Dissertation
Dissertation > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language > Teaching methods, teaching

A Research on the General Instructional Design of the Chinese Major in Chiang Mai University in Thailand

Author LiuShunFen
Tutor WangYaoMei
School Shandong University
Course Chinese International Education
Keywords Thailand Chiang Mai University Instructional Design General Instructional Design Research
CLC H195.3
Type Master's thesis
Year 2010
Downloads 289
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With the increasing development of International Chinese teaching and Chinese language promotion, the study on Chinese teaching directed to certain countries and areas will not only accord with the development of the Chinese teaching in the countries and areas, but also be a great necessity for International Chinese language promotion. Therefore, more and more scholars and researchers focus on this field. In this thesis, in order to discuss how to construct a practical Chinese curriculum system under Thai language environment, the author, as a volunteer Chinese teacher in Chiang Mai Confucius Institute, carries out an investigation into the General Chinese Instructional Design of Chiang Mai University in Thailand. Based on some relevant theories, the author makes a thorough analysis and research into the data from the survey. Thus, the conclusion and the feasible advice can be an inspiration for other Thai universities to improve their Chinese teaching and research as well as a reference for Chiang Mai University.Firstly, the author states the theories about Instructional Design and International Chinese Instructional Design. This includes the definition, the development, the theoretical basis and the main modes of the Theory of Instructional Design. This includes the development and the specific theoretical basis of our International Chinese Instructional Design as a kind of design for language teaching. And this also includes the different ways and processes of the General International Chinese Instructional Design. All of the theories are the theoretical bases of this thesis.Secondly, the author carries out a detailed investigation into the General Chinese Instructional Design of Chiang Mai University by methods of data query, questionnaire, telephone and individual interviews. With the guidance of some theories about Instructional Design and theories about the general Chinese instructional design, the author continues to analyze and research the data from the investigation thoroughly in two aspects, the front-end analysis on the Chinese instructional design and the research into the existing Chinese curriculum program itself. The former includes the analyses on the teaching needs, the teaching conditions, the teaching object and the subsequent teaching objective, while the latter involves the research into the Chinese Curriculum Plan and the Chinese Curriculum.Finally, the author summarizes the advantages and disadvantages of the General Chinese Instructional Design of Chiang Mai University. The research discovers that, as far as Chinese teaching and study is concerned, there is great demand, the social and cultural environment is favorable, Chiang Mai University has the basic Chinese teaching conditions and facilities, most students had learned some Chinese before enrollment and their motivation is strong and diversified, but there is shortage of Chinese teachers and the quality of staff is uneven, the teaching facilities and resources are insufficient and many students have communication apprehension. According to the analysis, the author believes that the existing general Chinese teaching objective embodies the result of the front-end analyses for the teaching demand, the teaching object and the conditions to some extent, but it is not comprehensive and not clearly formulated, so it lacks pertinence and is not easy to operate. According to the analysis, the author also believes that the most prominent advantage of the Chinese curriculum in Chiang Mai University is that it lays down two different major orientations, which considers some students’ desire for further study after graduation as well as the demand of the society’s development for various professionals in Chinese, so it is practical and unique in Chiang Mai area; the disadvantage is that some courses, such as the Comprehensive Chinese, the Chinese Listening and Speaking, Major Electives and English Courses, are not scientific and reasonable. For the disadvantages, the author also thinks it over and tries to put forward some feasible advice, such as increasing the teaching periods and add content to Comprehensive Chinese courses, making adjustment to the teaching time and teaching content for Chinese Listening and Speaking, Enriching and perfecting the Major Electives and cutting down English Courses properly.This research may actually guide the Chinese teaching of Chiang Mai University and may also throw away a brick in order to get a gem for the Chinese teaching and research in Thai Universities. Meanwhile, this survey and research may offer a new point of view to people who study the international Chinese education and thus enriches our research of teaching Chinese as a second language

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