The cyclical teaching method has achieved good teaching results in domestic English classrooms. This study attempts to explore the application effects of the cyclical teaching method in primary-level Chinese language teaching in Thailand, with a particular focus on the specific practice at the Ann Judy School in Thailand. The cyclical teaching method emphasizes learning through repetition and progressively deeper study, allowing students to deepen their understanding and application of knowledge through continuous review. This research aims to explore the application and teaching effectiveness of the cyclical teaching method in the primary-level Chinese curriculum at Ann Judy Elementary School in Thailand. The study first reviews the theoretical foundation of the cyclical teaching method, including its definition, characteristics, and theoretical background, and examines the current state of research on this teaching method, especially its exploratory application in the field of teaching Chinese as a foreign language. Considering the specific environment of Chinese language teaching in Thai elementary schools, the study analyzed the teaching situation at Ann Judy School, including the teaching environment, students' Chinese language levels, and learning needs. The research then focused on the textbook “Introduction to Chinese” Volume 2, discussing the teaching value of selected texts and their application in the cyclical teaching method. In terms of teaching design and implementation, the study proposed teaching principles and strategies for specific student groups and showcased the application of the cyclical teaching method in actual teaching through specific classroom practice cases, including how to enhance student participation through teaching activity design and student interaction strategies. The core part of the research includes a comprehensive analysis of the teaching effects of the cyclical teaching method, covering the impact on students’ Chinese language skills improvement (listening, speaking, reading, writing), changes in learning interest, and classroom participation. The study provides a comprehensive analysis of the effectiveness of the cyclical teaching method in Chinese language education at Ann Judy Elementary School, confirming its suitability for elementary-level Chinese comprehensive courses. Additionally, specific teaching recommendations are offered, along with an identification of the research’s limitations, aiming to provide practical guidance for professionals engaged in Chinese language education.
循环式教学法在国内英语教学课堂应用中取得了较好的教学效果，笔者尝试探索循环式教学法在泰国小学初级阶段汉语教学中的应用效果，特别关注于泰国Ann Judy学校的具体实践，循环式教学法强调通过重复和逐步深入的学习方式，使学生在不断复习中加深对知识的理解和应用。本研究旨在探索循环式教学法在泰国Ann Judy小学初级阶段汉语课程中的应用及其教学效果。研究首先回顾了循环式教学法的理论基础，包括其定义、特点及理论背景，并梳理了该教学法的研究现状，特别是在对外汉语教学领域的应用探索。针对泰国小学汉语教学的具体环境，研究分析了Ann Judy学校的教学现状，包括教学环境、学生的汉语水平和学习需求。紧接着，研究聚焦于《汉语入门》第二册教材，探讨了选定课文的教学价值及其在循环式教学法中的应用。在教学设计与实施方面，研究提出了针对特定学生群体的教学原则和策略，并通过具体的课堂实践案例，展示了循环式教学法在实际教学中的应用，以及如何通过教学活动设计和学生互动策略提升学生的参与度。研究的核心部分包括对循环式教学法教学效果的全面分析，涵盖了对学生汉语技能提升（听、说、读、写）的影响，学习兴趣和课堂参与度的变化。研究总结了循环式教学法在Ann Judy小学汉语教学中的效果，验证了其在初级阶段汉语综合课中的适用性。最后，提出了具体的教学建议并指出了研究的局限，为从事汉语教育的工作者提供了实践参考。
