中文歌曲在泰国小学中文课堂教学作用的研究--以泰国 Kwong Chow Schoo1小学中文课堂为例

Abstract

本研究采用文献分析、实地调查相结合的方法,选取泰国Kwong Chow Schoo1小学作为研究对象,通过收集110份问卷以及课堂观察、3个案例分析,研究重点探讨中文歌曲对提高学习兴趣、辅助语言教学、促进文化理解和改善课堂氛围的作用,并分析影响教学效果的主要因素。研究结果将为泰国小学中文教学提供新的思路和方法,对提升在泰中文教学质量具有重要参考意义。研究发现中文歌曲在泰国Kwong Chow Schoo1小学中文课堂中具有显著的教学价值:一 是显著提升学生的学习兴趣与课堂参与度,旋律轻快的歌曲(如《小星星》能有效缓解语言学习压力;二是通过重复性歌词和节奏训练,强化词汇记忆与语音语调准确性,尤其对声调学习有促进作用;三是文化内涵歌曲,如《龙的传人》成为跨文化传播的有效媒介,但需配合视觉化讲解和本士文化对比以降低理解难度。研究同时揭示现存问题,包括歌曲语言难度匹配不足、文化差异障碍及课堂设计复杂性。结论表明,中文歌曲教学需遵循“分层适配”原则,结合学生年龄、语言水平动态调整,并系统性融入文化对比与多元评估,方能实现语言习得与文化浸润的双重目标,为泰国中文教育提供创新路径。

This study adopts a combination of literature analysis and field investigation methods, and selects Kwong Chow School in Thailand as the research object. By collecting 110 questionnaires, classroom observations, and case analyses. the study focuses on the role of Chinese songs in improving learning interest, assisting language teaching, promoting cultural understanding, and improving classroom atmosphere, and analyzes the main factors affecting teaching effectiveness. The research results will provide new ideas and methods for Chinese teaching in Thai primary schools and have important reference significance for improving the quality of Chinese teaching in Thailand. The study found that Chinese songs have significant teaching value in the Chinese classroom of Kwong Chow School in Thailand: first, they significantly improve students' learning interest and classroom participation. Songs with high melodies (such as "Twinkle Twinkle Little Star") can effectively relieve language learning pressure; second, through repetitive lyrics and rhythm training, vocabulary memory and pronunciation and intonation accuracy are strengthened, especially prong tone learning; third, songs with cultural connotations, such as "Descendants of the Dragon", become an effective medium for cross-cultural communication, but they need to be combined with visual explanations and local cultural comparisons to reduce the difficulty of understanding. The study also revealed existing problems, including insufficient matching of song language difficulty, cultural differences and classroom design complexity. The conclusion shows that Chinese song teaching needs to follow the principle of "hied adaptation", dynamically adjust according to students' age and language level, and systematically integrate cultural comparisons and diversified assessments to achieve the dual goals of language acquisition and cultural immersion, providing an innovative path for Chinese education in Thailand.