https://has.hcu.ac.th/jspui/handle/123456789/51 Mon, 27 Apr 2026 08:15:12 GMT 2026-04-27T08:15:12Z https://has.hcu.ac.th/jspui/handle/123456789/5447 Title: 基于SOLO分类评价理论的初中语文作业优化研究 Authors: 黄铮; Huang Zheng Abstract: This study aims to explore the optimization of junior high school Chinese homework based on the combination of the SOLO (Structure of the Observed Learning Outcome) classification evaluation theory and the UbD (Understanding by Design) model. Through a cross-sectional analysis, the hierarchical structure of homework design is dissected, and the optimization process of homework design is operationally unfolded, constructing an optimization model for “UbD” homework design based on the SOLO classification evaluation theory. Homework cases for the ninth grade Chinese textbook were designed, and the application effectiveness and theoretical value of this model were verified through case operations. Chapter 1 conducts a horizontal analysis of the structural levels of homework optimization and categorizes homework design into four levels based on the SOLO classification evaluation theory: U (uni-structural level), M (multi-structural level), R (relational level), and E (extended abstract level). Each level explores the characteristics and thinking patterns of homework and proposes grading criteria for hierarchical evaluation of Chinese homework based on the SOLO classification theory, providing clear structural guidance for homework design. Chapter 2 delves into the specific application of the UbD (Understanding by Design) model in homework design from a vertical operational perspective, including the clarity of expected learning outcomes, determination of reasonable assessment evidence, and the design of learning experiences and teaching stages. By comparing with traditional homework design, it discusses the advantages of the UbD model and its potential application in junior high school Chinese homework. Chapter 3 builds an optimized UbD homework model based on the SOLO classification evaluation theory. Through analyzing the adaptability of the integration of SOLO theory and UbD model, it demonstrates the importance and value of integrating the SOLO classification evaluation theory into UbD homework design. The chapter also introduces the structural framework of UbD homework design based on the SOLO classification evaluation theory, including key elements such as layered goal setting, rich evaluation evidenc, and progressive learning experiences. It further delves into the specific process of UbD homework design for junior high school Chinese based on the SOLO classification evaluation theory. Additionally, it discusses the reflection steps of UbD homework design based on the SOLO classification evaluation theory, including the UbD reflection adjustment process and “reproducibility coefficient” method for quality analysis of homework design, in order to improve the effectiveness and quality of homework design. Through this chapter, readers can obtain practical guidance and suggestions for optimizing homework design for junior high school Chinese. Chapter 4 conducts a comprehensive analysis of the current junior high school Chinese homework system by investigating the status quo of junior high school Chinese homework. It evaluates the advantages and shortcomings of the current junior high school Chinese textbook homework from four aspects: the volume of questions, types of homework, knowledge dimensions, and cognitive process dimensions. This analysis also provides an important reference for the subsequent investigation of the application status of homework. The second section further shifts to the practical application level, investigating the current status of junior high school Chinese homework, including students' attitudes towards homework, the quality of homework completion, and the feedback mechanism for homework. This provides empirical support for optimizing homework design. The third section turns to an international perspective, analyzing the homework system of the Thai textbook “Experience Chinese”. This cross-cultural comparative study not only helps to understand the similarities and differences in homework design under different cultural backgrounds but also provides references and insights for the improvement of junior high school Chinese homework in China. Through the analysis and investigation from multiple dimensions, this chapter thoroughly explores the current status of junior high school Chinese homework, providing strong support and a basis for the optimization of homework design. Chapter 5 demonstrates the application of the UbD homework optimization model based on the SOLO theory through case studies of optimized homework design. It presents a complete process of homework optimization from determining learning objectives, designing homework and corresponding evaluation, to reflection on homework design. Based on the compiled junior high school Chinese textbook, the application effect and theoretical value of this model have been verified through practical operations. In conclusion, the whole research is reflected from a theoretical perspective, exploring the achievements and shortcomings of optimizing homework based on the SOLO classification evaluation theory, and proposing future research directions and improvement opportunities. This study has constructed a systematic theory framework for optimizing homework, and through case studies, demonstrated the practical application value of this model in teaching. It provides new perspectives and methods for junior high school Chinese homework design， as well as theoretical and practical foundations for future educational reforms. The research results are not only beneficial for improving students' Chinese learning effectiveness but also have important implications for current Chinese language teaching.; 本研究旨在探讨基于SOLO（Structure of the Observed Learning Outcome）分类评价理论与UbD（Understanding by Design）模式相结合的初中语文作业优化研究。通过纵横交错的结构分析，既剖析了作业设计的层次结构，又操作性地展开了作业设计的优化流程，构建了基于SOLO分类评价理论的“UbD”作业设计优化模式。设计了统编版初中语文九年级上册的作业案例，通过案例操作验证该模式的应用效果与理论价值。第一章对作业优化的结构层次进行横向剖析，基于SOLO分类评价理论，将作业设计分为U（单点结构层次）、M（多点结构层次）、R（关联结构层次）和E（拓展抽象结构层次）四个层次。在每个层次中，分别探讨了作业特征与思维特点，并提出了基于SOLO分类理论的语文作业分层评价赋分等级标准，为作业设计提供了明确的结构指导。第二章从纵向操作角度，深入探讨UbD模式在作业设计中的具体应用，包括预期学习结果的明确、合理评估证据的确定以及学习体验和教学阶段的设计。通过与传统作业设计的比较，探讨了UbD模式的优势及其在初中语文作业中的应用潜力。第三章构建了基于SOLO分类评价理论的UbD作业优化模式。通过分析SOLO理论与UbD模式的融合适应性。论证了将SOLO分类评价理论融入UbD作业设计的重要性和价值。介绍了基于SOLO分类评价理论的UbD作业设计结构框架，其中包括分层设置目标、丰富评价证据和递进学习体验等关键要素。深入探讨了基于SOLO分类评价理论的初中语文UbD作业设计具体流程。并对基于SOLO分类评价理论的UbD作业设计进行反思步骤的讨论，包括UbD作业反思调适流程和“复现性系数”法作业设计质量分析，以提升作业设计的效果和质量。通过这一章节的内容，可以获得关于如何优化初中语文作业设计的实用指导和建议。第四章通过对初中语文作业现状的调查研究，对部编版初中语文教材的作业系统进行了全面分析，从题量、作业类型、知识维度和认知过程维度四个方面评价现行初中语文教材中作业的优势与不足。这一分析也为后续的作业应用现状调查提供了重要的参考依据。第二节则进一步转向实际应用层面，对初中语文作业的现状进行了调查。包括学生对作业的态度、作业完成质量、作业反馈机制等方面，为优化作业设计提供了实证支持。第三节将视线转向国外，对泰国《体验汉语》教材的作业系统进行了分析。这一跨文化的比较研究不仅有助于了解不同文化背景下作业设计的异同，也为我国初中语文作业的改进提供了借鉴和启示。本章通过多个维度的分析和调查，全面而深入地探讨初中语文作业的现状，为后续的作业设计优化提供了有力的支撑和依据。第五章通过作业设计优化案例，展示了基于SOLO理论的UbD作业优化模式在具体作业设计优化中的应用，从确定学习目标、设计作业及相应评价到作业设计的反思，呈现了一个完整的作业优化流程。以统编版初中语文其中一册为依据，通过实践操作验证了该模式的应用效果和理论价值。结语对整个研究进行理论反思，探讨了基于SOLO分类评价理论的UbD作业优化的成果与不足，并提出了研究的展望，指出了未来研究的方向与改进空间。本研究构建了一个系统的作业优化理论框架，并通过案例研究展示了该模型在实际教学中的应用价值，为初中语文作业设计提供了新的视角与方法，也为未来的教学改革提供了理论和实践依据。研究结果不仅有助于提升学生的语文学习效果，对当前的语文教学具有重要的启示意义。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5447 2024-01-01T00:00:00Z https://has.hcu.ac.th/jspui/handle/123456789/5347 Title: 泰国大学生汉语学习者语言生活状况调查研究 Authors: 甘 丽; Gan Li Abstract: This thesis focuses on the language life of college learners of the Chinese language in various major universities in Thailand. It employs survey questionnaires, observation, and personal interviews to investigate and analyze the lives of college learners the Chinese language in Thailand. The research explores the correlation between language attitudes, language usage, language proficiency, and different background variables among college learners of the Chinese language in Thailand. It not only provides a solid theoretical foundation and data support for Chinese language teaching in Thailand but also promotes cooperation and exchange between China and Thailand in various fields. This thesis consists of the following six parts. In the introduction section, the focus is on reviewing the research background and content, research objectives and significance, research ideas and methods, and sorting out relevant literature and works on language life at home and abroad, especially analyzing the current research status of the language life of college learners of the Chinese language in Thailand. Chapter One introduces the social and cultural overview of Thailand, including its geographical environment, ethnic population, historical context of Sino-Thai cultural exchanges, and the development history of Chinese language education in Thailand, aiming to present the humanistic and social environment of Thailand and its Chinese language education. Chapter Two analyzes the language attitudes of college learners of the Chinese language in Thailand from the dimensions of cognition, emotion, and behavior, as well as the correlation between different background variables and Chinese language attitudes. Chapter Three investigates the language acquisition and language proficiency of college learners the Chinese language in Thailand, as well as the background factors influencing language proficiency. Chapter Four investigates the language usage of college learners of the Chinese language in Thailand in different situations, conducting surveys on language usage in family, school, public spaces, and media, as well as the correlation between different background variables and Chinese language usage. Chapter Five is the conclusion, summarizing the characteristics and development trends of the language life of college learners of the Chinese language in Thailand, concluding and reflecting on Chinese education in Thailand, and proposing corresponding countermeasures and suggestions for existing problems. The research indicates that (1) in the language attitude survey, many respondents hold positive attitudes towards learning Chinese. Different "ages" have a significant impact on Chinese language attitudes, but "gender," "Chinese proficiency," "learning time," "family background," and "whether visited China" do not significantly affect Chinese language attitudes. (2) In the language proficiency survey, Chinese proficiency is significantly influenced by age, learning time, Chinese proficiency, and family background. (3) In the language usage survey, significant differences were found in language use concerning gender, duration of study, proficiency level in Chinese, family background, and study plans. Regarding regional Chinese language usage, it is more prevalent in school and media environments as well as specific settings, while its usage is relatively limited in family and public spaces.; 本论文以泰国各大高校汉语学习者语言生活状况为研究对象，采用调查问卷法、观察法和个人访谈法对泰国大学生汉语学习者生活情况进行调查分析。研究不同泰国大学生汉语学习者语言态度、语言使用、语言能力与不同背景变量的相关性，不仅能够为泰国的汉语教学提供坚实的理论基础和数据保证，还可助力于中泰两国各方面的合作交流。本论文由以下六个部分内容组成。在绪论部分，主要围绕包括研究背景与内容、研究目的及意义，研究思路与方法，对国内外有关语言生活的著作和文献资料进行梳理，尤其是对把泰国汉语学习者语言生活的研究现状进行分析；第一章从泰国的地理环境与民族人口、中泰文化交往历史源流、泰国汉语教育发展历史等介绍了泰国泰国的社会文化概况，目的是展现泰国人文社会环境与汉语教育。第二章从认知、情感、行为维度分析泰国大学生汉语学习者汉语语言态度，以及不同背景变量与汉语态度之间的相关性。第三章调查泰国大学生汉语学习者语言习得与语言听说读写能力，以及影响语言能力的背景因素。第四章调查泰国大学生汉语学习者在不同场合的语言使用，对家庭、学校、公共空间与媒体领域语言使用四个方面进行调查，以及不同背景变量与汉语使用之间的相关性。第五章是结论部分，概括泰国大学生汉语学习者语言生活的特征与发展趋势、对泰国汉语教育总结与思考，针对存在的问题，提出了相应的对策建议调研表明，（1）在语言态度调查中，大多数被调查者对学习汉语持有积极态度，不同“年龄”对学习者汉语语言态度存在显著的影响关系，但是“性别”“汉语水平”“学习时间”“家庭背景”“是否去过中国”并不会对学习者汉语语言态度产生显著影响。（2）在语言能力调查中，汉语能力与年龄、学习时间、汉语水平、家庭因素、学习形式和学习计划都有显著性影响。（3）在语言使用调查中，语言使用与性别、学习时间、汉语水平、家庭背景、学习计划之间存在显著性差异。在区域汉语使用方面，汉语在学校、媒体领域和一些特定环境中的使用相对较多，而在家庭、公共空间领域的使用相对较少。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5347 2024-01-01T00:00:00Z https://has.hcu.ac.th/jspui/handle/123456789/5263 Title: 基于理解性输入理论的儿童汉语二语口语家庭教学模式(4+3+SCI)建构与实验研究 Authors: 董吉颖; Dong Jiying Abstract: This thesis aims to deeply explore the effectiveness of oral Chinese teaching for children in non-Chinese-speaking families. Through thorough investigation, it reveals the current status and influencing factors of oral expression in children's Chinese as a second language (CSL) learning. It finds that traditional teaching methods fail to meet the needs of children's CSL oral learning, especially in developing oral expression skills. This establishes the necessity of home-based oral Chinese teaching for children. Consequently, an innovative teaching model, the 4+3+SCI (4+3+Sustainable Comprehensible Input), is proposed and implemented. This model combines three teaching elements selected based on a children's language corpus—nursery rhymes, graded picture books, and cartoons—along with scientific planning. Through four meticulously planned stages, it continuously integrates "oral output and expression" with situational communication, emotional interaction, and comprehensible input theories of second language acquisition. This provides children from non-Chinese-speaking countries with a more comprehensive, engaging, and effective Chinese learning environment. In Chapter One, through a survey-based research approach, the current state of children's CSL learning is thoroughly examined, revealing issues in oral expression and analyzing the influencing factors. The analysis indicates that traditional teaching methods fail to meet the needs of children's CSL learning, particularly in developing oral expression skills. Children commonly exhibit significant deficiencies in listening, vocabulary richness, and interest in expression. Therefore, it is necessary to explore a more systematic, scientific, and easily implementable home-based teaching model to improve children's oral expression proficiency in Chinese as a second language. Chapter Two introduces the concept of the "4+3+SCI Model," detailing the design principles and specific implementation methods for each element. This model aims to create a more positive, interactive, and immersive learning experience in home-based oral Chinese teaching for children as a second language by incorporating diverse teaching materials and fostering family involvement and emotional interaction. The design of this model seeks to promote children's overall development by integrating multimedia resources such as nursery rhymes, picture books, and cartoons with oral expression, situational communication, and emotional interaction. Chapter Three details the experimental part of the "4+3+SCI Model." In this experiment, a comparative study was conducted between children from experimental group families, who followed the "4+3+SCI" model, and children from the control group, who followed regular school teaching methods. The experimental group received instruction according to the "4+3+SCI" model, while the control group followed conventional school teaching methods. Through regular observations, routine assessments, interviews, periodic horizontal comparative assessments, and longitudinal comparisons across the four stages of the experimental group, extensive oral output data of children's Chinese as a second language were collected. This data is then analyzed in-depth to evaluate the effectiveness of the model in practical application. Chapter Four presents an in-depth analysis of the experimental results, discussing the advantages and limitations of the "4+3+SCI" model in improving children's oral Chinese proficiency. By combining the improvement in the oral expression abilities, situational communication, and emotional interaction of the children involved, a quantitative analysis of the output data from the comparative assessments is conducted. This analysis verifies the practical feasibility of the model in a home environment. Additionally, the chapter delves into the issues encountered during the experiment and potential areas for improvement, offering suggestions for future research. The study aims to provide an innovative model and empirical research reference for home-based oral Chinese teaching for children as a second language. This study not only innovates a home-based oral Chinese teaching model for children as a second language in practice but also provides robust theoretical support for children's language learning. By integrating surveys, theoretical analysis, model construction, and empirical research, it contributes new perspectives and insights to the theory and practice of Chinese language teaching.; 本论文旨在深入探讨母语非汉语家庭儿童汉语口语教学的有效性，并通过深入调查揭示儿童汉语二语学习在口语表达方面的现状及其影响因素，发现传统教学难以满足儿童二语口语学习的需要，尤其在口语表达能力的培养上存在明显不足，确定儿童汉语二语口语家庭教学的必要性，据此提出并实施了一种创新的教学模式——4+3+SCI（4+3+Sustainable Comprehensible Input）。该模式旨在结合基于儿童语料库所筛选的三种教学元素，即儿歌、分级绘本、动画片并配合以科学的规划等，通过四个阶段有精密规划的学习，不断将“口语输出和表达”与情境交流、情感互动以及可理解输入等儿童二语习得理论相融合，为母语非汉语国家儿童提供更全面、有趣且有效的汉语学习环境。第一章通过调查研究的方式，深入了解儿童汉二语学习的现状，揭示了其在口语表达方面存在的问题，分析其影响因素。通过分析发现传统的教学方式难以满足儿童汉语二语学习的需要，尤其在口语表达能力的培养方面，儿童普遍存在听力、词句丰富度、表达兴趣等方面明显的不足。因此，有必要探索一种更为系统、科学和易操作的家庭教学模式，以提高儿童的汉语二语口语表达水平。第二章提出了“4+3+SCI模式”的设想，详细阐述了每个元素的设计理念和具体操作方式。该模式通过引入丰富多样的教材，结合家庭配合及情感交流，力图在儿童汉语二语口语教学中创造更为积极、互动和深入的学习体验。这一模式的设计旨在通过儿歌、绘本、动画片等多媒体教材，以及与口语表达、情境交流和情感互动的结合，促进儿童全面发展。第三章是“4+3+SCI模式”的实验部分。在实验中，选取了实验组家庭教学的个案儿童和对照组学校教学的个案儿童进行对比研究。实验组按照“4+3+SCI”模式进行教学，对照组按照学校常规教学方法。通过定期的观察、各自常规考核和访谈、阶段性横向对比考核以及实验组四阶段的纵向对比等手段，收集了丰富的儿童汉语二语口语输出的语料数据，以深入分析和评估这一模式在实际应用中的效果。第四章对实验结果进行了深入分析，探讨了“4+3+SCI”模式在提高儿童汉语口语水平方面的优势和局限性。通过结合被试儿童的口语表达能力、情境交流和情感互动的改善程度，对个案儿童对比考核的输出语料进行量化分析，验证了该模式在家庭环境中的实际可行性。同时，对实验中出现的问题和改进空间进行了深入思考，为未来的研究提供了一些建议。研究旨在为儿童汉语二语口语家庭教学提供创新的模式和实证研究的参考。这一研究不仅在实践中创新了儿童汉语二语口语家庭教学模式，也为儿童的语言学习提供了有力的理论支持。通过结合调查、理论分析、模式构建和实证研究，为汉语教学领域的理论和实践贡献了新的视角和启示。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5263 2024-01-01T00:00:00Z https://has.hcu.ac.th/jspui/handle/123456789/5236 Title: 泰国中高级汉语学习者动趋构式习得研究 Authors: 李莉佳; Li Lijia Abstract: Directional constructions have always been a difficulty for Thai learners to master. Unlike Thai, Chinese directional complements not only have inherent directional meanings but also metaphorical result meanings and state meanings, which increase the learning difficulty for Thai learners of Chinese and distinguish their usage characteristics from those of learners from other countries. This article conducts research and analysis on the acquisition and teaching of directional constructions by intermediate and advanced Thai learners, summarizes the usage representations of directional constructions by Thai intermediate and advanced Chinese learners, analyzes the reasons, and proposes practical teaching methods. Firstly, the basic theories and research methods to be used in this article are elaborated. Secondly, the article analyzes a corpus of fourteen thousand characters from both a corpus database and assignments of local Thai learners. The analysis covers four aspects: usage frequency, displacement events, usage structures, and error types, summarizing the usage characteristics of learners regarding directional constructions. Then, it selects the verbs used in these constructions to conduct experiments on prototype and form-meaning probability, deriving the prototypes of directional verbs and the ranking of form-meaning probability closeness. Based on the corpus and experiments, the article summarizes the prototypes, structural usage characteristics, and typical errors of directional constructions. The results show that in V+D 'lai' constructions, the verb with the highest prototypicality is "xiang," and the construction with the highest form-meaning probability is "tingqilai," while the instance with the highest frequency is "xiangqilai." In V+D 'qu' constructions, "jianchi" and "pao" have the highest prototypicality, and due to limited data, form-meaning probability could not be analyzed. Structural analysis shows that structures not involving locative objects are the most frequent, with most objects being in medial or postverbal positions. Error types include confusion between V+ 'lai' and V+ 'dao,' as well as between "qilai" and "chulai." Additionally, in "huilai," there is redundant information in "lai," "qilai," "chulai," and "chuqu."Based on the above analysis, the article analyzes the reasons for prototypicality appearance from the frequency of occurrence in textbooks and the degree of detailed explanation, the structural usage reasons from a comparative analysis of Chinese and Thai, and the reasons for error types from a semantic analysis of Chinese and Thai. The main reason is interference and occlusion by the native language, and it is also influenced by the target language, such as the frequency of directional constructions in textbooks and the easily confused words "lai" and "dao" in Chinese, causing confusion for learners. Finally, based on the usage characteristics and reasons analysis of learners, this article selects "qilai" as the teaching content, using the construction-chunk method to design teaching plans suitable for intermediate and advanced Thai learners, increasing the proportion of explanations on common mistakes in the teaching plans, and proposing targeted teaching suggestions. This research still has shortcomings in the analysis of reasons and the design of teaching plans. The reason analysis is not in-depth, and the teaching plan design has not been experimentally verified. These are the deficiencies and areas that need improvement in this article.; 动趋式一直是泰国学习者的习得难点，与泰语不同，汉语趋向补语不仅存在本身的趋向义还有隐喻后的结果义和状态义，增加了泰国汉语学习者的学习难度，也有区别于其他国家学习者的使用特征。本文对动趋构式泰国中高级学习者的习得及教学进行研究分析，总结出泰国中高级汉语学习者动趋构式的使用表征，分析其原因并提出具有实用性的教学方法。首先对本文所要使用的基本理论及研究方法进行阐述。其次本文对学习者两万一千字的语料进行分析，所选取的两万一千字的语料是来自语料库及泰国本土学习者作业。本文从使用频次、位移事件、使用结构及偏误类型四个方面进行分析，总结出学习者关于动趋构式的使用特征。继而选取其动词使用，进行原型性及形义或然性实验，得出动趋式的动词原型及形义或然性紧密度排序。通过语料及实验，总结出动趋构式的使用原型，结构使用特征及典型偏误。其结果为在V+D来中原型性最高的动词为“想”，形义或然性最高的动趋式位“听起来”，实例频次最高的为“想起来”。在“V+D去”中，“坚持”和“跑”的原型性最高，形义或然性由于数据有限不能进行分析。结构分析中，不涉及处所宾语的结构最多，宾语位置大多数中置和后置。偏误类型中V+来与V+到，起来和出来存在混淆。回来中的来和起来、出来及出去，信息存在多余。基于上述分析，本文将从动趋构式的教材出现频次，讲解详细程度分析原型性出现的原因，从汉泰对比分析结构使用原因，从汉泰语义分析偏误类型原因。得出其主要原因是受到了母语的干扰和遮蔽，也会受到目的语的影响，如课本中动趋构式出现的频次，来和到在汉语中就属于易混词，也会造成了学习者的混淆。最后根据学习者的使用特征及原因分析，本文选取“起来”作为教学内容，结合泰国中高级学习者的使用特征运用构式—语块法设计教学教案，在教案中增加易错点的讲解比重，最后提出具有针对性的教学建议。本研究在原因分析及教案设计方面仍存在不足，原因分析尚不深入，教案设计也没有经过实验的验证。这是本文的不足及需要改进的重点。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5236 2024-01-01T00:00:00Z