https://has.hcu.ac.th/xmlui/handle/123456789/51 Wed, 13 May 2026 17:02:53 GMT 2026-05-13T17:02:53Z https://has.hcu.ac.th/xmlui/handle/123456789/5471 文化符号学视域下中国古代建筑艺术的国际中文教学研究——以北京故宫为例 李瑞云; Li Ruiyun Cultural semiotics, originating from Russia in the 20th century, has ascended to become an essential research paradigm within the global semiotic studies, owing its esteemed academic stature to its profound scholarly ideologies and a comprehensive theoretical system. As an interdisciplinary research domain, cultural semiotics delves into the creation, dissemination, and transformation of signs and meanings within culture, thoroughly analyzing the function of semiotic systems in social interaction and their profound impact on human behavior. This discipline underscores the dynamism, diversity, and complexity of culture, exploring the interplay and evolutionary processes of different cultural forms and how they innovate through the assimilation of new elements, reflecting the non-linear trajectory and innovative capacity of cultural development. This paper conducts an in-depth exploration of the application of ancient Chinese architectural art in international Chinese language teaching from the vantage point of cultural semiotics, with The Imperial Palace serving as a paradigmatic case study. The analysis, from a unique cultural semiotic perspective, dissects The Imperial Palace not only as a material cultural heritage and architectural jewel that captivates global attention but also as a symbol brimming with historical memory and cultural information. Consequently, The Imperial Palace plays a crucial role in the enduring heritage and international dissemination of Chinese culture. This study aims to infuse international Chinese education with greater cultural depth and historical dimensions. Chapter One elaborates on the foundational theories, developmental trajectory, and scholarly value of cultural semiotics, gradually unveiling its theoretical richness and profound academic importance. Not only does this chapter trace the origins of cultural semiotics, but it also discusses the significant influence of natural and human sciences on its formation. Additionally, the chapter systematically summarizes and explicates the four main characteristics of culture: symbolism, holism, dynamism, and multivocality. Chapter Two offers an insightful analysis of the core concepts and theoretical framework of cultural semiotics, particularly focusing on the detailed exposition of the cultural symbolic domain and Lotman's theory of text. This section defines the cultural symbolic domain as a vibrant and interwoven system of symbols, emphasizing the decisive roles played by time and space in the construction and evolution of culture, providing new tools for the study of cultural phenomena. Chapter Three comprehensively discusses The Imperial Palace's historical background, architectural features, and historical evolution, highlighting its prominent and unique status in ancient Chinese society. From the Yuan dynasty's social upheaval and its impact on architecture to how The Imperial Palace became an exemplar of traditional Chinese architectural art during the Ming and Qing dynasties, the chapter delves into The Imperial Palace's design concepts, layout, and technological innovations, reflecting the characteristics of these dynasties while also underscoring the importance of cultural heritage protection and our dedication and efforts towards it. Chapter Four investigates the rich symbolization process of The Imperial Palace within the realm of cultural semiotics, emphasizing its multidimensional value as the quintessence of ancient Chinese architecture and a profound symbol of Chinese civilization. By analyzing The Imperial Palace's symbolism, holism, and multivocality, alongside the dynamic changes in time and space, the chapter reveals that The Imperial Palace, as a culmination of architectural art, symbolizes the historical depth and diverse expressions of culture. Chapter Five delves into the application of The Imperial Palace's cultural symbols in international Chinese education, analyzing the current teaching situation and challenges, proposing optimized teaching strategies, and exploring practical exploration integrated with the AP Chinese Language and Culture course. This aims to enhance teaching quality and boost international students' cultural understanding and cross-cultural communication skills.; 文化符号学，源于20世纪俄国，如今已成为世界符号学的重要研究范式，其如此崇高的学术地位，得益于它深邃的学术思想和完善的理论体系。作为一门跨学科的研究领域，文化符号学专注于探究文化中符号与意义的生成、传播与变迁，深入剖析符号系统在社会互动中的功能及其对人类行为的深远影响。该学科强调文化的动态性、多样性与复杂性，探索不同文化形态的相互作用与进化过程，及其如何通过吸纳新元素进行自我创新，体现文化发展的非线性和创新能力。本文深入探究了文化符号学视角下中国古代建筑艺术在国际中文教学中的应用，选取北京故宫作为典型研究案例。论文从文化符号学的独特视角切入，深刻剖析了故宫不仅作为举世瞩目的物质文化遗产和建筑艺术瑰宝，更作为一种充满象征意义的文化符号，承载了丰富的历史记忆和文化信息。正因如此，故宫在中华文化的绵延传承与国际传播中扮演着举足轻重的角色。通过本研究，我们期望能够为国际中文教育注入更多文化深度和历史维度。第一章深入阐述了文化符号学的基础理论、发展历程及其学术价值，逐步揭示了其理论丰富性和深远的学术价值。本章不仅追溯了文化符号学的起源，还深入讨论了自然科学和人文科学对文化符号学形成的显著影响，此外，本章还系统归纳并阐述了文化的四大特性：符号性、整体性、动态性和多语性。第二章对文化符号学的核心理念与理论架构进行了深刻剖析，尤其聚焦于对文化符号域及洛特曼文本观的详细阐释。在这一章节中，明确界定了文化符号域为一个既充满活力又相互交织的符号系统，并着重强调了时间和空间在文化的构筑与演进过程中所扮演的决定性角色，这些理论为我们提供了研究文化现象的新工具。第三章综合探讨了故宫的历史背景、建筑特色和历史演变，突出其在中国古代社会既显赫又特殊的地位。从元朝的社会动荡及其对建筑的影响出发，到明清时期故宫如何成为中国传统建筑艺术的典范，章节深入分析了故宫设计理念、建筑布局和技术创新，反映了明清两代的朝代特色。同时也强调了文化遗产保护的重要性以及我们对文化遗产保护工作的重视与努力。第四章深入探究了故宫在文化符号学视域下的丰富符号化过程，突显其作为中国古代建筑精粹及中华文明深厚历史文化象征的多维价值。本章通过对故宫的符号性、整体性与多语性的分析，结合时间与空间维度上的动态变化探讨，揭示了故宫不仅作为建筑艺术集大成，更象征着文化的历史深度和多样表达。第五章深入探讨了故宫文化符号在国际中文教育中的应用，通过分析教学现状与面临的挑战、提出教学策略的优化建议，以及结合AP汉语与文化课程进行的实践探索，旨在提高教学质量、增强国际学生的文化理解和跨文化交际能力。 Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/xmlui/handle/123456789/5471 2024-01-01T00:00:00Z https://has.hcu.ac.th/xmlui/handle/123456789/5447 基于SOLO分类评价理论的初中语文作业优化研究 黄铮; Huang Zheng 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。 Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/xmlui/handle/123456789/5447 2024-01-01T00:00:00Z https://has.hcu.ac.th/xmlui/handle/123456789/5347 泰国大学生汉语学习者语言生活状况调查研究 甘 丽; Gan Li 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。 Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/xmlui/handle/123456789/5347 2024-01-01T00:00:00Z https://has.hcu.ac.th/xmlui/handle/123456789/5263 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 董吉颖; Dong Jiying 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。 Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/xmlui/handle/123456789/5263 2024-01-01T00:00:00Z