With the continuous development of Chinese international education, there is a growing trend of younger learners studying Chinese. Unlike primary and secondary school students and adult learners, young Chinese language learners have unique characteristics and psychological traits, and their learning methods are often different from adults and teenagers. Due to the different Chinese language curricula set by different regions and schools, international Chinese language teaching for young children faces many difficulties and challenges. As a new branch of Chinese international education, early childhood Chinese international education requires particular attention to teaching models due to the unique characteristics of young children. Grouping teaching is a highly flexible teaching model that involves grouping students based on different teaching objectives, tasks, and language skills. It combines activities in designated areas for young children, cooperative learning, and differentiated instruction, allowing children to choose their preferred groups for learning, thereby stimulating their interest in learning Chinese and fostering their ability for independent and collaborative learning. Therefore, research on grouping teaching models in early childhood Chinese language classrooms is necessary and meaningful. This paper investigates the application of grouping teaching models in Chinese language teaching at Singapore International School of Bangkok Nursery and Kindergarten. Through in-depth research on the grouping teaching model, it provides guidance for teachers to scientifically group students, enrich the patterns of classroom group activities, enhance students' interest in learning, and transform traditional teacher-centered classrooms into student-centered classrooms in international Chinese language teaching. Grouping teaching models in early childhood Chinese language classrooms are effective teaching methods that can enhance children's enthusiasm and initiative in learning Chinese, promote their language development and communication skills. Through grouping teaching, teachers can better meet the learning needs of different children, tap into each child's potential, and provide every child with an opportunity to experience successful learning.
随着汉语国际教育的不断发展，汉语学习者的年龄也逐渐呈现出低龄化的趋势，不同于中小学及成人汉语学习者，幼儿汉语学习者因其年龄的特殊性和心理特征，他们的学习方式往往和成人及青少年不一样，由于不同地区不同学校设定的汉语课程不同于是国际幼儿汉语教学面临着许多困难及挑战。幼儿汉语国际教育作为汉语国际教育发展开辟出的一个新的分支，由于幼儿的独特性，教学模式显得尤为重要，分组教学模式是一种十分灵活的教学模式，根据不同的教学目标、教学任务以及语言技能等方面进行分组，结合了幼儿区角活动，合作学习和差异性教学，让幼儿自主选择自己喜欢的小组进行学习，从而激发幼儿对汉语的学习兴趣，培养幼儿自主学习与合作学习的能力，由此可见幼儿汉语课堂分组教学模式的研究是很有必要并且具有意义的。本文通过研究泰国新加坡国际学校幼儿园汉语教学中分组教学模式的应用。通过对分组教学模式的深入研究，来指导教师在教学过程中科学地进行分组，丰富课堂分组活动的模式，提高学生的学习兴趣，把传统的国际汉语教学课堂从以教师为中心的课堂模式转化为以学生为中心的课堂模式。幼儿汉语课堂分组教学模式是一个有效的教学方法，它能够提高幼儿学习汉语的积极性和主动性，促进幼儿的语言发展和交流能力的提高。通过分组教学，教师可以更好地满足不同幼儿的学习需求，更好地发挥幼儿个体的潜能，让每个孩子都有机会获得成功的学习体验。
