In recent years, as the cultural and economic exchanges between China and Thailand have become closer and closer, the upsurge of Chinese learning in Thailand has continued to heat up. In addition to fully offering Chinese courses in primary and secondary schools in Thailand, more and more kindergartens are also offering Chinese courses. But teaching young children is quite different from teaching adults. Teaching the Chinese Language in Thailand kindergartens is still in the early stages of development. Teachers face many problems and questions during Chinese lessons, which affect children's interest and effectiveness in learning Chinese. The author takes kindergarten Chinese teachers working in Thailand as the survey object to understand the current situation of teaching Chinese to children in Thailand, the current situation of teachers, and the teaching difficulties and demands that teachers encounter at this stage. And further, analyze the specific manifestations and possible causes of problems in teaching. In order to gain an in-depth understanding of the current situation and demands of preschool Chinese teachers, the author sent questionnaires to kindergarten Chinese teachers in 28 different teaching systems and conducted one-on-one survey interviews with ten Chinese teachers among them to sort out the current situation of preschool Chinese teachers in teaching. problems encountered. It mainly includes the difficulty of classroom management for young children, and many kindergartens also lack experienced Chinese teachers. According to the survey results, the core literacy that a qualified child Chinese should have is proposed from five aspects: professional philosophy, professional knowledge, professional ability, work and life management ability, self-development and reflection. Aiming at the core literacy training of preschool Chinese teachers, the author puts forward two professional talent training models of "Chinese + vocational skills", a long-term comprehensive training model and a short-term professional training model. As well as the responsibilities and roles that Chinese and Thai universities should assume for the two different training models. It is hoped that this research, can provide a reference for the formulation of standards for Chinese teachers for young children in Thailand, can the specialized training of Chinese teachers for young children in domestic colleges and universities, It also can contribute to the development of international Chinese language education under the background of "younger learners".
近年来，随着中泰两国在文化、经济之间的交往越来越密切，中文学习的热潮在泰国不断升温，除了泰国中小学全面开设中文课程之外，越来越多的幼儿园也开设了中文课程。但是幼儿中文教学很大程度上不同于成人的中文教学。泰国幼儿园的中文教学还处于发展初期阶段，教师在教学中面临诸多问题，影响幼儿学习中文的兴趣和效果。本研究以在泰国工作的幼儿园中文教师为调查对象，了解目前泰国幼儿中文教学情况，师资现状情况，以及现阶段教师遇到的教学困境和诉求。并进一步分析教学中出现问题的具体表现和可能原因。为了深入了解幼儿中文教师师资现状和诉求，随机选取28所不同教学制度的幼儿园中文教师发出调查问卷，并对其中十位中文教师进行一对一的调查访谈，梳理幼儿中文教师目前在教学中所遇到的问题。主要包括幼儿课堂管理困难、缺乏有经验的中文教师等。根据调查结果，从职业理念、专业知识、专业能力、工作和生活的管理能力以及自我发展与反思五个方面提出一个合格的幼儿中文应该具备的核心素养。针对幼儿中文教师的核心素养培养，笔者提出了长期全面的培养模式和短期专业的培养模式这两种“中文+职业技能”的专业性人才培养模式。以及中泰高校针对两种不同的培养模式，应该承担的责任和扮演的角色。希望能通过本篇研究，能够为制定泰国幼儿中文教师标准提供参考，对中泰高校培育专业性幼儿中文教师提供思路，为“学习者低龄化”背景下的汉语国际教育发展做一些努力。
