https://has.hcu.ac.th/xmlui/handle/123456789/51 2026-07-16T05:16:05Z https://has.hcu.ac.th/xmlui/handle/123456789/5823 Title: 国际中文教育志愿者跨文化交际能力发展研究 Authors: 王娟; Wang Juan Abstract: With the continuous enhancement of China’s economic strength and the constant deepening and expansion of international exchanges and cooperation, Chinese language teaching is booming overseas. They are a main force of overseas Chinese language education. Ever since 2004, China has been sending volunteer Chinese language teachers all over the world. Volunteer Chinese language teachers carry out the mission of teaching Chinese language and promoting Chinese culture overseas, and make important contributions to meet the needs of Chinese language learning around the world and deepen the understanding between China and the world. Their intercultural communication competence is directly related to whether they can adapt to life overseas and carry out Chinese teaching successfully. In order to construct a theoretical framework of intercultural communication competence of volunteer Chinese language teachers, this paper, based on Spitzberg’s and Chen Guoming & Starosta’s definitions of intercultural communication competence and Professional Competence Standards for International Chinese Language Teachers, this paper first defines the intercultural communication competence and clarifies the five elements of intercultural communication of volunteer Chinese language teachers based on the five elements of intercultural communication competence proposed by Byram. Then, on the bases of Belay’s “Interactive- multicultural building” model and other scholars’ researches on intercultural communication competence at cognitive, emotional and behavioral levels, this paper points out that Chinese culture emphasizes the unity of knowledge and practice, besides the knowledge of intercultural communication is the foundation of intercultural communication competence, the cognitive level of intercultural communication competence of volunteer Chinese language teachers should include the understanding and mastery of different cultural knowledge about China and the countries in which they teach Chinese and the intercultural communication theoretical knowledge. Thus, the study about intercultural communication competence of volunteer Chinese language teachers should include the cognitive (knowledge) level, the emotional level and the behavioral level. In addition, based on Standards for International Chinese Teachers and Professional Competence Standards for International Chinese Language Teachers, and the three scales for measuring intercultural communication competence put forward by Chen Guoming’s together with the scales revised by Ren Xiaofei, the study puts forward three scales of intercultural communication awareness, sensitivity and effectiveness for measuring intercultural communication competence of volunteer Chinese language teachers and the corresponding expert evaluation scales. Next, based on the theory of teacher development, this paper proposes the development stage of international Chinese education volunteers, which lays a theoretical foundation for the questionnaire survey. Finally, the intercultural communication identity construction of volunteer Chinese language teachers is proposed to enrich the theoretical framework. This research is divided into two parts, the first part is a self-evaluation of the development of their intercultural communication competence of volunteer Chinese language teachers based on the survey before and after teaching, along with the interview. In this part, 137 volunteer Chinese language teachers who teach in different countries are surveyed and 15 of them are interviewed, along with 5 former volunteer Chinese language teachers who are still teaching Chinese language abroad. The second part is the evaluation and interview of the experts on the intercultural communication competence of volunteer Chinese language teachers. In this part, 20 experts in related fields were surveyed and 9 of them were interviewed. Based on the comparison of the volunteer teachers’ self-evaluation questionnaires before and after teaching and the experts’ questionnaire, this paper examined the development status of their intercultural communication competence in the perspectives of intercultural awareness, intercultural sensitivity and intercultural effectiveness, and finds out that the overall development of their intercultural communication competence shows an upward trend, but there are some differences in the development of these three dimensions. Generally speaking, the development of their intercultural communication awareness dimension is greater than that of intercultural communication sensitivity and intercultural communication effectiveness. The survey also finds out that volunteer Chinese language teachers have the following problems in their intercultural communication competence development, they are insufficient intercultural communication knowledge , superficial in their understanding of Chinese culture, inadequate in their attention to and respect for “detailed” cultural differences, not having enough interaction confidence and interaction relaxation, and further improvement in information skills and identity maintenance ability are still needed. Based on volunteers’ feedback and experts’ advice, together with the materials from Language Cooperation Center website and the intercultural communication cases provided by the interviewed volunteer Chinese language teachers, this paper analyzes the various factors that affect the development of the intercultural communication competence of volunteer Chinese language teachers. On this basis, suggestions are put forward from three aspects: the strategies the countries and schools in which they teach can adopt, the improvement of volunteer Chinese language teachers’ competence and career planning, and the advancement of talent training and selection mode in China, thus to explore the ways and effective strategies to improve their intercultural communication competence. This paper makes an attempt to construct the theory of intercultural communication competence of volunteer Chinese language teachers, and carries out a relatively extensive investigation and research, and actively explores the strategies for improving intercultural communication competence of volunteer Chinese language teachers. However, there are still some shortcomings in this study, it is necessary to further enrich and improve the relevant theoretical system, strengthen the cross-disciplinary study to draw on the theories and methods of other disciplines, expanding research horizons and ideas, pay more attention to on-the-spot investigation and empirical research to deepen data and case analysis, study intercultural communication competence of volunteer Chinese language teachers in different countries and regions, delve the application and promotion of research findings and focus more on the sustainability of the research.; 随着中国经济实力的不断增强，国际交流与合作的不断深入和扩大，汉语国际教育在海外蓬勃发展。国际中文教育志愿者是海外汉语教育的主力军，自2004年以来中国已派志愿者遍布全球，他们肩负着汉语教学与促进中国文化走出去的使命，为满足世界各地中文学习需求、加深中国与世界的了解作出了重要贡献。国际中文教育志愿者跨文化交际能力关系到他们能否适应在海外生活和顺利开展汉语教学工作。为了构建国际中文教育志愿者跨文化交际能力发展理论框架，本文在Spitzberg以及陈国明和 Starosta对跨文化交际能力定义的基础上，根据《国际汉语教师专业能力标准》，首先，确立了国际中文教育志愿者跨文化交际能力的定义,并在Byram所提出的跨文化交际能力五要素的基础上，本文进一步的明确了国际中文教育志愿者跨文化交际的五要素。其次，基于Belay的“互动-多文化建立”模式和其他学者在认知、情感和行为三个层面对跨文化交际能力所做的研究，本文指出中国文化强调“知行合一”，对跨文化交际知识的掌握是跨文化交际能力的基础，国际中文教育志愿者跨文化交际能力的认知层面应该包括对中国和任教国不同文化知识和跨文化交际理论知识的了解和掌握，国际中文教育志愿者跨文化交际能力研究应该包括认知（知识）层面、情感层面和行为层面。此外，结合《国际汉语教师标准》和《国际中文教师专业能力标准》和陈国明跨文化交际能力三大量表及任晓霏修正的量表，本研究设计了国际中文教育志愿者跨文化交际意识、敏感度和效力三大自评量表和对应的专家评价表。此外在教师发展相关理论的基础上，提出国际中文教育志愿者发展阶段，为问卷调查的开展奠定了理论基础。最后，本文提出了国际中文教育志愿者跨文化交际身份构建，进一步完善理论框架。本研究的调查分为两部分，其中第一部分为国际中文教育志愿者跨文化交际能力调查志愿者自我评价和访谈，该部分对在不同国家任教的137名国际中文教育志愿者任教前和任教后的跨文化交际发展状况进行了问卷调查，并对其中15位以及5位目前仍国外从事国际中文教育的往届志愿者教师进行了访谈；第二部分为国际中文教育志愿者跨文化交际能力调查专家评价和访谈，该部分对20位相关领域的专家进行了问卷调查，对其中9位进行访谈。基于志愿者任教前后自评情况的对比和专家问卷等，本文对从跨文化交际意识、敏感度和效力三个维度对国际中文教育志愿者的跨文化交际能力的发展状况进行了调查分析。研究发现他们的跨文化交际能力总体发展成上升趋势，但是这三个维度的发展状况存在一定差异。概括来讲，他们的跨文化交际意识维度的发展上升幅度大于跨文化交际敏感度和跨文化交际效力方面。调查还发现国际中文教育志愿者跨文化交际能力方面存在如下问题：跨文化交际知识有待进一步的提升、对中国文化理解不够深刻、不够注意和尊重文化“细节”差异、互动信心不足、互动松弛不够、讯息技巧和身份维护能力不足。根据志愿者反馈和专家建议，并结合语合中心网站和志愿者教师分享的跨文化交际案例等文献资料，本文分析了影响国际中文教育志愿者跨文化交际能力发展的各方因素。在此基础上，本文从任教国和任教学校方面提升策略、志愿者自身能力提升和职业规划和中国方面人才培养选拔模式提升三个方面提出建议，探究提升国际中文教育志愿者跨文化交际能力的培养途径和有效策略。本文在国际中文教育志愿者跨文化交际能力理论构建方面做出了尝试，并开展了较为广泛的调查研究，也积极探索了国际中文教育志愿者跨文化交际能力的提升策略。但是本研究还存在一定的不足之处，在后续研究中还需要不断丰富和完善相关理论体系、加强跨学科研究，借鉴其他学科的理论和方法，拓展研究视野和思路、更加注重实地考察和实证研究以深化数据和案例分析、深入细化比较研究不同国家和地区的志愿者跨文化交际能力、探究研究成果的应用和推广和更加注重研究的可持续性。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. 2024-01-01T00:00:00Z https://has.hcu.ac.th/xmlui/handle/123456789/5731 Title: 职前国际中文教师教学技能实训研究 Authors: 王琥; Wang Hu Abstract: Teachers are the practitioners and promoters of international Chinese education, and their professional competence is the fundamental factor affecting the quality of teaching in this field. Teaching skills are a key component of teachers’ professional abilities, and the development of international Chinese education has placed higher demands on these skills. Pre-service international Chinese language teachers, as the reserve force for international Chinese education instructors, must possess high-level teaching skills to keep pace with the evolving trends in international Chinese education. This article focuses on the teaching skill training of pre-service international Chinese language teachers, examining the practical teaching skills training of masters in Chinese international education who aspire to become pre-service international Chinese language teachers. Following the latest standards and norms such as the “Professional Competence Standards for International Chinese Language Teachers,” this study deeply analyzes the connotation, characteristics, and laws of teachers' teaching skills, exploring ways to improve practical training of teaching skills. Through methods such as questionnaire surveys, interview survey, literature review, statistical analysis method and case studies, this thesis comprehensively understands the current status of pre-service teachers’ practical training of teaching skills , analyzes the existing problems and influencing factors, and discusses the construction of a new practical training system. Simultaneously, the article selects case universities with comprehensive consideration, comprehensively examines the training of teaching skills training in case universities, then propose improvement suggestions for teaching skills training in case universities. The study finds that currently, masters in Chinese international education, as pre-service international Chinese language teachers, have insufficient mastery of teaching skills. The overall teaching skill level is not high, which is at a moderate level. At the level of influencing factors, the overall design of the school’s practical training programs , students’ self-cognition of teaching skills training, students’ participation in extracurricular activities and teaching competitions, school internship training, school practical training course settings and teaching methods, and graduate tutor guidance impact the training of teaching skills cultivation. Therefore, combining engineering education concepts, coordinating the design of overall practical teaching programs, and constructing a new model of practical education are effective ways to promote the teaching skills of pre-service international Chinese language teachers. The main research contents of the full text are as follows: Chapter 1, “The Basic Connotation of Professional Competence and Teaching Skills of International Chinese Language Teachers,” is divided into three aspects: First, it clarifies the connection and difference between the professional competence and teaching skills of international Chinese language teachers, defines the concept of teaching skills in detail, and combs the connotation of practical teaching. Second, based on professional-related documents such as the “Guiding Training Program for Full-time Master's Degree Students in Chinese International Education” and the “Professional Competence Standards for International Chinese Language Teachers,” (abbr. New version) it analyzes and explores the components and basic content of teaching skills for international Chinese Language teachers based on new standard. Thirdly, to sort out the development and current situation of pre-service international Chinese teacher training, mainly focusing on the cultivation and practical teaching of masters in Chinese International Education as pre-service teachers. Chapter 2, “Research Design and Implementation of the Current Status of Pre-service International Chinese Teachers' Teaching Skills Practical Training,” mainly explains the survey design and implementation process regarding the current status of pre-service international Chinese teachers’ teaching skills practical training. Firstly, on macroscopic level, combining the “Professional Competence Standards for International Chinese Language Teachers,” a questionnaire and interview outline for Master of Chinese International Education was designed to comprehensively understand Master of Chinese International Education’s mastery of teaching skills and influencing factors. The questionnaire adopts a five-point Likert scale, covering three major sections: basic information, the current status of teaching skills mastery, and influencing factors, and uses SPSS software for statistical analysis. Meanwhile, interviews were conducted with Master in Chinese International Education, graduate tutors, and teachers to discuss students' awareness and attitudes toward teaching skills training, self-assessment, professional training participation, and training suggestions from the student and teacher level. Secondly, it explains the consideration factors of choosing case universities, as well as the research design combining literature research, questionnaire survey and field research adopted in the case universities. Chapter 3, “Investigation and Analysis of the Current Situation of Pre-service International Chinese Teachers' Teaching Skills Training,” conducted a descriptive analysis of the questionnaire and interview results. The survey found that: Currently, pre-service teachers have significant deficiencies in teaching skills mastery, which is at a medium level. At the level of influencing factors of teaching skills, the overall profile of school practical training impact teaching skills cultivation, students’ cognition of teaching skills training, participation in extracurricular activities and teaching competitions, school internship training, school practical training course content and teaching methods and graduate tutor guidance. Therefore, it is necessary to study targeted improvement paths to promote teaching practical skills training for pre-service international Chinese teachers. Chapter 4, “Architecture of the Teaching Skills Training System for Chinese International Education Based on the CDIO Education Concept,” attempts to construct a new practical teaching skills training mode for international Chinese teachers based on the aforementioned research that clarifies the current situation and existing problems of teaching skills training. Guided by programmatic documents such as the “Professional Competence Standards for International Chinese Teachers,” and incorporating the concepts of “learning by doing” and “project-based teaching” from engineering education, this chapter delves into the theoretical foundation, core concepts, construction principles, main content, and evaluation mechanism of teaching skills training. The aim is to build a teaching skills practical training mode that not only conforms to the characteristics of international Chinese education but also adapts to changes in industry demands. Chapter 5, “A Case Study on Pre-service Training of Teaching Skills for International Chinese Teachers in Universities,” this chapter comprehensively considers the factors such as the history and demonstration of degree training and selects the teaching skills practical training condition of master’s degree students in Chinese International Education at a university in Chongqing (hereinafter referred to as “C University”) as the case study object. Based on the aforementioned research, through research methods such as literature research, questionnaire surveys and statistical analysis, this chapter conducts an in-depth analysis of the basic situation and effectiveness of the school’s teaching skills practical training in case universities, and proposes improvement suggestions for teaching skills practical training based on existing problems. The conclusion summarizes the full text and presents the deficiencies and prospects of the research.; 教师是国际中文教育的实践者和推动者，教师专业能力是影响国际中文教育教学质量的根本因素。教学技能是教师专业能力的关键组成部分，国际中文教育的新发展对教师教学技能提出了更高要求。职前国际中文教师作为国际中文教育师资储备力量，具备高水平的教学技能才能适应国际中文教育的发展趋势。本文以职前国际中文教师的教学技能实训为研究对象，考察了作为职前国际中文教师的汉语国际教育专业硕士的教学技能实训情况。研究遵循《国际中文教师专业能力标准》等最新标准和规范，深入分析教师教学技能的内涵、特点和规律，探讨提升教学技能实训培养的路径。通过问卷调查、访谈调查、文献研究法、统计分析和个案研究等方法，全面了解职前教师教学技能实训培养的现状，剖析其中存在的问题和影响因素，探讨实训教学新体系的构建，同时综合考量来选择个案高校，全面考察个案高校的教学技能实训培养情况，提出对个案高校教学技能培养的提升建议。研究发现：当前，作为职前国际中文教师的汉语国际教育专业硕士教学技能掌握情况存在不足，整体教学技能水平处于中等程度；在影响因素层面，学校实训培养方案整体设计、学生对教学技能实训自我认知、学生第二课堂活动与教学竞赛参与情况、学校实习实训培养环节、学校实训类课程设置和教学方法、研究生导师指导均对教学技能培养情况产生影响；为此结合工程教育理念，统筹设计实训教学整体方案，构建实训教育新模式，是促进职前国际中文教师教学技能提升的有效途径。全文主要研究内容有：第一章“国际中文教师专业能力与教学技能基本内涵”研究内容分为三个方面：一是厘清了国际中文教师专业能力与教学技能的联系与区别，对教学技能的定义进行详细梳理和界定，对实训教学的内涵进行了梳理；二是以《全日制汉语国际教育硕士专业学位研究生指导性培养方案》《国际中文教师专业能力标准》（简称“新标准”）等专业相关文件为标准，分析探讨了基于“新标准”的国际中文教师教学技能的组成要素和基本内容；三是梳理职前国际中文教师培养的发展与现状，主要是作为职前教师的汉语国际教育硕士生培养和实训教学的情况。第二章“职前国际中文教师教学技能实训现状调研设计与实施”主要阐释了关于职前国际中文教师教学技能实训现状的调查设计与实施过程。首先，在宏观层面，结合《国际中文教师能力标准》，设计了针对汉语国际教育硕士生的问卷和访谈提纲，旨在全面了解汉语国际教育硕士生的教学技能掌握情况及其影响因素。问卷采用五度量表法，调查涵盖了基本信息、教学技能掌握现状和影响因素三大板块，并通过SPSS软件进行统计分析。同时，访谈调查面向汉语国际教育硕士生、硕士生导师和任课教师，从学生和教师两个层面探讨了学生对教学技能培养的意识与态度、自我评估、专业实训参与情况以及培养建议等方面的实际情况。其次，阐释了选择个案高校的考量因素，以及在个案高校所采取的文献研究法、调查问卷法、实地调研相结合的研究设计。第三章“职前国际中文教师教学技能实训现状考察与分析”，对问卷和访谈结果进行了描述性分析，得出调查发现：目前，职前教师在教学技能掌握方面存在明显不足，整体掌握情况居于中等水平；在教学技能影响因素层面，学校实训培养方案整体设计、学生对教学技能实训自我认知、学生第二课堂活动与教学竞赛参与情况、学校实习实训培养环节、学校实训类课程设置和教学方法、研究生导师指导均对教学技能培养情况产生影响；为此应针对性研究提升路径，推动职前国际中文教师教学技能实训。第四章“基于CDIO教育理念的汉语国际教育专业教学技能实训体系构建”在前述研究明确教学技能实训现状和存在问题的基础上，尝试构建一种新的国际中文教师教学技能实训模式。主要以《国际中文教师专业能力标准》等纲领性文件为指导，融入工程教育中“做中学”与“项目制教学”的理念，深入探讨教学技能实训教学的理论基础、核心理念、建构原则、主要内容和评价机制，构建出一套既符合国际中文教育特点，又能适应行业需求变化的教师教学技能实训教学模式。第五章“职前国际中文教师教学技能实训个案高校研究”，本章综合考虑学位点培养历史和示范性等因素，选择重庆市的一所高校（简称“C高校”）汉语国际教育硕士专业教学技能实训培养情况作为个案研究对象。在前述研究基础上，通过文献研究、问卷调查、统计分析等研究方法，深入分析个案高校在教学技能实训环节的基本情况和培养实效，并针对存在问题提出教学技能实训的改进建议。结语部分对全文进行了研究总结，提出了研究存在的不足和研究展望。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. 2024-01-01T00:00:00Z https://has.hcu.ac.th/xmlui/handle/123456789/5730 Title: 新世纪泰国语言文化政策影响下的华文教育研究 Authors: 石铃凤; Shi Lingfeng Abstract: Chinese education in Thailand has always attracted academic attention. From the beginning of the last century to the end of the last century, Chinese education in Thailand suffered two heavy blows, which caused the transformation of Chinese education from mother-tongue teaching to second language teaching and even trilingual education. Under the influence of various factors such as the positive influence of Thailand’s language and culture policy, the active participation of overseas Chinese and the Chinese government’s massive human and material support, Thai Chinese education has developed rapidly in a short period of time. However, due to the nearly During a century of development winter, all aspects of the education system have been hit hard by development. Until the beginning of this century, Thai Chinese education showed a lack of potential for development. Today, Thai Chinese education has experienced more than 20 years of development. With the further support and guidance of Thai language and culture policies, Thai Chinese education has made new developments. Therefore, it is necessary to describe the current development status of Chinese education in Thailand on the basis of questionnaire surveys and field interviews, summarize its successful experience, reveal the shortcomings of its development, and explore its causes, and further use SWOT analysis to explore the development of Chinese education in Thailand. The development pattern of Chinese education and its future development trends. The full text is mainly divided into three parts: introduction, main text and conclusion: The first part, the introduction, mainly introduces the reasons for choosing the topic of the paper, the current research status and research deficiencies at home and abroad, the research methods of this paper and the innovations of the paper. The second part is the main text, with six chapters in total. The first chapter mainly introduces the evolution of Thailand’s language and culture policy since the new century, describes the changing characteristics of Thailand’s Chinese education policy, and summarizes the main reasons for promoting changes in Thailand’s language and culture policy. Chapter 2 mainly introduces the evolution process of Chinese education and the overall characteristics of development and changes under Thailand’s language and culture policy since the new century, and analyzes its causes. Chapter 3 uses questionnaires and in-depth interviews to investigate the current situation of the teaching staff of Chinese education in Thailand, professional quality and ability development, professional identity, and classroom teaching. It is found that the number of Chinese teachers in Thai universities is It has reached a mature level. Each school determines the corresponding number of teachers according to its own enrollment scale. Data analysis shows that the main body of Chinese teachers in Thailand has achieved the goal of localization in Thailand; the current situation of Chinese education in Thailand’s basic education stage is compared with that of higher education. The education stage is relatively weak. Compared with the higher education stage, the teaching team is less stable, and there is a shortage of Chinese teachers in some remote areas. Chapter 4 uses a questionnaire survey to investigate the current learning situation of Chinese language learners in higher education in Thailand. It mainly investigates the learning current situation of Chinese language learners from three major aspects: learning motivation, learning attitude and “de-motivation” factors of learning motivation. in terms of “de-motivation” factors, investigate whether there are “de-motivation” factors from aspects such as language learning environment, curriculum and teaching content, teacher team, teaching operation status and teaching operation guarantee adjustments, teaching effects, etc. Chapter 5, based on the questionnaire survey, investigates the current situation of teachers’ use of Chinese textbooks and students’ learning status in Thailand. Through the investigation, it is found that the main source of Chinese textbooks in Thai universities is mainland China, but the textbooks compiled by local Thai teachers or schools It is widely used and highly rated by students. Chapter 6 uses the global perspective comparison method to compare Thai Chinese education with Singapore Chinese education under the framework of language and culture policies, and explores the causes and development patterns of the current development status of Chinese education in different countries; uses SWOT analysis to analyze and summarize Thai Chinese education The advantages and opportunities, disadvantages and threats are summarized to summarize the future development trend of Chinese education in Thailand. The third part, the conclusion, summarizes the main content of the article, research conclusions, research deficiencies and future research directions.; 泰国华文教育一直受到学界关注。上个世纪初直至世纪末，泰国华文教育遭受了两次重创，使得华文教育由母语教学转变为二语教学甚至为三语教育。在泰国语言文化政策积极影响，华侨华人的积极参与和中国政府大量的人力物力支持等多种因素影响下，泰国华文教育在短时间内，获得了快速的发展，但由于泰国华文教育经历了将近一个世纪的发展寒冬，教育体系的各个环节都受发展的重创，直到本世纪初，泰国的华文教育都呈现出发展后劲不足的状况。时至今日，泰国华文教育又经历二十多年的发展，在泰国语言文化政策的进一步支持和引导下，泰国华文教育有了新的发展。因此有必要在问卷调查和实地访谈的基础上，描写出泰国华文教育的发展现状，总结其成功的经验，揭示其发展存在的不足，并挖掘其产生的原因，进一步利用SWOT分析法探寻泰国华文教育的发展规律及其未来发展趋势。全文主要分为绪论、正文、结语三部分：第一部分，绪论，主要介绍了论文的选题缘由，国内外研究现状和研究不足，本文研究方法及论文的创新之处。第二部分为正文，共有六章。第一章主要介绍了新世纪以来，泰国语言文化政策的演变历程，描写出泰国华文教育政策的变化特征，并总结出促进泰国语言文化政策变化的主要原因。第二章主要介绍新世纪以来，在泰国语言文化政策下，华文教育嬗变的历程及发展变化的总体特征，并分析其成因。第三章采用调查问卷和深入访谈的形式，主要从泰国华文教育的教师队伍现状、专业素质能力拓展、职业认同度和课堂教学情况等四大模块开展调查，发现，泰国高校华文教师师资力量已经达到成熟水平，每个学校根据自己的招生规模，确定相应的教师数量，通过数据分析显示，泰国的华文教师主体已经实现泰国本土化建设目标；泰国基础教育阶段的华文教育现状较之于高等教育阶段而言就显得较为薄弱，教师队伍较之于高等教育阶段而言，存在教师队伍稳固性较差，一些偏远地区存在中文师资力量不足的现象。第四章通过问卷调查的方式，调查了泰国高等教育阶段中华文学习者的学习现状，主要从学习动机、学习态度和学习动机的“去动机”因素三大块调查了汉语学习者的学习现状，“去动机”因素上，从语言学习环境、课程设置与教学内容、教师队伍、教学运行现状与教学运行保障、教学效果等方面进行调查是否存在“去动机”因素。第五章在问卷调查的基础上，调查了泰国华文教材的教师使用现状和学生学习现状，通过调查发现，泰国高校阶段的华文教材主要来源还是中国大陆，但是泰国本土教师或学校自编的教材使用数量不在少数，且受学生评价较高。第六章运用全球视野比较法，将语言文化政策框架下的泰国华文教育与新加坡华文教育进行比较，探寻华文教育在不同国家发展现状产生的原因和发展规律；利用SWOT分析法分析总结泰国华文教育的优势与机会、劣势与威胁，总结出泰国华文教育未来进一步发展趋势。第三部分，结语，总结文章的主要内容、研究结论，研究不足及未来研究 方向。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. 2024-01-01T00:00:00Z https://has.hcu.ac.th/xmlui/handle/123456789/5695 Title: 朝贡贸易体制下明朝面向东南亚的文化传播研究 Authors: 李树娟; Li Shujuan Abstract: The historical origins of tributary trade can trace back far. The Ming government carried out the policy of “attracting people with kindness to come to you from far away” and attracted the surrounding countries to bow and pay Chaogong goods to this country every year. They used Chaogong trade as a means to achieve the purpose of diplomacy with the the surrounding nations through cultural influence. After entering the 21st century, cultural exchanges between China and Southeast Asian countries have not only entered a new era, but also raised new topics in the study of foreign cultural exchanges. Therefore, this paper takes the cultural exchanges between the Ming Dynasty and Southeast Asia under the Chaogong trade system as the research object. And the dissertation explores mechanism, content and impact of cultural exchanges in this historical period by sorting out historical documents and reveals the role of cultural exchanges, characteristics and patterns in this period and their implications for cultural exchanges and cooperation between China and Southeast Asian countries today. The first chapter of the paper is a literature review, and the second to sixth chapters are major parts of the dissertation. Chapter one is literature review. This chapter summarizes and refines the research content, purpose and significance of this dissertation by sorting out the relevant research literatures about Chaogong (tributary trade) and cultural exchanges with Southeast Asian countries during the Ming Dynasty. Chapter two summarizes and analyzes the Chaogong trade between the Ming Dynasty and Southeast Asia. The dissertation combs the historical evolution of the Chaogong trade system, the Chaogong relations and Chaogong goods exchanges between the Ming Dynasty and Southeast Asian countries, and analyzes the specific situation of this system in promoting Chaogong relation between the Ming and Southeast Asian countries in different periods of the Ming Dynasty, including Chaogong countries, Chaogong goods, frequency and rewards. This is also the basis for analyzing the cultural exchanges between the Ming Dynasty and ancient Southeast Asian countries under the Chaogong system. Chapter three analyzes the Ming Dynasty’s administrative and cultural influence in tributary countries in Southeast Asia. In this chapter the dissertation further explores and discusses the Ming Dynasty’s pilgrimage, canonization, vassalization, and edict coordination to Chaogong countries in Southeast Asia on the basis of Chaogong trade, as well as the cultural relics, regulations, and etiquette reflected in the Chaogong process. Using Chaogong trade as a means, it demonstrates the manner of a great country and how the county embodies the policies of “attracting people with kindness to come to you from far away” and “attracting the surrounding countries bow and pay Chaogong goods to this country every year” through the export of official culture exchanges and missionary education. At the same time, official cultural exchanges provide a reference paradigm for bilateral peaceful exchanges and current bilateral cultural exchanges and cooperation. Chapter four presents the Ming Dynasty’s language and cultural influence in Chaogong countries in Southeast Asia. By analyzing the Chaogong trade between the Ming Dynasty and ancient Southeast Asian countries, it promoted the spread of classics and historical collections, literary and cultural works in Southeast Asia, and promoted the vassal states’ demand for Chinese language and cultural education. Chaogong trade, as a medium and bridge, greatly promoted the spread and influence of Chinese language and culture during the Ming Dynasty. Chapter five focuses on the traditional cultural influence in Chaogong countries in Southeast Asia in Ming Dynasty. As another important medium for cultural exchanges, folk customs and etiquette, folk beliefs and folk crafts were also spread to Southeast Asian countries on a large scale during the Chaogong trade process. This is a concrete manifestation of the search for the identity and reconstruction of Chinese culture in Southeast Asian countries. Chapter six pays attention to the enlightenment brought by the cultural exchange model. The cultural communication between Ming government and the nations in Southeast Asia, especial in Chaogong business, can be exampled to promote bilateral cultural integration and enhance mutual understanding among nations in today’s world structure. It can be drawn on the traditional advantages of cultural exchanges under the Chaogong trade system to strengthen cross-cultural exchanges and cooperation, and promote the international spread of Chinese through trade exchanges between China and Southeast Asian countries, and promote the common prosperity and development of both languages and cultures in this area. The conclusion part summarizes the main points of the full text in terms of the content, form and impact of cultural influence in Southeast Asian Chaogong countries in Chinese Ming Dynasty under the Chaogong trade system from Hongwu to Wanli years, as well as the meaning behind cultural exchanges. Meanwhile the research conclusion is concluded.; 朝贡贸易历史渊源。明朝“怀柔远⼈”使“四夷宾服，万国来朝”，以朝贡贸易为手段，通过文化感化实现与四夷的外交目的。进入21世纪后，中国与东南亚国家的文化交流进入了一个新时期，对外文化交流研究提出了新课题。因此，本论文以明朝面向东南亚的朝贡贸易文化交流为研究对象，通过梳理历史文献和书写，探讨这一历史时期的文化交往形式、内容与影响，揭示这一时期文化交流的特点及其对当今中国与东南亚国家间的文化交流与合作启示。论文第一章为文献综述，第二章至第六章为论文的本论部分。第一章是文献综述。本章通过梳理明朝时期与东南亚国家朝贡贸易和文化交流的相关研究，总结提炼本论文的研究内容、目的和意义，设计研究思路。第二章梳理分析了明朝与东南亚朝贡贸易之往来。论文梳理了朝贡贸易体制的历史演变，明朝与东南亚各国的朝贡关系和贡赐往来情况，分析了明朝在不同时期与东南亚国家之间朝贡的具体情况，包括朝贡国、贡次、贡物、回赐和赏赐。这也是分析朝贡体制下明朝与东南亚文化交流的基础。第三章论述了明朝对东南亚朝贡国的吏治文化传播。论文进一步挖掘并讨论了明朝对东南亚朝贡国的朝觐册封、册藩、诏谕协调及在朝贡过程中所体现出的物典章礼仪。以朝贡贸易为手段，通过输出吏治文化和敷宣教化，明政府彰显大国风范，体现“怀柔远人”，“四夷宾服”。明朝对东南国家吏治文化交流为当今双边的文化交流与合作提供了可参考的范式和价值。第四章论述了明朝对东南亚朝贡国的传统文化传播。作为文化交流的又一重要介质，民俗礼俗、人民日常生活和民间社会工艺技术也在朝贡贸易过程中大范围地传播到东南亚国家，这是寻找中华文化在东南亚国家认同与重构的历史渊源。第五章论述了明朝对东南亚朝贡国的语言文化传播。明朝通过与东南亚古国之间的朝贡贸易，推动了经史子集和文化作品在东南亚的流传，促进了朝贡国对汉语语言、文化教育的需求。朝贡贸易作为媒介和桥梁，极大地促进了明王朝时期汉语语言文化的对外传播和影响。第六章论述了明朝与东南亚古国“薄”贡“厚”赐文化交流与融合的当代价值。朝贡贸易体制下，明朝与东南亚文化交流促进了双边文化融合、增进了相互理解。在当今世界格局中，双边可以借鉴朝贡贸易体制下文化交流的传统优势，加强跨文化交流合作，以贸易交流推动了汉语国际传播，进一步推动文化交流与商贸合作，从而实现推动中国与东南亚国家之间语言、文化、商贸的共同繁荣。结束语部分，总结了终明一代朝贡贸易体制下明朝与东南亚国家文化传播的内容、形式说明了两个主要问题：朝贡贸易即是贸易，又是外交手段；朝贡关系不仅是物质贸易，更是文化传播的途径，体现了“协和万邦，四海一家”对外交流思想和视野，对促进新时代的对外经贸和文化交流具有重大意义。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024 2024-01-01T00:00:00Z