泰国小学汉语教学中的跨文化困境及应对策略

随着中泰教育合作的不断深化，汉语已成为泰国小学广泛开设的外语课程之一。来自中国的汉语教师，包括国家公派教师和国际中文教育志愿者，构成了泰国小学汉语教学师资的重要组成部分。本文采用质性研究方法，通过文献分析与理论阐释，探讨中国汉语教师在泰国小学课堂教学中面临的跨文化困境。

研究以霍夫斯泰德（Hofstede）的文化维度理论、泰国文化价值观相关研究以及拜拉姆（Byram）的跨文化交际能力模型为理论基础，归纳出四个相互关联的主要困境：一是中国教师强调教师权威的观念与泰国注重愉悦学习的教育文化之间的冲突；二是教学理念与评价方式之间存在差异；三是文化教学呈现单向传播特征，缺乏充分的本土化融合；四是教师流动性较高及师生缺乏共同课堂语言所带来的结构性限制。

针对上述问题，本文从四个层面提出应对策略：提升教师的跨文化交际能力，推动课堂管理方式的本土化，促进文化教学由单向传授转向双向对话，以及加强学校与相关教育机构的制度性支持。

本研究旨在为改善泰国小学汉语教学中的跨文化适应问题、提升汉语教学质量提供参考。

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