The Relationship between Teaching Chinese for higher education and Post-Method Pedagogy The Chinese Language Program in Faculty of Education, as a Case Study

Abstract

This article aims to study and develop Chinese teaching methods for Higher education’s teachers in Thailand. In order to understand the current problems, the author has selected Chinese Language Program in Faculty of Education as a case study. The article starts with introducing the post-method pedagogy by Kumaravadivelu. After that, analyzing the teaching methods and problems which occur during teaching activities. From the study, the result shows that the Chinese Language Program in Faculty of Education has three main problems: 1) The teaching methods are not diversified. 2) The teaching activities are more emphasized on knowledge contents rather than on knowledge application which is very crucial for developing students’ language skills. 3) The teachers pay less attention to students’ language backgrounds. To solve the problems, the author recommends three solutions, based on post-teaching theory. 1) The teaching method should be more varied. The teacher should select more than one particular method to teach the students. 2) The teachers should focus on the teaching methods that help developing students’ chinese skills.3) The teachers should be more aware of the differences of learning abilities between the students. These solutions can be applied to develop Chinese language teaching in higher education in Thailand in the future.