为了让泰国清迈大学汉语初级实验班的学生提升对汉语学习的兴趣，增强学生的学习能力，本研究以快乐理论和认知发展理论为基础，通过文献研究、问卷调查、课堂观察、教学实验以及案例分析等方法，调查了泰国清迈大学汉语初级课堂学生的游戏教学需求，从语音、词汇、语法、汉字四个方面探索了适合清迈大学学生需求和特点的游戏教学方法，设计出针对清迈大学初级汉语课堂的游戏教学方案，最后对比分析了学生对教学的反馈。 基于研究得出的结论是：第一，游戏教学能有效地关注学生个体差异性。由于学生的特性、背景和学习能力不同，分别来自不同的专业，彼此之间较陌生，导致学生在课堂上更加维护自己的自尊心、不敢开口，从而影响了教学效果。因此，笔者采用游戏教学，在游戏的类型、难度和规则上考虑到了学生的自尊心、特性、学习能力不同等方面，有效地缓解学生的忧虑心理，促进生生之间的互动，营造出快乐安逸的课堂氛围，提升学生学习的信心；第二，通过游戏实施，学生对汉语的兴趣提高，本文也发现了适合泰国大学生的游戏教学特征：1.适合全班或小组合作类型的游戏教学；2.有挑战性、刺激、紧张但不伤及信心并根据学生的水平进行分组的小组游戏；3.适合具有一定速度、与网络连接、考验记忆力的游戏；4.不超过5-6个人的小组游戏，根据学生的个体差异进行分组；第三，教师角色对游戏教学有着很大的影响，教师担任观察者，观察学生的特点、了解学生的需求。只有通过观察，教师才能了解学生所处的水平和拥有的学习能力，并根据学生的需求和水平来设计游戏活动，教学才能达到更好的效果。在实施游戏教学时，这一角色定位则需要教师考虑到游戏的布局是否合理、把握游戏的适宜性。 希望本研究对在泰高校初级汉语课堂进行游戏教学提供一些参考意见。

In order to improve the interest and learning ability of Chinese learning beginner students in Chiang Mai University, Thailand, we had investigated the “game teaching” need of Chinese learning beginner students through literature research, questionnaire survey, classroom observation, teaching experiment and case analysis based on the Spencer’s theory and Cognition Development theory. From pronunciation, vocabulary, grammar and Chinese characters four aspects of Chinese language, we choose “game teaching” methods that are suitable for students’ need and students’ characteristic, then we designed “game teaching” methods special for Chinese learning beginner students in Chiang Mai University, and we made the comparison of students’ feedback at last. The conclusions of this study are as follows: Firstly, “game teaching” can focus on the individual differences effectively. Due to the students’ habit, learning ability and variety of backgrounds, students tried to preserve their self-respect, then do not be confident to speak out, thus, these interferences affected the efficiency of learning and teaching in classroom. We effectively used “game teaching” by considered students’ self-respect, characteristic, learning ability from types, difficulties and rules of game to release students’ stress, then boosting interaction among students, creating fun and easy learning atmosphere, improving students’ learning confidence. Secondly, by adopting “game teaching”, we found that students’ interest had improved. The “game teaching” that are suitable for Thai university students have the following characteristics: 1. “Game Teaching” that are suitable for whole class or small group; 2.Small group games which are challengeable, stimulative and exciting, but do not affect students’ confidence, and divided students into group according to students’ Chinese language level; 3. Games that having a certain speed, connecting to the internet, testing memory; 4.Small group games which have the member not exceeding 5-6 people, and divided students into group by individual differences. Thirdly, teacher is very important role for “game teaching”. As the observer, teacher observed the characteristic of students and their needs. Only through observation, teachers would know the level and learning ability of the students, and could design game according to their needs and levels to achieve the better teaching efficiency. While implementing games, teacher is the one to consider whether the layout of the game is reasonable, and controlling the appropriateness of the game. We hope that this study will provide some reference for Chinese classroom games teaching in Thai universities.