This study takes the folk elements in Thai-localized Chinese language textbooks as the research object. Drawing upon the theoretical framework of principles ineducational material development, a comprehensive approach is adopted that integrates methods such as literature review, comparative analysis, and interviews methods. Qualitative and quantitative analyses are conducted on 19 sets of Chinese language textbooks for primary school, middle school, university, and adult education stages, as well as vocational education level in Thailand. Based on the statistical findings of the folk elements, this study addresses issues with in the current Chinese language teaching materials and provides recommendations for their improvement. The paper is divided into six parts. The introduction section introduces the research background and significance, research design framework, and innovation. Chapter One elucidates the terms and concepts involved in this paper, including an introduction tolocalized Chinese textbooks and the definition and classification of folk elements.Chapter two presents an overview of the selected Chinese language textbooks used asthe research subjects, discusses the criteria for material selection, the current state of folk elements in practical teaching, and some feedback from teachers and learners.Chapter three conducts both qualitative and quantitative analyses, including the quantity, distribution, and difficulty levels. Chapter four delves into the issues and situation of folk element at different educational levels. Chapter five offers recommendations for principles in the inclusion of folk elements in Chinese language textbooks, factors toconsider when selecting, characteristics that folk elements should possess, presentation methods, and principles for applying these elements in Chinese language textbooks.
本文以泰国国别化汉语教材中的民俗元素为研究对象，以教材编写原则相关理论为基础，综合使用文献法、对比分析法、访谈法， 对泰国小学阶段、中学阶段、大学和成人阶段以及职业教育阶段的 19 套国别化汉语教材中的民俗元素进行了定性和定量分析，并根据民俗元素的统计结果，分析了当前泰国国别化汉语教材中民俗元素教学在教材编写方面的问题， 旨在为改进汉语教材的编写提供建议。本文共分为六部分，绪论部分介绍了本文的研究背景及意义、研究设计框架、创新性等。第一章就本文涉及到的术语和概念做了阐释，包括对国别化汉语教材的介绍和民俗元素的定义及分类等。第二章介绍了本文所选取的作为研究对象的泰国国别化汉语教材， 探讨了汉语教材的选择标准，教材中民俗元素在实际教学中的现状，以及教学者和学习者的反馈， 考察了国别化汉语教材中民俗元素应用到实践教学中出现的问题。 第三章对各套教材中的民俗元素进行了定性及定量分析， 包括各民俗元素的数量、分布和难度等级等。第四章中讨论了各阶段汉语教材中民俗元素的编写情况和问题，可分为小学、中学、大学和职业教育等几个阶段，各个阶段间的优缺点既存在着共性也存在着差异性。 第五章提出了有关泰国国别化汉语教材中民俗元素的编写原则和建议，包括选取民俗元素时应考虑的因素、民俗元素应具备的特点、呈现方式的相关建议以及应用于汉语教材的原则等。
