本文旨在从学校, 教师, 家庭, 学生多角度出发, 分析这些因素对泰国幼儿汉语学习效果的影响, 提出改进建议, 旨在提高泰国幼儿汉语学习效果, 并希望能为今后从事泰国幼儿汉语教学的老师或有需要的人提供借鉴和经验. 本文从五个部分研究. 第一部分绪论是对选题背景, 研究目的意义, 研究综述和研究方法的阐述. 第二, 第三, 第四, 第五部分结合案例分析学校, 教师, 家庭, 幼儿因素对幼儿汉语学习效果的影响, 并分别对汉语老师, 泰国班主任老师和家长做了问卷调查. 第一章从学校教学理念宗旨, 对汉语的重视度, 师资力量和硬件设施分配等分析对幼儿汉语学习效果的影响;第二章是分析汉语教师和泰国班主任老师的态度和教学方法对幼儿汉语学习效果的影响;第三章从家庭因素出发, 父母的态度和家庭环境氛围对幼儿汉语学习效果的影响是不可磨没的. 第四章是从幼儿认知, 心理和生理特点出发, 不同条件的幼儿要采取不同方式对待. 最后总结得出, 学校应任用专业对汉管理人员, 增加汉语课程或与汉语相关活动, 购买合适的教材教具等. 汉语老师要做好课前课堂课后工作. 泰国老师要互相交流学习经验, 课内外积极配合汉语老师. 此外家长要重视幼儿的汉语学习, 多与学校, 老师沟通, 尽量让孩子多参加汉语活动接触汉语. 最后, 无论是学校, 教师还是家庭都应正视幼儿每个年龄段的特点, 遵循规律引导幼儿健康发展, 将特点转化成教学有利点使教学效果更佳.
The paper is to analyze the influencing factors on the Chinese learning effect of Thai children such as schools, teachers, families, and students, and put forward suggestions to improve the Chinese learning effect of Thai children in the hope of offering reference and experience to those who will work as Thai children's Chinese teacher in the future. This article is divided into five parts. Part one refers to the introduction to the background of the topic, the significance of the research purpose as well as the summary and methods of the research. Part two, three, four and five are to analyze the influencing factors on children's Chinese learning effects including schools, teachers, families, and children based on case studies, and conduct questionnaire surveys on Chinese teachers, Thai head teachers, and parents. Chapter one is to analyze the impact on the effect of children's Chinese learning from the perspective of the teaching philosophy, attitude towards Chinese, the distribution of teachers and hardware facilities; Chapter two is to make an analysis of the influence of the attitudes and teaching methods of Chinese teachers and Thai head teachers on the learning effect; Chapter 3 is to highlight that family factors, such as parents' attitudes and family environment which play a great important role in learning effect. Chapter four is to indicate that different measures should be taken in different situations from the perspective of cognitive, psychological and physical characteristics of young children. In the end, some conclusions have been drawn that the school is supposed to take into consideration appointing professional Chinese management personnel, increasing Chinese courses or Chinese-related activities, and purchasing appropriate teaching materials. The Chinese teacher must make enough preparations before and after class. Thai teachers should communicate with each other about learning experience and actively cooperate with Chinese teachers. What is more, parents should pay more attention to children's Chinese learning, communicating with schools and teachers, and allowing children to participate in Chinese activities as much as possible to learn Chinese. Finally, both schools, teachers and families should attach great importance to the characteristics of each age group of children, follow the rules and promote the healthy development of children, and make efforts to transform the characteristics into the advantages of teaching, ending with a better teaching effect.
