泰国教育界虽然很重视汉语教育发展, 但没有很注重跨文化交际方面的培养和研究, 很多高中生学习了很多年中文后, 跨文化意识还是比较薄弱, 毕业后去做相关职业, 或者去中国留学, 还存在着一定的沟通障碍. 笔者通过针对汉语教学中泰国高中生跨文化意识培养的研究, 发现了教师和学生对跨文化教学的向往. 笔者认为, 教师应该在课堂上增强学习的趣味性, 带领学生了解中泰文化的背景. 教师还应该深入挖掘教材, 提前精心备课, 利用多媒体教学手段, 让学生的汉语课变得多姿多彩. 学校应该多组织合适的活动. 把学生的学习积极性调动起来之后, 学生主动的去学习, 才能更好的培养学生的跨文化意识. 论文主要研究发现:首先, 对跨文化交际学进行系统研究, 研究表明国内外对外汉语教育的跨文化意识的研究侧重知识掌握缺少了文化层面的足够了解;其次, 通过对教师, 学生的问卷调查和访谈, 了解到罗勇公立光华学校的跨文化意识教学现状, 以及高中汉语文化教学和跨文化意识培养中存在的问题即知识掌握程度良好, 涉及到文化与所学习知识应用在该文化背景下仍存在问题;最后, 针对罗勇公立光华学校教学现状, 提出针对高中生的文化教学的应从知识层面, 思维层面和态度层面应用多媒体手段从实践出发更多的了解汉语文化而非仅仅是语言知识更好的进行汉语教育.
Although the Thai education sector attaches great importance to the development of Chinese education, it does not pay much attention to the cultivation and research of cross-cultural communication. After many high school students have studied Chinese for many years, their cross-cultural awareness are still relatively weak. After graduation, they will go to do Chinese related career or go to further study in China. However, some communication barriers will be occurred while studying and working. Through the research on the cultivation of cross-cultural awareness of Thai high school students in Chinese teaching, the author discovered the passion of teachers and students for cross-cultural teaching. The author believes that teachers should enhance the interest of learning in the classroom and lead the students to understand the background of Chinese and Thai culture. Teachers should also dig deep into teaching materials, prepare lessons carefully in advance, and use multimedia teaching methods to make students' Chinese lessons more attractive. Schools should organize more proper activities. After motivating the students' learning enthusiasm, students can learn effectively to achieve cultivate students' cross-cultural awareness. The major findings of the thesis:Firstly, to conduct a systematic study of cross-cultural communication. The research shows that the study of cross-cultural awareness in foreign Chinese education at home and abroad focuses on knowledge mastery and inadequate understanding of the cultural level;Secondly, from questionnaire surveys and interviews with teachers and students, author learned about the current situation of intercultural awareness teaching in Guanghua School Rayong, as well as the problem of high school Chinese language teaching and intercultural awareness training, therefore, the level of intercultural awareness is fair knowledge mastery, however, there are still problems in the application of culture and the knowledge learned in this specific cultural background;Finally, in view of the current teaching situation in Guanghua School Rayong, author suggests that the cultural teaching for high school students should be based on the knowledge level, the thinking level and the attitude level as well as using multimedia methods to learn more about Chinese culture from practice rather than just study language knowledge.
