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The Research for Classroom activities of Teaching Chinese - Taking the KwongSiew School of Thailand as as Example
the teaching method
task base teaching method
communication base teaching method
其它問題包含了, 泰、華語教學目標不明確、外籍教師理念落差過大、教材內容有待改進、教法引發不良後果、未做到學習輔導、日常溝通不足、外籍與泰籍教師的合作不良。 學習者角度；學習者多半有學習興趣、或多或少有學習成效、對不同教學風格的反應有好有壞、學習者遭遇理解與表達上的困難、部分學習者產生略為偏差的想法。
This research is a critical review of the present situation with regard to the implement mandarin Chinese teaching in Bangkok’s private schools, The KwongSiew School of Thailand. Critical observations of the school day of the student of one Thai-speaking class are made, following, and in the light of, the introduction of Mandarin Chinese teaching. The observations are underpinned by the writer’s understanding of the culture of the students and the teachers. Their opinions are voiced by their responses to an interview. The researcher adopts an “Action” methodology, involving observation, data collection, and interviewing. Resulting proposal are aimed at improving the present second language curriculum and management and quality of teaching. Three main questions are address by the research. First: what teaching method is most suitable for second language learning, the ‘task based’ method or the ‘communication base’ method? Secondly: what is the most effective teaching strategy in Thailand for teaching Mandarin? Thirdly: how might the present teaching difficulties be overcome? Associated problems are revealed such as different teachers having different teaching goals resulting from a lack of communication between the Thai and foreign teachers and a consequent lake of cooperation. There are also some problems which arise from the content of teaching material which is awaiting improvement. The initiating of teachers into the strategies and techniques of second language teaching has been inadequate which has contributed to students showing little interest in and a poor attitude towards learning Mandarin. The writer concludes that students’ learning of Mandarin would improve if the principles and goals of Mandarin teaching in Thai schools were made explicit, if mechanisms for Thai and foreign teachers to collaborate were introduced, if the method of second language teaching was agreed, and if the Mandarin teaching material were improved.
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