Chinese education in Thailand has always attracted academic attention. From the beginning of the last century to the end of the last century, Chinese education in Thailand suffered two heavy blows, which caused the transformation of Chinese education from mother-tongue teaching to second language teaching and even trilingual education. Under the influence of various factors such as the positive influence of Thailand’s language and culture policy, the active participation of overseas Chinese and the Chinese government’s massive human and material support, Thai Chinese education has developed rapidly in a short period of time. However, due to the nearly During a century of development winter, all aspects of the education system have been hit hard by development. Until the beginning of this century, Thai Chinese education showed a lack of potential for development. Today, Thai Chinese education has experienced more than 20 years of development. With the further support and guidance of Thai language and culture policies, Thai Chinese education has made new developments. Therefore, it is necessary to describe the current development status of Chinese education in Thailand on the basis of questionnaire surveys and field interviews, summarize its successful experience, reveal the shortcomings of its development, and explore its causes, and further use SWOT analysis to explore the development of Chinese education in Thailand. The development pattern of Chinese education and its future development trends. The full text is mainly divided into three parts: introduction, main text and conclusion: The first part, the introduction, mainly introduces the reasons for choosing the topic of the paper, the current research status and research deficiencies at home and abroad, the research methods of this paper and the innovations of the paper. The second part is the main text, with six chapters in total. The first chapter mainly introduces the evolution of Thailand’s language and culture policy since the new century, describes the changing characteristics of Thailand’s Chinese education policy, and summarizes the main reasons for promoting changes in Thailand’s language and culture policy. Chapter 2 mainly introduces the evolution process of Chinese education and the overall characteristics of development and changes under Thailand’s language and culture policy since the new century, and analyzes its causes. Chapter 3 uses questionnaires and in-depth interviews to investigate the current situation of the teaching staff of Chinese education in Thailand, professional quality and ability development, professional identity, and classroom teaching. It is found that the number of Chinese teachers in Thai universities is It has reached a mature level. Each school determines the corresponding number of teachers according to its own enrollment scale. Data analysis shows that the main body of Chinese teachers in Thailand has achieved the goal of localization in Thailand; the current situation of Chinese education in Thailand’s basic education stage is compared with that of higher education. The education stage is relatively weak. Compared with the higher education stage, the teaching team is less stable, and there is a shortage of Chinese teachers in some remote areas. Chapter 4 uses a questionnaire survey to investigate the current learning situation of Chinese language learners in higher education in Thailand. It mainly investigates the learning current situation of Chinese language learners from three major aspects: learning motivation, learning attitude and “de-motivation” factors of learning motivation. in terms of “de-motivation” factors, investigate whether there are “de-motivation” factors from aspects such as language learning environment, curriculum and teaching content, teacher team, teaching operation status and teaching operation guarantee adjustments, teaching effects, etc. Chapter 5, based on the questionnaire survey, investigates the current situation of teachers’ use of Chinese textbooks and students’ learning status in Thailand. Through the investigation, it is found that the main source of Chinese textbooks in Thai universities is mainland China, but the textbooks compiled by local Thai teachers or schools It is widely used and highly rated by students. Chapter 6 uses the global perspective comparison method to compare Thai Chinese education with Singapore Chinese education under the framework of language and culture policies, and explores the causes and development patterns of the current development status of Chinese education in different countries; uses SWOT analysis to analyze and summarize Thai Chinese education The advantages and opportunities, disadvantages and threats are summarized to summarize the future development trend of Chinese education in Thailand. The third part, the conclusion, summarizes the main content of the article, research conclusions, research deficiencies and future research directions.
泰国华文教育一直受到学界关注。上个世纪初直至世纪末，泰国华文教育遭受了两次重创，使得华文教育由母语教学转变为二语教学甚至为三语教育。在泰国语言文化政策积极影响，华侨华人的积极参与和中国政府大量的人力物力支持等多种因素影响下，泰国华文教育在短时间内，获得了快速的发展，但由于泰国华文教育经历了将近一个世纪的发展寒冬，教育体系的各个环节都受发展的重创，直到本世纪初，泰国的华文教育都呈现出发展后劲不足的状况。时至今日，泰国华文教育又经历二十多年的发展，在泰国语言文化政策的进一步支持和引导下，泰国华文教育有了新的发展。因此有必要在问卷调查和实地访谈的基础上，描写出泰国华文教育的发展现状，总结其成功的经验，揭示其发展存在的不足，并挖掘其产生的原因，进一步利用SWOT分析法探寻泰国华文教育的发展规律及其未来发展趋势。全文主要分为绪论、正文、结语三部分：第一部分，绪论，主要介绍了论文的选题缘由，国内外研究现状和研究不足，本文研究方法及论文的创新之处。第二部分为正文，共有六章。第一章主要介绍了新世纪以来，泰国语言文化政策的演变历程，描写出泰国华文教育政策的变化特征，并总结出促进泰国语言文化政策变化的主要原因。第二章主要介绍新世纪以来，在泰国语言文化政策下，华文教育嬗变的历程及发展变化的总体特征，并分析其成因。第三章采用调查问卷和深入访谈的形式，主要从泰国华文教育的教师队伍现状、专业素质能力拓展、职业认同度和课堂教学情况等四大模块开展调查，发现，泰国高校华文教师师资力量已经达到成熟水平，每个学校根据自己的招生规模，确定相应的教师数量，通过数据分析显示，泰国的华文教师主体已经实现泰国本土化建设目标；泰国基础教育阶段的华文教育现状较之于高等教育阶段而言就显得较为薄弱，教师队伍较之于高等教育阶段而言，存在教师队伍稳固性较差，一些偏远地区存在中文师资力量不足的现象。第四章通过问卷调查的方式，调查了泰国高等教育阶段中华文学习者的学习现状，主要从学习动机、学习态度和学习动机的“去动机”因素三大块调查了汉语学习者的学习现状，“去动机”因素上，从语言学习环境、课程设置与教学内容、教师队伍、教学运行现状与教学运行保障、教学效果等方面进行调查是否存在“去动机”因素。第五章在问卷调查的基础上，调查了泰国华文教材的教师使用现状和学生学习现状，通过调查发现，泰国高校阶段的华文教材主要来源还是中国大陆，但是泰国本土教师或学校自编的教材使用数量不在少数，且受学生评价较高。第六章运用全球视野比较法，将语言文化政策框架下的泰国华文教育与新加坡华文教育进行比较，探寻华文教育在不同国家发展现状产生的原因和发展规律；利用SWOT分析法分析总结泰国华文教育的优势与机会、劣势与威胁，总结出泰国华文教育未来进一步发展趋势。第三部分，结语，总结文章的主要内容、研究结论，研究不足及未来研究 方向。
