survey results,the following suggestions are made from the four aspects of schools,teachers,teaching materials and teaching methods: strengthen exchanges and cooperation with all parties,organize "Chinese Parents Day" activities,rationally arrange courses,and allocate teaching resources in a balanced manner;establish a good image and establish harmony The teacher-student relationship,grasp the characteristics of students,pay attention to teaching in accordance with their aptitude;use standardized textbooks,pay attention to the fun of elementary school Chinese textbooks and the design of teaching aids;make good use of experiential game teaching methods and skillfully use social media to assist Chinese teaching.