This thesis aimed to study the teaching of Chinese literature related subjects for undergraduates in Thai universities. At the outset of the thesis, the researcher employed document analysis to investigate data concerning Chinese literature in Thai universities, thereby charting the progress of Chinese literature in Thai universities. Following that, 12 well-known Thai universities were chosen, and document analysis techniques were utilized to investigate the particulars of the Chinese literature courses in the curricula and their course descriptions for each institution. The researcher, simultaneously, spoke to the lecturers responsible for instructing Chinese literature courses and surveyed learners' views with questionnaires to understand their views of teaching and learning in the Chinese literature courses. To gain insight into the current state of teaching and learning Chinese literature, an expert in the field at universities in Thailand was interviewed. The scope of this thesis includes a course management section, instructors’ section, learners’ section, Chinese textbooks, teaching methods, assessment and evaluation section and the learning environment section. The research discovered that all components of Chinese literature classes remain to have difficulties, for example, a scarcity of open Chinese literature courses with limited times and short teaching periods, as well as ill-fitting course setups in some institutions. The course goals were not able to fulfil the requirements of the students; a scarcity of instructors in Chinese literature, the instructors’ quality; students’ limited understanding and little enthusiasm for Chinese literature; a scarcity and quality of Chinese literature textbooks in the Thai version; the teaching methods; assessment methods, exam scores, classroom atmosphere were not appropriate; extracurricular activities concerning Chinese literature usage of Chinese literature materials were confined. The consequences of Chinese literature teaching in Thai universities included the part it played, the criteria used when selecting instructors, how much work each instructor had to take on, and the instructors’ quality and learners’ understanding and enthusiasm for Chinese literature. The researcher has taken into consideration the fundamental concepts of teaching and learning theory, and the feedback from the instructors and students, to provide suggestions for addressing any issues related to the development of Chinese literature instruction and learning. The amount of instruction and length of classes for Chinese literature should be re-evaluated in the realm of teaching and learning. The goals of past introductory classes had to be modified to fit the circumstances improving teaching methods, develop instructors’ expertise in the subject, develop Chinese literature textbooks, assessment and evaluation methods, establishing positive connections between teachers and students; encourage students to set aside time to study etc. The thesis has widened the view of teaching Chinese literature in Thailand. The researcher hopes that the result from the thesis will be beneficial to the further study of Thai and international Chinese literature teaching.
本论文是针对泰国高校中国文学类课程教学实际情况进行研究。笔者首先运用文献分析法，回顾泰国高校中国文学类课程的相关资料，梳理其发展历程。在此研究的基础上，选取了泰国十二所知名高校，以文献分析法，分析各所高校中国文学类课程的教学计划及相关材料。同时，分别采用访谈法和问卷调查法，访谈了各校任教中国文学类课程的教师，调查了学习该课程的学生，了解他们对本校中国文学类课程教学看法，同时通过其他高校的中国文学教学专家了解教师对泰国高校中国文学教学发展的看法。本研究内容涉及中国文学类课程教学七个要素——课程设置、教师队伍、学生、教材、教学方法、教学评价和教学环境。通过研究发现，泰国中国文学类课程的各要素仍然存在着不少问题，如：开设课程少，学习次数、课时量和先修课安排不合理，教学目标尚有不足，教师数量、素质、学生的中国文学认知程度和兴趣程度均有待改善；本土教材数量、整体教材质量亟待优化；教学、评价、成绩设置、课堂气氛、课外活动、中国文学资源使用率也存在不足之处。以上问题成因涉及泰国高校中国文学教育地位、教师任职资格标准、教师工作量及专业素养、学生的文学认知及兴趣等。在教学论的基础上，结合师生访谈和调查的结果，笔者针对泰国中国文学类课程教学七要素提出了教学建议，包括调整课时课型安排，优化教学目标、教学方法及教师素养；提升教材质量及教学评价规划，加强师生关系并督促学生自学等。本研究对泰国中国文学类课程教学拓宽了视野，考察更全面，以期对泰国乃至国际中国文学类课程研究提供参考借鉴。
