The purpose of this paper is to explore the current situation of Chinese educationin Songkhla Province,Thailand, in order to further clarify the overall landscape of thedevelopment of Chinese education in Songkhla Province. Through literature analysis, teacher interviews, and questionnaire surveys of administrative staff andstudents, this paper explores the phenomenon deeply to find out the influencing factors of Chinese education in Songkhla Province, hoping that the research results can be used as a reference for the development of Chinese education in Songkhla Province and other regions. The research results show that the Education Bureau has developed the Songkhla Chinese curriculum outline and textbooks for the use of primary and secondary schools in Songkhla Province, but the schools are not actively using them. In the classroom management of schools, teachers mainly teach with textbooks, but students want to learn in a “relaxed and happy” way and use multimedia to learn, resulting in conflicts between teachers and students. Some schools offer a variety of courses such as Chinese language courses and international standard courses, but there is still a lack of diversity and more suitable teaching materials. In addition, schools provide facilities but lack learning resources. In the assessment of students’ability, teachers pay attention to students' reading and writing ability, but listening and speaking assessment is relatively small,and the assessment standards are not uniform among schools. The teaching methods of Chinese teachers are still lacking in diversity and are more dependent on textbooks and teacher manuals.This study summarizes the influencing factors of Chinese education in Songkhla Province into ten aspects: 1) Middle schools set up Chinese classes in response to thepolicy of the Thai Ministry of Education to promote Chinese education, and some schools started classes without the necessary conditions; 2) The schools have included Chinese as the second language course in the “International Standard School Plan”, but the course hours are small and the teacher manpower is insufficient; 3) At present, all schools do not actively use the Songkhla Chinese curriculum and school materials; 4)The lack of Chinese knowledge in school superintendents makes the promotion of Chinese education and teacher supervision imperfect; 5) There are differences in the hours of Chinese courses in different schools; 6) The distribution ratio between Thai teachers and native speakers is uneven and changes frequently; 7) Thai Ministry of Education and Songkhla Province launched Experiencing Chinese and Chinese Coursein order to “unify” the teaching materials, but each school has the choice of teaching materials, and the teaching materials used by schools are still varied; 8) Students’inactive learning behavior is not conducive to the development of Chinese education; 9) The school lacks teaching resources, and teachers do not make use of teaching resources in language classes. Although they are often used for extracurricular activities,they are of little help to students; 10) Thailand and Songkhla Province still lack certain standards in the assessment of students'ability to learn Chinese.
本论文旨在探讨泰国宋卡府中学汉语教育现况，以进一步厘清宋卡府目前汉语教育发展的全貌。本文通过文献分析、教师访谈以及行政人员与学生问卷调查进行研究，并针对所呈现的现象深入探究，找出宋卡府汉语教育的影响因素，期望研究结果可供宋卡府及其他地区于汉语教育发展参考之用。研究结果显示，教育局开发了宋卡汉语课程大纲与教材，以供宋卡府中小学使用，但是现在学校并没有积极使用；学校课堂管理中老师以教材授课为主，而学生却想通过“ 轻松愉快” 的方式学习，多使用多媒体学习，属于学习行为的“ 被动者” ，师生之间产生矛盾。有些学校开设多种课程如中文专业课程和国际标准课程，但仍缺乏多元化及比较适合的教材。此外，学校提供设备，可是缺乏学习资源。学生能力评估方面，教师注重学生读和写能力，而听和说的评估确比较少，而且各校的评估标准不统一；汉语教师的教学法仍缺乏多元化，比较依赖教材及教师手册。本研究将宋卡府汉语教育的影响因素总结为十项： 1)中学开设汉语课是为了响应泰国教育部推动汉语教育的政策，有些学校在不具备的情况下开课； 2)学校将汉语课纳入为“ 国际标准学校计划” 中的第二语言课程，但是该课程时数较少，师资人力也不足； 3)各校目前并未积极使用宋卡府汉语课程大纲与校材； 4)督学缺乏汉语知识，使推动汉语教育及教师督导方面不够完善； 5)各校汉语课程时数有差异； 6)泰籍教师和母语者教师的分配比例不均及变动频繁； 7)泰国教育部及宋卡府推出《体验汉语》及《汉语教程》是为了“ 统一” 教材，但各校有教材选择权，学校使用的教材仍五花八门； 8)学生的不积极求学行为，不利于汉语教育的发展； 9)学校缺乏教学资源，而且老师不会利用教学资源在语言课堂上，虽常用于课外活动但对学生的帮助不大； 10)泰国及宋卡府在学生汉语学习的能力评估方面仍缺乏一定的标准。
