浅谈全身反应法在泰国小学六年级汉语口语课堂教学中的应用 ——以泰国ANNJUDY SCHOOL 学校为例

Abstract

在中泰友好关系日益巩固和汉语需求不断增长的背景下，泰国的汉语学习者数量逐年 增加，且学习者年龄逐渐降低。泰国Annjudy School 紧随这一趋势，重视汉语教学，分别在 幼儿园一年级至小学六年级设置了相应的汉语课程。本文旨在探讨全身反应法在泰国六年级 对外汉语口语课堂教学中的应用，以提升学生的口语能力。研究采用了文献调查法、实验 法、案例分析法和访谈等多种研究方法，对全身反应法在ANNJUDY SCHOOL 的可行性和效果进 行了全面评估。研究对象为该校六年级的学生，根据课程设置和学生特点，设计了两种不同 的教学方案，并进行了测试和分析。研究结果显示，全身反应法在提高该校六年级学生汉语 口语表达能力和学习兴趣方面具有明显优势。基于实验结果，本文提出了一些针对泰国小学 六年级对外汉语口语课堂教学的建议，以期为教育教学实践提供有益的参考和借鉴。

In the context of increasingly solid Sino-Thai relations and the growing demand for Chinese language learning, the number of Chinese learners in Thailand is steadily increasing, with learners becoming progressively younger. Annjudy School in Thailand aligns with this trend by emphasizing Chinese language teaching and offering corresponding Chinese courses from kindergarten to grade six. This study aims to explore the application of the Total Physical Response (TPR) method in teaching Chinese as a foreign language in the sixth-grade oral communication classroom, with the goal of enhancing students' speaking abilities. The research employs various methods, including literature review, experimental method, case analysis, and interviews, to comprehensively evaluate the feasibility and effectiveness of the TPR method at Annjudy School. The subjects of the study are sixth-grade students at the school. Based on the curriculum and student characteristics, two different teaching schemes were designed, tested, and analyzed. The results indicate that the TPR method significantly improves the oral expression ability and learning interest of sixth-grade students. Based on the experimental results, the study offers several recommendations for teaching oral Chinese as a foreign language to sixth-grade students in Thailand, aiming to provide valuable references and insights for educational practice.