科技改变生活，科技推动教育。随着科学技术的蓬勃发展，人们的生产和生活无时无刻在变化。当前的信息通信技术（Information and Communication Technology,以下简称ICT）在汉语教学中的作用越来越凸显出来，正逐步应用于汉语教学各相关领域，成为汉语教学中不可或缺的现代化教学工具。本论文通过介绍泰国新加坡国际学校汉语课堂教学中的ICT辅助教学技术和教学案例，结合教学实践、教学观摩、教师访谈、学生问卷调查以及对比学生在传统教学和ICT辅助教学两种不同模式下的测试成绩，考察ICT辅助教学的实际效果。同时提出汉语教学中应用ICT的注意事项，并对经验进行总结和反思。论文共包含六个部分: 首先，本文的绪论部分主要介绍了选题背景和意义、及研究现状、ICT应用于汉语教学的理论基础和应用研究。同时也明确了研究目的、方法、对象、内容、创新性和主要解决的问题。第二部分主要介绍了泰国新加坡国际学校汉语汉语课程设置情况，考察分析了泰国新加坡国际学校汉语教学中ICT的应用情况，并结合ICT辅助汉语教学的教学实例，描述ICT的具体应用。第三部分通过访谈法、调查问卷法，并对传统教学和ICT辅助教学模式下学生成绩进行对比，论证了ICT辅助教学的实际教学效果。第四部分阐述了汉语教学中应用ICT的注意事项。提出了汉语教学中应用ICT应遵循的原则和应用时的值得注意的要点。第五部分探讨了汉语教学中应用ICT的经验与反思。从学校、教师和学生三个角度阐述了汉语教学中应用ICT的优势，分析了使用ICT过程中存在的不足并提出了改进建议。同时针对ICT辅助汉语课堂教学的推广提出了相关的合理化建议。最后是结语，总结本研究内容，指出需要进一步思考的问题，对ICT应用于汉语教学的未来发展进行了展望。
Technology changes life, and technology drives education. With the fast-paced development of science and technology, people's production and lives are changing all the time. The current role of Information and Communication Technology (ICT) in Chinese teaching is becoming more and more pertinent, and it is gradually applied in various related fields of Chinese teaching to become an indispensable modern teaching tool in Chinese teaching. This paper introduces the ICT-assisted teaching technology and teaching cases in the Chinese classroom teaching at the Singapore International School of Bangkok, combining teaching practice, teaching observations, teacher interviews, student questionnaires, and students' experience comparison in two different modes of traditional teaching and ICT-assisted teaching. Test results examine the possible realistic effect of ICT-assisted teaching. At the same time, it puts forth the precautions for applying ICT in Chinese teaching and summarizes and reflects on the experience.This paper consists of six parts. The first part is the introduction, which explains the background and significance of the topic, and analyses the existing related research, the theoretical basis and applied research of ICT in Chinese teaching. At the same time, the research purpose, methods, objectives, main content, innovation, and key issues to be solved are also clarified in this segment. The second part introduces the Chinese language curriculum of Singapore International School of Bangkok, investigates and analyses the application of ICT in Chinese teaching in the school using examples of actual ICT-assisted Chinese teaching as according to the specific teaching objectives and content, and describes the different application of ICT in different scenarios. The third part demonstrates the actual teaching effect of ICT-assisted teaching through interviews, questionnaires, and the comparison and results of student performance under traditional teaching and ICT-assisted teaching methods. The fourth part elaborates the precautionary matters in the application of ICT in Chinese teaching and aims to put forth the principles that should be followed in the application of ICT in Chinese teaching and the note-worthy pointers during application. The fifth part discusses the experience and reflection on the application of ICT in Chinese teaching. It expounds the advantages of applying ICT in Chinese teaching from the perspectives of schools, teachers, and students, and analyses the shortcomings in the use of ICT, and puts forward suggestions for improvement. At the same time, relevant reasonable suggestions, and measures for the promotion of ICT-assisted Chinese classroom teaching are also discussed. The last is the conclusion, summarizing the content of this research, pointing out the issues that need further consideration, and for the future development of ICT in Chinese teaching.
