《汉语教程》在泰国初中阶段教学中的适用性研究-―以曼谷太子寺中学为例

Abstract

本研究旨在评估《汉语教程》在泰国初中阶段汉语教学中的适用性,以提升其本土化效果 与教学实效。以泰国曼谷太子寺中学为研究案例,采用文献分析、教材文本评估、问卷调查和教师访谈相结合的方法,从教材结构、语音、词汇、语法、课文话题、文化内容与练习设计等方面进行系统分析。研究结果表明,《汉语语教程》整体编排合理,语音训练系统,词汇选编实用,语法讲解清晰,内容贴近学生生活,基本满足初级学习者的语言学习需求。然而,教材在语音术语使用、语法点衔接、生词复现频率、文化呈现方式及练习题型多样性方面仍存在一定 局限。学生反馈显示教材具备较高的实用性和趣味性,但部分课文与现实生活脱节;教师则建 议增强语法情境化训练和文化深度引导。基于上述发现,本文提出相应优化建议,如改进语音 讲解方式、提高词汇复现率、丰富语法与文化练习形式、补充现代生活话题及配套数字化教学资源等。研究强调,提升教材适用性应兼顾科学性、实用性与文化适应性,期望为《汉语教程》的本土化改进及泰国中学汉语教学提供理论支撑与实践参考。

This study investigates the applicability of HANYU JIAOCHENG in junior secondary Chinese language education in Thailand, aiming to improve its localization and instructional effectiveness. Using Wat Raja-o-ros School in Bangkok as a case study, the research employs a mixed-methods approach, including literature review, textbook content analysis, student questionnaires, and teacher interviews. The study examines the textbook's structure, phonetic instruction, vocabulary selection, grammar explanation, lesson topics, cultural representation, and exercise design Fings show that HANYU JLAOCHENG is generally well-structured with systematic phonetic training, practical vocabulary, clear grammar explanations, and content that reflects students daily experiences--effectively supporting beginner-level Chinese learners. However, issues persist, including overly technical phonetic terminology, dense grammar sequencing, low vocabulary recurrence, fragmented cultural content, and limited excise variety. Student responses indicate the textbook is both engaging and useful, though some lesson topics lack relevance to real-life contexts. Teachers highlight the need for more contextualized grammar activities and deeper cultural integration Based on these insights, the study proposes targeted improvements: simplifying phonetic explanations, increasing vocabulary recycling, enriching grammar and cultural exercises, incorporating contemporary topics, and integrating digital teaching tools. This research emphasizes that enhancing textbook applicability requires balancing pedagogical rigor, practical utility, and cultural relevance. The findings offer valuable guidance for the localization of HANYU JIAOCHENG and the development of effective Chinese language instruction in Thai secondary education.