When it comes to Thai speaking Chinese, most Chinese teachers think of the "Thai style accent Chinese" with Thai phonetic characteristics in their minds. One of the reasons for this characteristic accent is that Thai Chinese language learners directly use methods of pronouncing Thai tones in learning Chinese tones. For example, most Thai people correspond the first tone in Thai to the Yin Ping in Chinese, the second tone to the Shang Sheng, the third tone to the Qu Sheng, and the fifth tone to the Yang Ping. The positive effect of this transfer is to enable learners to quickly understand and master the overall characteristics of Chinese four tones. However, this simple native tone substitution may easily lead to problems such as low tone values and inability to produce inflectional sounds. Long term speak in that way can easily lead to "fossilization" and is difficult to correct. This article explores the relationship between music pitch and Chinese tone pitch, in order to study the teaching method of using Chinese pop music to learn the notation singing method and using the notation to perceive Chinese tones. The author used three methods in writing the paper: literature survey, questionnaire survey, and interdisciplinary research to study the tone learning situation of Thai Chinese intermediate level and above (HSK3-6 level) learners, and designed Chinese tone teaching methods that meet the learning characteristics and needs of Thai students. The full text consists of five chapters, which are introduction, overview of Chinese and Thai tones, Chinese tones and Chinese pop music, A Survey on the Chinese Tones Learning in Thailand ,teaching design of Chinese tones in Thailand. Through this paper, we hope to design a more effective, interesting, and suitable Chinese tone teaching classroom design for Thai Chinese learners based on the original tone teaching method, which can be used as a reference for Chinese language teaching in Thailand and even around the world in the future.
提起泰国人说汉语，大多数汉语教师脑海中想起的就是具有泰国语音特色的“泰式腔调汉语”，造成这种特色腔调的原因之一就是泰国的汉语学习者在学习汉语声调时，将泰语声调中和汉语声调相似的部分直接使用在汉语声调中。这种迁移的积极作用是能够让学习者快速了解和掌握汉语四声的总体特点，但这种简单的母语声调代入容易出现声调调值不够高、曲折音发不出等问题，使用时间较久容易形成“化石化”现象，难以改正。本文通过探讨音乐音高及汉语声调音高的关系，来研究引用华语流行音乐学习简谱唱法，并利用唱简谱感知汉语声调的教学方法。笔者撰写论文采用了文献调查法、调查问卷法、跨学科研究法三种方法对泰国汉语中级水平及以上（HSK3-6级）学习者的声调学习情况进行研究，并针对学习者学习特点和需求设计符合泰国学生的汉语声调教学方法。全文共五章，分别是绪论，汉、泰语声调概述，汉语声调与华语流行音乐，泰国汉语声调学习情况调查和在泰汉语声调教学设计。通过本论文希望能在原有声调教学法的基础上设计出一种更有效、更具趣味性、适合泰国汉语学习者的汉语声调教学课堂设计，将来可供在泰甚至世界范围的汉语教学参考。
