汉语动态助词是汉语中比较有特色的一类词，因为汉语不像印欧语言那样用丰富的形态变化来表现各种动作或状态，而是用动态助词来表示动作进行的阶段，正因为这样的一个特殊性，它的用法比较复杂，涉及因素比较多，因此也成为了留学生学习汉语的难点之一。汉语动态助词是对外汉语语法教学的难点之一，同时也是泰国初级汉语学习者学习的难点之一。汉语动态助词“过”是汉语语法里的一个重要的语法点。“过”在本体上已经有了比较充分的研究，可是在对外汉语方面还是比较少见，因此本论文希望从这一角度进行研究。在研究过程一开始，笔者主要采取以下种两方法收集语料，首先是以问卷调查的形式来考察泰国初级汉语学习者使用汉语动态助词“过”的偏误情况，另外为了全面反映出学生的问题，本文还从学生的作业以及课外交流时的话语中搜集了一部分语料。本论文以向清迈皇家大学国际学院商务汉语一年级的学生发放调查问卷的形式，来考察他们在“过”的具体使用上所存在的偏误现象。根据问卷调查的结果，把出现的偏误总结归纳为四种类型：第一、汉语动态助词“过”的误加偏误；第二、汉语动态助词“过”的错位偏误；第三、汉语动态助词“过”与汉语动态助词“了”的混用偏误；第四、汉语动态助词“过”的缺失偏误，并分析出偏误的原因，最后对清迈皇家大学国际学院商务汉语专业的初级汉语教师提出比较有针对性的教学策略，希望对他们有关动态助词“过”这一语法点的课堂实际教学提供一些参考。 在教学对策方面，笔者希望能够设计出实用、有效的教学方法，以减少学习者出现偏误的几率，提高学习者掌握和使用汉语动态助词“过”的能力。因此，首先教师应该认真分析存在于两种不同语法体系中的同一语言点“过”的差异，找准问题出现的原因， 其次从教师的角度来说，教师应加强自身的理论修养，关注偏误出现的深层原因，在课堂上还应加强各种练习活动，更重要的一点是，作为一名教师，要足够了解自己的学生，了解学生的汉语水平和学习能力，并能据此选择更为合适有效的教学方法和教学策略，很好地化解学生的学习难点。

Chinese aspect particle “guo” is one of specific word class in Chinese language, Chinese language is different from Indo-European languages in the form of changes of Chinese aspect particle, because it is regularly used to express an specific action, the grammar is more complex; involving to the broad factor, consequently it becomes one of the difficulties in studying Chinese for foreign students. Chinese aspect particle “guo” is one of the difficulties in teaching Chinese grammar to foreigners, and is it the one of the difficulties in the study of the primary stage students, it is also Thai student study Chinese in the Initial Stage frequently appear errors.Chinese aspect particle “guo” is an important component of Chinese grammar. There are so many research studies about Chinese dynamic aspect particle “guo”, however it is not frequently use in studying Chinese as a foreign language. Therefore, the data collection of the study divide into two approaches; first is the data that collect from the questionnaire survey of Thai elementary Chinese students who using Chinese dynamic aspect particle “guo” in partial errors analysis, besides, to point out more students’ grammar errors, the homework given in regular class is also a part of the study. After studying of collected questionnaire survey from first-year Thai student who study Chinese as a foreign language in Chiang Mai Rajabhat University the using grammar errors still exist. According to the findings of the survey the frequent errors can classify into four types: the incorrect usage of Chinese aspect particle “guo” in the sentence ,the error of using Chinese aspect particle “guo” in the wrong situation, the Chinese aspect particle “guo” mixed with the Chinese aspect particle “ le”, The absence of Chinese aspect particle “guo”. Afterwards, the author based on the errors of Chinese aspect particle “guo” with Thai auxiliary verb “เคย” in terms of grammar, semantics, these can use to analyze the causes of errors. To sum up, Thai learners who study Chinese in elementary level in Chiang Mai Rajabhat University shows more relevant evidences in teaching Chiang Mai Rajabhat University International college business Chinese in elementary Chinese learners made more targeted strategies. At last, the author hope that the study of practical teaching Chinese aspect particle “guo” will provide more references.In the aspect of teaching strategies, we hope that we could scheme out a very practical and effective way to reduce students’ chances of making errors, thus improving their ability of mastering and using the aspect particle “guo”. Therefore, first we should carefully analysis this language point “guo”, which exists in these two different kinds of grammar system, and then aim to find out the real reason; from the perspective of teachers, they should strengthen their theory mastery and focus on deep reasons. Also, in class, teachers had better design more exercise and activities. What is more important is, as a teacher, you should know your students very well, especially there Chinese levels and learning ability. Teachers should have the ability of choosing more appropriate and effective teaching strategies to solve students’ learning difficulties.