随着 “一带一路” 倡议持续推进，中泰经贸、文化往来深度融合，泰国汉语学习需求持 续升温。除公立学校、校外补习机构两类主流汉语学习渠道外，部分华裔家庭选择合法化家庭 式教育（Homeschooling）模式，聘请住家汉语教师开展定制化沉浸式汉语教学。现有对外汉 语研究多聚焦正规院校与商业化补习机构，针对泰国家庭式教育住家汉语教学的系统性实证研 究存在明显空白。本文以泰国曼谷赛迈区林氏华裔家庭两名学生（11 岁林柚木、13 岁林红木） 为个案，开展为期一年的教学跟踪实验，综合运用文献研究、结构式课堂观察、半结构化访谈、 前后测对比分析四类研究方法，围绕教学目标分层设定、生活化教学内容编排、多元教学法融 合运用三大核心维度，构建适配家庭小规模非正规教育场景的住家汉语教学设计模型。研究将 多模态教学、任务型教学、分层教学三类策略融合落地，为期 12 个月共 14 轮测评数据显示： 学生汉语综合能力总分由基线均值 18 分提升至后期均值 24.28±4.01 分；口语表达分项得 分由初始 1.0 提升至 3.53±0.39，写作能力由 2.0 提升至 3.18±0.71，口语输出碎片化、 书面表达流水账两大核心学习痛点得到根本性改善，学生对中华饮食、传统民俗等文化内涵的 自主解读能力显著提升。本研究是非正规教育语境下首套系统成型的泰国家庭住家汉语教学设 计模型，理论层面弥补海外家庭式汉语教学研究缺口；实践层面可为泰国住家汉语教师岗前培 训、华裔家庭汉语教学实施、当地教育部门非正规汉语教育政策制定提供可落地、可复制的实 操框架，具备较强现实推广价值。
With the continuous advancement of the Belt and Road Initiative and deepening ChinaThailand exchanges, the demand for Chinese language learning in Thailand has grown rapidly. Apart from public schools and commercial tutoring centers, some Chinese-Thai families adopt legalized homeschooling and hire live-in Chinese tutors to deliver customized, immersive Chinese instruction. Existing research on Teaching Chinese to Speakers of Other Languages (TCSOL) mostly focuses on formal schools and commercial training institutions, while systematic empirical research on live-in Chinese teaching within Thai homeschooling remains scarce. This study takes two Chinese-Thai siblings (11-year-old Maiteng and 13-year-old Maidaeng) from the Lin family in Sai Mai, Bangkok as research subjects, conducting a one-year longitudinal teaching experiment. Adopting four research methods including literature review, structured classroom observation, semi-structured interview, and pre-post test comparative analysis, this paper constructs a live-in Chinese instructional design model tailored to small-scale informal home education, centering on hierarchical teaching objectives, lifeoriented curriculum arrangement, and integrated multi-method teaching. The model integrates multimodal instruction, task-based language teaching and differentiated teaching. Data from 14 rounds of assessments across 12 months demonstrate that the average total score of learners’ comprehensive Chinese proficiency rose from the baseline 18 to 24.28±4.01. The oral expression subscore increased from 1.0 to 3.53±0.39, and writing competence improved from 2.0 to 3.18±0.71. Two core learning barriers—fragmented oral output and simplistic diary-style writing—were substantially alleviated, and learners’ independent interpretive ability of Chinese food culture, traditional folk customs and other cultural contents was significantly enhanced. This study proposes the first systematic live-in Chinese instructional design model under non-formal education context, filling the theoretical gap in research on home-based overseas Chinese language teaching. Practically, it provides a replicable operational framework for pre-service training of live-in Chinese tutors in Thailand, Chinese teaching implementation for Chinese-Thai families, and policy formulation for non-formal Chinese education of local educational authorities, with prominent practical and promotional value.
