In order to strengthen the cooperation and exchange between China and Thailand, improve the level of Chinese teaching in Thailand and promote the communication of Chinese culture in Thailand, with the strong support of the Thai Royal Family and Government, the Centre for Language Education and Cooperation and the Thai Ministry of Education are cooperating to carry out the International Chinese Language Volunteer Programme. Along with the increasing number of Chinese language learners in Thailand, the number of international Chinese language volunteers sent to Thailand is also increasing year by year, and culture shock is a problem that accounts for a relatively high proportion of volunteers every year, which has an impact on their work and life.Through a literature review, the author has summarized culture shock as the anxiety, surprise, fear, and even anger experienced by individuals when they lose familiar social symbols from their original social life and communication in a foreign culture. Therefore, this article takes the Chinese language volunteers in Thailand from 2021 to 2022 as an example to analyze and study the phenomenon of culture shock. By analyzing the data, the degree of culture shock experienced by the volunteers in Thailand, their cultural adaptation, interpersonal communication are examined, and external social support in Thailand through data, and summarizes the reasons for their culture shock while teaching in Thailand using case studies, and propose some corresponding countermeasures. This thesis is divided into the six sections listed below: The first section discusses the research background, research purpose and significance, research methods, and literature review. The second part is the basic theories of culture shock. The third part is the investigation and analysis of the quantitative questionnaire of culture shock, which primarily takes the Chinese Language Volunteers in Thailand from 2021 to 2022 as the investigation object, and analyzes their basic situation, culture shock, material, system, spiritual and cultural adaptation in Thailand, interpersonal communication, personal factors, and external social support, as well as investigates the correlation between culture shock and these variables. The fourth section conducts interviews with volunteers to study their cases of culture shock and summarizes the factors that contributed to their culture shock from personal, social, and interpersonal perspectives. The fifth section is based on the second and third parts' research findings and offers some suggestions and coping strategies for overcoming cultural shock from three perspectives: individuals, Thai schools, and sending units. The final section is the conclusion, which simply summarizes the paper's analysis results and highlights the shortcomings in the analysis process.
汉语综合课以培养学生各项技能全面发展为目标，在汉语教学中扮演着重要的角色。在汉语综合课教学中运用任务型教学法，让学生积极参与到课堂活动中，在完成任务的过程中，掌握语言知识和技能，可以激发学生的学习兴趣，提高学生的交际能力，培养学生自主学习能力。本文立足于任务型教学法的相关理论，结合在泰国帕那空皇家大学汉语综合课的教学实践，运用文献分析法、问卷调查法、案例分析法、课堂观察法等，就任务型教学法在泰国汉语综合课教学的应用进行探究。首先，绪论部分介绍了研究背景、研究目的和意义、国内外研究现状，研究方法和创新点。第一章是通过阅读整理相关文献综述，总结了任务的定义和分类，介绍了任务型教学法的定义、特点、理论基础，分析了任务型教学法与综合课的契合度，描述了任务型教学法应用于综合课的实施步骤。第二章从课程设置、教材、教师、学生等方面介绍了帕那空皇家大学汉语综合课的现状，并分析了任务型教学法适用于泰国汉语综合课教学的原因。第三章探讨了任务型教学法在帕那空皇家大学汉语综合课中的教学设计，并选取了三个案例详细展示教学过程。第四章对任务型教学的效果进行分析，总结了任务型教学法的优势、存在的问题，并提出了相应的教学建议。最后结语部分对全文进行总结，并指出本论文的不足，希望通过本文的研究能够丰富泰国汉语综合课的研究，为今后的汉语教学提供有益的借鉴。
