The immersion method is a way of teaching a second language by creating a complete target language environment for the students and immersing them in the target language so that they can acquire the second language naturally. The author introduces the immersion method into the Thai primary school Chinese classroom, which focuses on all-round development, and investigates the practicality and effectiveness of the method. Through this study, it is hoped that the teaching of Chinese, especially the immersion method, can be improved to the benefit of the students. This study first provides an overview of immersion teaching and other related contents based on the combing and analysis of existing theoretical results, and provides a basis for the investigation and practice of the application of immersion teaching method in Chinese language classrooms in Thai TSIS primary school. Afterwards, the Chinese language classes in TSIS primary school were used as the subject of the study. In addition to questionnaires, interviews and classroom observations were also used to understand the application of the immersion method in the Chinese language classes in TSIS, and to analyses the practicality and effectiveness of the method in Chinese language classes. The study found that the application of the immersion method in the Chinese language classrooms of TSIS primary school in Thailand is to a certain extent beneficial to students' acquisition of Chinese and promotes their progress in Chinese language skills. However, there is still room for improvement in students' recognition of the immersion environment and the creation of an authentic context. At the same time, the analysis revealed that the key problems with the application of the immersion method in the Chinese language classrooms of TSIS primary school in Thailand are three: firstly, the management of the immersion classroom is not effective, secondly, the immersion environment is not fully utilized, and thirdly, the immersion "real context" experience is lacking. Based on the above findings, the study proposes strategies to improve the application of the immersion method in TSIS primary school in Thailand: firstly, to understand the characteristics of Thai students and focus on immersion classroom management. Secondly, to optimize the creation of a "soft and hard" immersion environment. Finally, we create the conditions for comprehensible input through "contextualization", so that students can acquire Chinese in an immersive and authentic Chinese context.
沉浸式教学法是教师在开展第二语言教学的过程中，通过为学生创建完全的目的语环境，使学生沉浸在目的语语言环境中，进而自然习得第二语言的教学方式。注重全面素质发展的泰国小学将沉浸式教学法引进汉语课堂，笔者对该教学法应用于其中的实用性与效果进行探究，并分析沉浸式教学法在泰国TSIS小学应用过程中存在的突出问题，最后提出相适应的对策建议。通过该研究，期望能够提升汉语教学尤其是对沉浸式汉语教学形成裨益。本研究首先在梳理和分析现有理论成果的基础上对沉浸式教学等相关内容作出了概述，为沉浸式教学法在泰国TSIS小学汉语课堂的应用调查与实践提供依据。随后，主要以泰国TSIS小学的中文课作为调查对象，在运用问卷调查方法的同时，还将访谈与课堂观察等方法应用于研究过程，了解沉浸式教学法在泰国TSIS汉语课堂的具体应用情况，并对该方法对于中文课的实用性与效果进行分析。研究发现，沉浸式教学法在泰国TSIS小学汉语课堂应用能够在一定程度上有利于学生汉语习得并促进学生汉语能力的进步，学生较为认可沉浸式中文课，对全中文授课较为喜欢，且大多数学生愿意主动与教师使用汉语进行交流，但是，学生对于沉浸式汉语教学环境，沉浸式真实语境的创设的认可度还存在提升空间。同时，经过分析得知，沉浸式教学法应用于泰国TSIS小学汉语课堂的关键问题主要体现在三点，一是沉浸式小学汉语课堂管理效果不佳，二是沉浸式汉语教学环境未充分发挥作用，三是沉浸式“真实语境”体验欠缺。基于上述调研及归纳得到的结果，本研究提出了沉浸式教学法在泰国TSIS小学应用的改进策略：首先，了解泰国学生特性，注重沉浸式汉语课堂管理。其次，优化创设“软硬兼顾”的沉浸式汉语教学环境。最后，通过“语境融入”为可理解性输入创造条件，让学生在沉浸式的真实汉语语境中实现汉语习得。
