Discussion On Collaborative Teaching Mode In Minprasatwittaya School,Thailand

With the improvement of China's international influence and the further development of China-Thailand relations,Thailand's "Chinese fever" has continued to heat up,and various teaching models have emerged in the classroom.The application of the collaborative teaching model in foreign Chinese classrooms has gradually become popular in recent years.From the current situation,there have been many researches on collaborative classrooms in South Korea.However,the situation of this model in Chinese classrooms in Thailand,Italy and other countries still needs to be supplemented and improved.As a volunteer Chinese teacher in Thailand for the 2019-2020 academic year,the author works as a Chinese teacher at Minprasatwittaya School in Minburi District,Bangkok,Thailand.The teaching mode used in the teaching process is a collaborative teaching mode.In practice,it has been found that this mode plays a role in the Chinese classroom of Minprasatwittaya School,and there are also certain problems.This article is composed of five parts.First,the introduction part mainly elaborates from five aspects,sorting out the source of the collaborative teaching model,the research in Korea and Thailand,the classification of the model,and the solutions to the problems of the model in the academic world.From the explanations of these five aspects,it is concluded that the collaborative teaching model originated in the United States.It was later used in the teaching of Chinese as a foreign language.The CPIK project in South Korea was used more and the research was more mature,while the research in Thailand was insufficient and The classification is not complete,so there is still room and value to explore.The first chapter describes from three aspects.The first is the status of Chinese teaching in Thailand.The second is to describe the collaborative teaching Chinese class of Minprasatwittaya School from the basic conditions,faculty,and curriculum arrangement of Minprasatwittaya School.Thirdly,through the author's own experience and interviews,we have sorted out the comparison of the three categories of "The Chinese side is the main Thai side and the auxiliary","The Thai side is the main Chinese side and the Chinese side is auxiliary",and "Co-led by both sides".The second chapter describes in detail the collaborative teaching classroom of Minprasatwittaya School through four cases,two of which are conversational class cases and two are cultural class cases.The analysis is carried out through the description of the four cases.Third,analyze the effectiveness of the model through the final results of the collaborative teaching model in the two academic years.Chapter Three analyzes the questionnaires of Chinese teachers in Bangkok and Thai teachers of Minprasatwittaya School,and summarizes the advantages and disadvantages of Minprasatwittaya School's collaborative model through questionnaire surveys and the author's own teaching experience.The shortcomings are described in two parts.On the one hand,the shortcomings of the model itself,on the other hand,are the problems that arise when Minprasatwittaya School uses the model.The fourth chapter is the suggestion of the collaborative teaching mode of Minprasatwittaya School,mainly from four aspects.The first is the advice to the school.For the school,the first is to formulate a teaching plan,the second is to select appropriate teaching materials,the third is to improve the curriculum,the fourth is to plan for the strength of teachers,and the fifth is to arrange a reasonable Chinese and Thailand partner.Following the suggestions for Chinese teachers,for Chinese teachers,the first is to strengthen the study of Thai language,and the second is to enhance the awareness of cross-cultural communication.Then there are suggestions to Thai teachers.The first is to strengthen the learning of Chinese ontology,and the second is to help Chinese teachers to integrate into the environment.Finally,the suggestions for the cooperation between China and Thailand are firstly to give play to their respective advantages,secondly to strengthen exchanges in the teaching process,thirdly to improve theoretical literacy,and fourthly to maintain a good cooperative relationship.