在全球化背景下，学习汉语作为第二语言对幼儿的发展至关重要，在泰国许多学校都开始
了汉语课程，幼儿园也不例外。对于幼儿汉语教学，如何选择合适的教学方法来开展教学活 动，提高课堂趣味性，激发幼儿学习汉语的动机显得尤为重要。本研究采用文献研究法、案例 分析法与课堂观察法相结合, 探讨了KPIS 国际学校幼儿园中文课堂教学的实施情况和教学内 容的设计。
首先, 绪论部分介绍了研究背景、研究目的、研究意义、研究方法和创新之处, 再通过
“幼儿汉语教学”和“课堂教学内容设计”两个方面对国内外文献进行总结。第一章介绍了
KPIS 国际学校情况与幼儿园汉语课程设置, 总结了目前汉语教学所遇到的困境。第二章主要 整理了幼儿汉语主题选择的依据, 并分析了课堂教学内容设计流程, 最后选取六个不同主题 的案例, 详细展示教学过程。第三章对学生课堂表现进行总结并对学生学习结果进行检测。根 据其他老师的建议, 总结教学过程中的不足之处, 对中文教学过程的问题提出相关的教学建 议。 最后对全文进行总结, 针对幼儿中文课堂内容设计与海外幼儿汉语教学设计提出相关建 议, 希望能为今后海外幼儿汉语教学提供借鉴和启示。
In the globalized context, learning Chinese as a second language plays a crucial role in the development of young children. Many schools in Thailand, including kindergartens, have initiated Chinese language courses. Selecting appropriate teaching methods to conduct instructional activities, enhance classroom engagement, and stimulate children's motivation to learn Chinese is of paramount importance. This research adopts a combination of literature review, case analysis, and classroom observation methods to explore the implementation of Chinese language instruction in the kindergarten of KPIS International School and the design of instructional content.
The introductory section provides an overview of the research background, objectives, significance, research methods, and innovations. It then summarizes existing domestic and international literature regarding "Chinese language instruction for young children" and "design of classroom instructional content." Chapter one introduces the situation of KPIS International School and the Chinese language curriculum in the kindergarten, while also identifying the challenges currently encountered in Chinese language instruction. Chapter two primarily organizes the rationale for selecting Chinese language themes and analyzes the process of designing instructional content. Finally, six case studies of different themes are presented to demonstrate the instructional process in detail. Chapter three summarizes students' classroom performance and assesses their learning outcomes. Based on feedback from other teachers, the study identifies limitations in the instructional process and provides relevant teaching suggestions to address issues in Chinese language instruction. The II study concludes by offering recommendations for the design of Chinese language instructional content and instructional approaches for overseas early childhood Chinese language instruction, with the hope of providing guidance and inspiration for future overseas Chinese language instruction for young children.
