With the peaceful rise of China in recent decades, China's cultural cause has been booming, and the Chinese language craze has swept the world. People from many countries and regions have joined the ranks of learning Chinese. As a close neighbor of China, Thailand has already incorporated Chinese language teaching into the national education system. Various schools at all levels have opened Chinese language courses, and the Chinese language teaching career has been flourishing. Among them, universities in Bangkok have made important contributions to the development and progress of Chinese language teaching in Thailand. As early as 1972, Chulalongkorn University opened a Chinese language minor course, becoming the first university in Bangkok and Thailand to offer Chinese language courses. After Thailand fully opened Chinese language teaching in 1992, the number of Bangkok universities offering Chinese language majors began to increase significantly. By around 2000, most Bangkok universities had basically opened Chinese language related majors. Today, more than 20 years later, the Chinese language major in Bangkok's universities is developing rapidly, with significant achievements and some problems. This article uses the methods of literature research, questionnaire survey, and interview to investigate the current situation of Chinese language teaching in universities in Bangkok, Thailand. Firstly, it introduces the history of Chinese language teaching in universities in Bangkok, Thailand; Secondly, it introduces the basic situation of Chinese language teachers, textbooks, teaching practices, students, curriculum settings, and other aspects in Bangkok, Thailand; Finally, it points out the current problems in Bangkok's universities in terms of teachers, textbooks, teaching practices, students, curriculum, and other aspects, and proposes solutions. The full text is divided into nine chapters: Introduction. Describe the research background, research content, research significance, research overview, research methods, and survey design of this topic. Chapter 1: It is a historical overview of Chinese language teaching in universities in Bangkok, Thailand. Introduce Thailand's education system, educational management institutions, the development of higher education, a brief history of Chinese language education, and an overview of Chinese language teaching in universities in Bangkok. Chapter 2: The current situation of Chinese language teachers in universities in Bangkok, Thailand. Study the source, gender, age, Chinese language learning background, work motivation, teaching experience, workload, professional title, and other basic information of Chinese language teachers, and investigate their Chinese language use, mastery of Chinese talent skills, participation in Chinese language training, and evaluation. Chapter 3: The current situation of Chinese language textbooks in universities in Bangkok, Thailand. Research the types and usage of Chinese language textbooks, introduce the content of Chinese language textbooks, and evaluate the textbooks by teachers and students. Chapter 4: The current situation of Chinese language teaching practice in universities in Bangkok, Thailand. Investigate the teaching methods, teaching methods, teaching language, Chinese testing, mutual evaluation of classroom performance between teachers and students, Chinese homework, and Chinese cultural activities used by Chinese language teachers in classroom teaching. Chapter 5: The current situation of Chinese language teaching objects in universities in Bangkok, Thailand. Introduce the basic information of students such as their age, gender, identity of Chinese descent, and future work intentions, and study their Chinese learning background, learning motivation, use of Chinese, mastery of Chinese talent and skills, ways and methods of learning Chinese, learning priorities and difficulties, favorite Chinese language knowledge, teacher's evaluation of students' learning, and student self-assessment. Chapter 6: The current situation of Chinese language curriculum in universities in Bangkok, Thailand. Study the types, training objectives, characteristics, and teachers' and students' evaluation of Chinese language curriculum. Chapter 7: Problems and countermeasures in Chinese language teaching in universities in Bangkok, Thailand. Summarize the problems existing in Chinese language teachers, textbooks, teaching practices, students, and curriculum settings, and propose countermeasures to solve the problems. Conclusion. To further summarize and summarize the current situation of Chinese language teaching in universities in Bangkok, Thailand.
随着近几十年来中国的和平崛起，中国的文化事业得到了蓬勃发展，汉语热席卷全球，很多国家和地区的人们纷纷加入了学习汉语的行列。作为中国近邻的泰国，早已将汉语教学纳入了国民教育体系，各级各类学校纷纷开设了汉语课程，汉语教学事业得到了蓬勃发展，其中，曼谷地区的高校为泰国汉语教学事业的发展和进步作出了重要贡献。早在1972年，朱拉隆功大学开设了汉语副修课程，成为了曼谷地区同时也是全泰国第一所开设汉语课程的高校。1992年泰国全面放开汉语教学之后，开设汉语专业的曼谷高校开始明显增多，到2000年前后，绝大部分曼谷高校已经基本开设了汉语相关专业。在20多年后的今天，曼谷高校汉语专业发展得如火如荼，既取得了重要成就，也存在着一些问题。本文运用文献研究法、问卷调查法、访谈法等方法，调查研究了泰国曼谷高校汉语专业教学现状。首先，介绍泰国曼谷高校汉语教学历史概况；其次，分别介绍泰国曼谷高校汉语教师、教材、教学实践、学生、课程设置等方面的基本情况；最后，指出当前曼谷高校在教师、教材、教学实践、学生、课程设置等方面存在的问题，并且提出解决对策。全文共分九大部分：绪论。描写本课题的研究背景、研究内容、研究意义、研究综述、研究方法、调查设计。第一章，泰国曼谷高校汉语教学历史概况。介绍泰国教育体系、教育管理机构、高等教育发展历程、汉语教育简史和曼谷高校汉语教学概况。第二章，泰国曼谷高校汉语教师现状。研究汉语教师的来源、性别、年龄、汉语学习背景、工作动机、教学经验、工作量和职称等基本情况，调查汉语教师的汉语使用情况、掌握的中华才艺技能、参加汉语培训以及评估情况。第三章，泰国曼谷高校汉语教材现状。研究汉语教材的种类、使用情况，介绍汉语教材的内容和师生对教材的评价。第四章，泰国曼谷高校汉语教学实践现状。调查汉语教师在课堂教学中使用的教学法、教学方法、授课语言、汉语测试、师生对课堂表现的互评、汉语作业以及中国文化活动等。第五章，泰国曼谷高校汉语专业学生现状。介绍学生的年龄、性别、华裔身份、未来工作意向等，研究学生的汉语学习背景、学习动机、汉语使用情况、掌握的中华才艺技能、学习汉语的途径和方法、学习重点和难点、喜欢的汉语知识、教师对学生学习的评价以及学生自评。第六章，泰国曼谷高校汉语课程设置现状。研究汉语课程设置的类型、培养目标、特点和师生对汉语课程设置的评价。第七章，泰国曼谷高校汉语教学存在的问题与对策。总结归纳出汉语教师、教材、教学实践、学生、课程设置方面存在的问题，并提出解决问题的对策。结语。从总体上对泰国曼谷高校汉语专业教学现状进行进一步归纳和总结。
