全球人民学习中文的热情不减，中文教育飞速发展，但是新冠疫情也来势汹汹，新冠疫情持续在全球范围内蔓延，国际间的交流受到了很大的影响，中文教育迎来了巨大的挑战。虽然疫情肆虐，但“停课不停学”是全世界的共同选择，全世界都在探索疫情下的教学模式，探索过程中，互联网在其中发挥了巨大的作用，各国纷纷开启了线上教学。中文教育也一样，开启了线上中文教学之路。泰国是开展中文教学最顺利的国家，疫情当下，中国语言合作交流中心也在不断在探索适合泰国线上教学的新模式,泰国远程中文教学项目应运而生。本文通过笔者的亲身实践为基础撰文，第一章对语言合作交流中心“远程中文教学”项目的发展历程和项目特点进行了阐述；第二章对语言合作交流中心“远程中文教学”项目泰东北地区线上教学现状进行了问卷调查和调查分析；第三章对笔者在乌汶德梁中学的线上教学实践进行了记录和分析；第四章对泰国线上中文教学现状进行了分析；第五章针对泰国线上中文教学出现的问题，对语言合作交流中心“远程中文教学”项目、线上中文教师、泰方学校提出可行性的建议。笔者以在乌汶德梁中学的线上教学实践现状为点，以语言合作交流中心“远程中文教学”项目泰东北地区22个学校线上教学现状为面，对泰国线上汉语教学现状进行描述，为研究者们提供一份泰国线上中文教学现状的资料，同时提出一些目前泰国线上中文教学现状中存在的问题，给出笔者的看法和建议，可以为语言合作中心对此项目的推广和精进提供一些参考。同时，此研究可以让将要参与泰国远程中文教学项目的志愿者更加了解泰国远程中文教学现状，面对线上教学的考验更加从容，不断提远程中文教学能力，最终达到推广中国汉语国际事业的根本目的。。
People all over the world are continually enthusiastic about learning Chinese, and thus, Chinese education is developing dramatically. However, the COVID-19 pandemic is raging, and it continues to spread around the world and greatly affects international communication. Chinese education is facing great challenges. While the epidemic continues to pose problems, the common global strategy is that "Classes can be suspended, while learning will continue". In these unique circumstances, everywhere people are exploring new patterns of teaching. The Internet has played a huge role in this process. Many countries have started online teaching, including Chinese teaching. Thailand is the country where Chinese teaching develops the most successfully overseas. During the pandemic, the Center for Chinese Language Education and Cooperation is constantly exploring new models which are suitable for online teaching in Thailand. As a result, the Distance Chinese Teaching Project came into being.This thesis is written on the basis of the author's own Chinese online practice. The first chapter describes the developing process and the characteristics of "Distance Chinese Teaching" Project in the Center for Language Education and Cooperation. The second chapter uses a questionnaire survey and analyzes the status of online teaching in northeast Thailand under the "Distance Chinese Teaching" project of the Center for Language Education and Cooperation. The third chapter recorded and analyzed the author's online teaching practice in Triam Udom Suksa Pattanakarn Ubon Ratchathani School. Chapter four analyzes the current situation of online Chinese teaching in Thailand. Focusing on the emerged problems in online Chinese teaching, Chapter five offers feasible suggestions for the "Distance Chinese Teaching" project of the Center for Language Education and Cooperation, online Chinese teachers and Thai schools.This thesis focuses on the current situation of online teaching practice in Triam Udom Suksa Pattanakarn Ubon Ratchathani School, and also looks into the current situation of online teaching in 22 schools in northeast Thailand under the "Distance Chinese Teaching" project of the Center for Language Education and Cooperation. Based on this study, the author describes the current situation of online Chinese teaching in Thailand and provides researchers the data about the current situation of online Chinese teaching in Thailand. Furthermore, the author puts forward some existing problems in the current situation of online Chinese teaching in Thailand and offers his opinions and suggestions, which can provide some references for Center for Language Education and Cooperation to promote and improve this project. At the same time, this study can help the volunteers who will participate in the Distance Chinese teaching project in Thailand to achieve a better understanding about the current teaching situation, and help them to be calmer in the face of the challenges of online teaching, and to consistently improve their ability to implement Distance Chinese teaching, and finally achieve the fundamental purpose of promoting the cause of Chinese internationalization.
