泰国曼谷中专外语专业汉语教学现状调查研究 一-以曼谷工商管理与旅游学院为例

Abstract

在经济领域,中国作为全球第二大经济体连续多年成为泰国最大贸易伙伴。文化方面,两 国在旅游、影视艺术等方面都有密切的合作。鉴于此,大力培养汉语人才是泰国教育业要引起 重视的项目。在这样的背景下,本文以曼谷工商管理与旅游学院为例,调查了曼谷中专外语专业汉语的 教学现状。调查的对象为曼谷工商管理与旅游学院外语专业的学生以及三名汉语老师。对于学生,主要采用了问卷调查法,从学生汉语基础、学生的汉语学习动机、学生的汉语学习情况以及学校的汉语教学情况几个方面展开,对于老师,主要采用了访谈法,了解学校的汉语教学情 况。调查结果显示,学校的汉语教学既存在优势,又存在许多问题有待完善。对此,我们也提出了一些针对性的建议。教师教学方面有:汉语教学中应加强中华文化尤其是先进文化的引 导,通过合理分配活动时间提高课堂效率,严肃考核方式,树立教师威严,组织集体备课编写 校本教材,培养学生在情境中的听说能力,对于基础好的学生单独布置任务等。学校组织方面 有:明确汉语教学定位、目标,系统把控学生学习进度,开展学业、职业规划课程、鼓励学生 参加BSK等考试,开展中泰双师课堂,与中国院校联系开展研学活动,分层教学,积极利用汉 语教师志愿者资源等。社会、国家层面有:加强校企合作,优化泰国学生赴中国留学政策等。

In the economic field, China, as the world's second largest economy, has been Thailand's largest trading partner for many years. In terms of culture, the two countries have close cooperation in tourism, film and television arts, etc. In view of this, vigorously cultivating Chinese talents is a project that the Thai education industry should pay attention to. Against this background. this paper takes Bangkok Institute of Business Administration and Tourism as an example to investigate the current situation of Chinese teaching in foreign language majors in Bangkok Technical Secondary School. The subjects of the survey are students majoring in foreign languages at Bangkok Institute of Business Administration and Tourism and three Chinese teachers. For students, the questionnaire survey method was mainly used to start from the students' Chinese foundation, students' Chinese learning motivation, students' Chinese learning situation and the school's Chinese teaching situation, for teachers, the interview method was mainly used to understand the school's Chinese teaching situation. The survey results show that the school's Chinese teaching has both advantages and many problems that need to be improved. In this regard, we also put forward some targeted suggestions. In terms of teacher teaching, the guidance of Chinese culture, especially advanced culture, should be strengthened in Chinese teaching, classroom efficiency should be improved by reasonably allocating activity time, serious assessment methods should be used, the teacher's majesty should be established, collective lesson preparation and compilation of school-based teaching materials should be organized, students' listening and speaking skills in situations should be cultivated, and tasks should assigned to students with good foundations. In terms of school organization, we have: clarified the positioning and goals of Chinese teaching, systematically controlled students' learning progress, caried out academic and career planning courses, encouraged students to take HSK and other exams, carried out Chinese-Thai dual-teacher classrooms, contacted Chinese institutions to carry out research and study activities, implemented stratified teaching, and actively utilized Chinese teacher volunteer resources. In terms of society and the country, we have: strengthened school-enterprise cooperation, and optimized the policy for Thai students to study in China.