As the interest in learning Chinese continues to grow globally, the need for effective teaching methods in diverse cultural backgrounds has become a focal point in education research. This paper presents a practical study on the application of Task-Based Language Teaching (TBLT) in comprehensive Chinese language courses, using the Confucius Classroom at Phuketwittayalai School as a case study. Through empirical research and classroom observations, the study analyzes the effectiveness of TBLT in enhancing students' comprehensive Chinese proficiency, stimulating learning interest, and cultivating cross-cultural communication skills. Firstly, the paper introduces the fundamental principles and characteristics of TBLT, discussing its necessity in Chinese language teaching. Subsequently, it outlines the teaching environment and student characteristics of the Confucius Classroom at Phuketwittayalai School，, providing a contextual backdrop for the implementation of TBLT. The paper then delves into the design and implementation of task-based activities in comprehensive Chinese courses. Through diverse tasks such as case studies, group discussions, and role-plays, students are engaged in using Chinese while completing tasks, thus improving their overall language proficiency. The focus is on ensuring tasks are appropriate in difficulty, authentic, and engaging to maintain student motivation and engagement. An evaluation of the teaching effectiveness following the implementation of TBLT at the Confucius Classroom at Phuketwittayalai School reveals significant improvements in students' Chinese proficiency, learning interest, and cross-cultural communication abilities. Students not only hone their Chinese language skills but also develop teamwork and problem-solving abilities through task completion. In conclusion, the paper summarizes the practical experiences and outcomes of TBLT in comprehensive Chinese courses, offering recommendations for improvement. Future teaching is advised to further optimize task design, enhancing authenticity and practicality, while considering individual student differences and needs to provide targeted teaching tasks for diverse learner groups.This study provides valuable reference and insights for the reform of comprehensive Chinese courses, contributing to the ongoing development and innovation of Chinese language teaching globally.
随着全球范围内汉语学习的热潮持续升温，如何在多元文化背景下更有效地进行汉语教学成为了教育领域的研究重点。本文以普吉中学孔子课堂为例，探讨任务型教学法在汉语综合课中的实践应用。通过实证研究和课堂观察，分析任务型教学法在提高学生汉语综合运用能力、激发学习兴趣以及培养跨文化交际能力方面的实际效果。首先，介绍了任务型教学法的基本理念和特点，以及在汉语教学中应用的必要性。随后，阐述了普吉中学孔子课堂的教学环境和学生特点，为任务型教学法的实施提供了背景支持。接着，详细描述了如何在汉语综合课中设计和实施任务型教学活动。通过案例分析、小组讨论、角色扮演等形式多样的任务，让学生在完成任务的过程中学习和运用汉语，提高其综合语言能力。同时，关注任务的难易程度、真实性和趣味性，以确保学生能够积极参与并从中获益。通过对普吉中学孔子课堂实施任务型教学法后的教学效果进行评估，发现学生的汉语水平、学习兴趣和跨文化交际能力均得到了显著提升。学生在完成任务的过程中，不仅锻炼了汉语表达能力，还增强了团队协作和问题解决能力。最后，总结了任务型教学法在汉语综合课中的实践经验和成果，并提出了改进建议。建议在未来的教学中进一步优化任务设计，提高任务的真实性和实用性，同时关注学生的个体差异和需求，为不同类型的学生提供更具针对性的教学任务。本研究为汉语综合课的教学改革提供了有益的参考和借鉴，有助于推动汉语教学在全球范围内的持续发展和创新。
