由于泰国汉语教学顶层设计薄弱，长期制约了本国的汉语教学的健康发展。笔者发现泰国教育部推出的《2008年汉语课程大纲》存在若干问题：一、该大纲缺乏汉语能力标准的指导；二、教学目标与泰国国家教育计划不同步；三、汉语教学内容及教学经验已经不符合现在学习者的认知经验；四、泰国教育部没有强制要求各校必须使用该大纲；五、多所学校认为难以达到该大纲的教学目标。为弥补上述问题，加强泰国汉语教学“汉语能力标准”与“汉语课程大纲”的研究，势在必行。

本研究以泰国公立小学的汉语能力标准及课程大纲为研究对象，对泰国公立小学汉语的教学情况进行深入分析，以“多元智能理论”为本研究的理论依据。旨在帮助泰国公立小学汉语教学在提升和发展学习者汉语语言能力的同时，助推提升学习者综合能力的全面发展，并通过汉语多元智能课堂，提高学习者对汉语课程的兴趣，以达到“以学习者为中心”及“寓教于乐”的效果。本研究采取的研究方法主要有文献研究法、实地调研法、问卷法及访谈法。

本研究的主要内容有：首先，概述了泰国教育及泰国公立小学汉语教学的基本情况，介绍了泰国公立小学整体的培养目标和原则、外语教学的状况。笔者从国家政策的角度探讨了泰国汉语教学的发展现状，其中泰国教育计划（2017-2036年）所提出的新教育目标为本研究中汉语课程目标的制定提供参考。本研究还对泰国汉语教学带来影响的现行政策进行了介绍，如东部经济走廊计划、国际标准课程、减课增知政策以及泰国基础教育免费政策。

其次，通过在泰国进行调研，对泰国公立小学汉语教学现状进行全面了解，对泰国公立小学汉语课程大纲、汉语教材、汉语教师、汉语教学法、汉语学习者、汉语教学评估、汉语教学管理等问题进行全面且深入的了解，并尝试提出改善泰国公立小学汉语课程质量的措施。

再次，根据调研所获得的信息，基于多元智能理论探讨了多元智能理论指导下泰国公立小学“汉语能力标准”的制定，提出了汉语能力标准的制定依据和理念。根据泰国公立小学汉语语言能力的实际情况，本研究将其汉语能力认定为“初学阶段”，并结合“以年级为单位”的原则，将汉语能力细分为2等6级，分别是：“入门低等”的A1、A2、A3级和“入门高等”的B1、B2、B3级。在“循序渐进”的原则上，描写学习者汉语能力各方面的表现，主要包括总体语言能力量表、词汇能力量表、汉字能力量表、汉语语法能力量表、汉语语音能力量表、社会语言能力量表、语用能力量表、语言和文化能力量表。

第四，本研究深入剖析了基于多元智能理论的泰国公立小学汉语课程大纲的修订问题，对泰国《2008年汉语课程大纲》进行分析，发现其中不足并提出了修订建议。基于上述分析与探讨，以《2008年汉语课程大纲》、多元智能教育观、泰国新版的国家教育计划的教学目标为依据，对泰国汉语课程大纲加以修订，并阐述了所修订的汉语课程大纲的理念、原则与目标，提出了汉语课程大纲中的6项学习目标和13项学习标准，并建议汉语课程各分项指标的核心学习内容以及大纲中的语言要求与本研究所提出的能力标准相一致。

The top-level design of Chinese teaching in Thailand is weak, which has restricted the development of Chinese teaching in Thailand for a long time. This research finds that there are some problems in The Syllabus of Chinese in 2008 issued by the Ministry of Education of Thailand. Firstly, the syllabus lacks the guidance of Chinese Language Proficiency Standards. Secondly, teaching objectives are not synchronized with Thailand's national education plan. Thirdly, Chinese teaching content and teaching experience are not in line with the current learners' cognitive experience. Forth, Thailand's Ministry of Education does not require schools to use the syllabus. Fifth, many schools find it difficult to achieve the teaching objectives of the syllabus. In order to make up for the above problems, it is important to strengthen the research on "Chinese Language Proficiency Standard" and "Chinese Curriculum Syllabus" in Chinese teaching in Thailand.

This study takes the Chinese Language Proficiency Standards and Curriculum Syllabus of Thailand national primary schools as the research object, elaborates the situation of Chinese language teaching in Thailand national primary schools, and uses "Multiple Intelligences Theory" as the theoretical basis of this study. The purpose of this research is to make the Thailand national primary school Chinese teaching not only develop learners' Chinese language ability, but also pay more attention to the development of learners' comprehensive ability, and improve learners' interest in Chinese curriculum through Chinese multi intelligence classroom, so as to achieve the effect of "learner centered" and "teaching in fun".

The main contens of this study are as follows: Firstly, it describes the basic situation of Thailand education and Chinese teaching in Thailand national primary schools, introduces the overall training objectives and principles of Thailand national primary schools, and the status of foreign language teaching. The research discusses the current situation of Chinese teaching in Thailand from the perspective of national policies, and the new education goals proposed in Thailand education plan (2017-2036) provide reference for the formulation of Chinese curriculum goals in this study. The author also introduces the current policies that affect Chinese teaching in Thailand, such as the Eastern Economic Corridor plan, international standard courses, the policy of reducing classes and increasing knowledge, and the free basic education policy in Thailand.

Secondly, through the investigation in Thailand, we have a comprehensive understanding of the current situation of Chinese teaching in Thailand national primary schools, including Chinese curriculum syllabus, Chinese teaching materials, Chinese teachers, Chinese teaching methods, Chinese learners, Chinese teaching evaluation, Chinese teaching management and other issues, and try to put forward measures to improve the quality of Chinese curriculum in Thailand national primary schools.

Thirdly, according to the information obtained from the survey, based on the theory of multiple intelligences, the research discusses the formulation of "Chinese Proficiency Standard" in Thailand national primary schools under the guidance of the theory of multiple intelligences, and puts forward the basis and concept of the formulation of Chinese proficiency standard. According to the actual situation of Chinese language ability of Thailand national primary schools, the research sets their Chinese language ability at the "beginning stage", and combined with the principle of "grade as a unit", divides their Chinese language ability into six levels: A1, A2, A3 of "low entry" and B1, B2, B3 of "high entry". On the principle of "step by step", the research describes the performance of learners' Chinese ability in various aspects, mainly including: general language ability scale, vocabulary ability scale, Chinese character ability scale, Chinese grammar ability scale, Chinese phonetic ability scale, social language ability scale, pragmatic ability scale, language and cultural ability scale.

In addition, based on the theory of multiple intelligences, the research deeply discusses the revision of the syllabus of Chinese in national primary schools in Thailand, analyzes the Syllabus of Chinese in 2008 in Thailand, finds out its shortcomings and puts forward some suggestions for revision. According to the conclusion of this study, the Institute has set up the Chinese syllabus, which is based on the Syllabus of Chinese in 2008, the concept of Multiple Intelligences Education and the teaching objectives of Thailand's new national education plan. It also expounds the concept, principles and objectives of the revised Chinese syllabus, and puts forward six learning objectives and 13 learning standards in the Chinese syllabus. In addition, the research puts forward the core learning content of each sub index of Chinese course, and the language requirements in the syllabus are consistent with the ability standard proposed in this study.

Finally, the research puts forward some suggestions on the use of Chinese proficiency standards and syllabus.