泰国艺术大学汉语教育专业4+1 模式与2+2+1 模式对比研究

Abstract

随着汉语在泰国的推广，泰国的汉语师资紧缺。泰国高校陆续开设了“汉语教育 专业”，致力于培养泰国本土的汉语师资。目前泰国高校中汉语教育专业的培养模式 主要是两种。一种是泰国纯本土培养模式（4+1）；另一种则是中泰合作培养模式 （2+2、3+1 或2+2+1 等中泰合办项目）。两种模式的教学理论、课程体系、培养目标 和教学策略等方面都有显著差异。本文通过对泰国艺术大学汉语教育专业两种（4+1 和2+2+1）模式进行调查分析，总结两种培养模式的异同。 本文介绍了研究背景，即泰国艺术大学的学校概况以及泰国艺术大学汉语教育专 业的专业概况。对两种模式“4+1”模式和“2+2+1”模式在培养目标、教学体系及教 学策略、就业情况四个方面进行对比。培养目标方面，在培养目标方面“4+1”更加偏 向于教师培养，“2+2+1”更加偏向于汉语专业知识的提高。汉语教学方法方面， “4+1”模式偏向于语法翻译法，“2+2+1”模式多使用情景教学法。在课程体系方 面，“4+1”模式教育专业课较多，“2+2+1”模式汉语专业课较多。在评分模式方 面，“4+1”模式偏向于平时成绩、期中考试以及期末考试综合评定等级，而 “2+2+1”模式在中国的两个学年偏重于以期末考试为主，其他成绩为辅进行等级评 价。师生对两个模式满意度的调查，本文使用调查问卷及访谈的方法对艺术大学的学 生及教师进行调查。学生对两种模式的看法基本处于满意状态。学生对班级人数、评 分模式等几个方面有所意见，特别是班级人数中，大部分学生认为班级人数应该在 15-20 人，但是目前班级人数明显大于20 人。通过前面的分析对两种模式提出相应的 意见和建议。“4+1”模式在教学方法，课程体系以及教师素质提出了相应的意见， “2+1”模式在评分模式、课程体系及教师素质方面提出了相应的意见。 创新之处在于对泰国艺术大学汉语教育专业的两种培养模式进行细致的了解和分 析，从两种模式的培养目标、课程设置、教学策略、就业情况等几个方面的不同，去 探讨不同培养模式的培养质量，针对所存在的问题提出合理建议。这是高校中外合作 项目的研究中首次针对特定专业的特定模式进行细致分析，具有首创性和新颖性。

This article is after the author has experienced two "4 + 1" and "2 + 2 + 1" program of Thai Chinese teaching in Thailand, and then investigates and writes the two modes in the author's alma mater, Thai Art University. One is Thailand's pure native training program (4 + 1); the other is China Thailand cooperative training program (2 + 2, 3 + 1 or 2 + 2 + 1 and other Sino Thailand joint projects). There are significant differences in teaching theory, curriculum system, training objectives and teaching strategies between the two models. Through the investigation and analysis of the two program of Teaching Chinese as a Foreign Language major in Silpakorn University of Thailand, this paper summarizes the similarities and differences between the two programs. This paper compares the two programs of "4 + 1" and "2 + 2 + 1" in four aspects of teaching theory, training objectives, teaching system and teaching strategies, and introduces the similarities and differences between the two programs in detail. In terms of teaching objectives, "4 + 1" is more inclined to teacher training, "2 + 2 + 1" is more inclined to the improvement of Chinese professional knowledge. In terms of teaching methods, "4 + 1" mode tends to grammar translation method, "2 + 2 + 1" program mostly uses situational teaching method. In terms of curriculum system, there are more "4 + 1" education courses and more "2 + 2 + 1" Chinese courses. The survey of teachers and students' satisfaction with the two models. This paper uses the methods of questionnaire and interview to investigate the students and teachers of Silpakorn University. The students of the two programs are basically satisfied with the program. If they have the chance to choose again, they will not change their choice. Puts forward the corresponding opinions and suggestions for the two models through the previous analysis. "4 + 1" program puts forward corresponding opinions on teaching methods, curriculum system and teachers' quality, "2 + 1" program puts forward corresponding opinions on scoring program, curriculum system and teachers' quality. The innovation lies in the detailed understanding and analysis of the two training modes of the Chinese language education major of the Thai Silpakorn university, and discusses the differences in the training objectives, curriculum settings, teaching strategies, and employment situation of the two programs. The training quality of different training modes and put forward reasonable suggestions for existing problems. This is the first time in the study of Sino-foreign cooperation projects in universities to conduct a detailed analysis of specific models of specific majors, which is innovative and novel.