A Study On The Evaluation Of Co-teaching Model Of Chinese Classrooms In Primary Schools In Thailand ——Taking The Angtong Temple Primary School As An Example

With the development of Chinese language education in Thailand,Chinese classroom teaching in Thailand has been extended from universities to primary and secondary schools,and even kindergartens,and many new changes have occurred in the teaching mode.Among them,more and more primary and secondary schools in Thailand have adopted the co-teaching model between Chinese and Thai teachers.co-teaching refers to "a service model in which two or more professionals work together in a single physical space to provide substantive instruction to a group of students with different needs".This model has been applied to English teaching earlier,and its application and evaluation in Thai Chinese classrooms are still in the exploratory stage.Therefore,it is urgent to study and summarize the implementation and effect of co-teaching in Thai Chinese classrooms in practice and theory.This paper focuses on Chinese education in primary schools in Thailand,takes the Chinese classroom of Ang Thong Temple Primary School in Thailand as the research object,combines the questionnaire and practical application,The methods of field investigation,online interview and literature research are adopted.and introduces the implementation process of co-teaching in the school,which is divided into pre-service,pre-school,class hours and after-class.And analysis,it is concluded that the school’s co-teaching has the characteristics of "periodic teacher combination,diversified teaching objects,diversified teaching environment,and shared cooperative space".After clarifying the general cooperation framework,it mainly introduces the MS co-teaching quality evaluation model in detail.According to the qualitative content sequence of the model in the evaluation tool,supplemented by quantitative investigation,the school evaluates and analyzes the Chinese cooperative classroom of the school,and implements the implementation of the evaluation method for its students.The scores before and after the co-teaching mode were tested by paired sample T test,and the P value was 0.013,which was less than 0.05,which was extremely significant.It shows that after the students of the school have adopted the co-teaching model,their grades have been significantly improved,which proves the effectiveness of co-teaching.However,according to the results of the M-S co-teaching quality assessment,the co-teaching model of Chinese classrooms in primary schools in Thailand is not yet perfect.Therefore,in view of the lack of popularization and application of theco-teachingmodel in Thailand,corresponding improvement strategies and suggestions are put forward,in order to help and inspire the development of co-teaching in Thai Chinese classrooms.