汉字教学一直以来都是对外汉语教学中的难点。非汉字文化圈的学生在初学汉字时，很容易产生汉字畏难情绪，从而影响其学习汉语的兴趣。尽管学术界关于对外汉字教学法的研究有很多，但是和传统的汉字教学方法比起来，部件教学法属于新型的教学法，学术界对其研究和实际应用都很少。因此，本文以泰国理工大学为例，立足于具体的教学实践和调查结果，研究部件教学法在对泰汉字教学中的应用，通过和传统汉字教学方法的对比，来探究其在实际教学中的有效性。 本文共分为六章： 第一章为绪论部分，主要介绍本文的选题缘起，并对部件教学的相关研究和泰国的汉字教学情况进行了归纳总结。 第二章为《汉泰一百句》中的汉字部件分析，包括教学模式及汉字的选定、部件拆分的规则的确立和《汉泰一百句》中汉字部件的分类统计。其中，单笔部件8个，多笔部件186个；成字部件128个，非成字部件66个；多层次组合的汉字34个，平面组合的汉字111个；高频部件41个，低频部件22个。 第三章确立了汉字部件教学的5项原则：部件知识的输入顺序由易到难；部件知识的举例要典型形象；控制新学部件的数量；注重高频部件的巩固和复习；部件的认读与书写并重，最后落实到整字的书写。笔者在这五项原则的指导下，设计出汉字部件的教学大纲。 第四章为汉字部件教学方法初探。笔者从部件知识的教学方法和部件综合练习的方法两方面进行了探索。 第五章为部件教学法的有效性探究，笔者首先统计了实验组和自然组的汉字偏误数量，然后从部件的混淆、部件的缺失、部件的变形和部件的排列错乱四类偏误入手，对偏误结果对比分析后得出部件教学法有效性的结论。 第六章是结语部分。总结和反思部件教学法在课堂应用中的不足，并提出自己的教学建议。

The Chinese character teaching has always been the difficulty in the teaching Chinese as a foreign language. It is easy to produce the fear of Chinese characters, when the students from none Chinese character culture learn it at first, thus affecting their interest in learning Chinese. Although there are a lot of academic research on Chinese character teaching method for foreigners , but compared with the traditional Chinese teaching method, component teaching method belongs to a new type of teaching, which its academic research and practical application is only a little. Therefore this article take the Technology University in Thailand for example, based on the specific teaching practice and the results of the survey, to explore its effectiveness in practical teaching. This paper is composed of six chapters. The First chapter is a preface which mainly introduces the topic origin, the related researches of component teaching method at home and abroad, and the Chinese character teaching situation in university of Thailand. The second chapter is about the analysis of One Hundred Sentences of Chinese Translated in Thai, including the selection of teaching patterns and characters, the establishment of component disassembly rules, and the statistics of component classification. Among them, 8 single-stroke components, and 186 many–stokes components; 128 components of independent character formation, and 66 components of dependent character; 111 Chinese characters of plane combination, and 34 Chinese characters of multi-layer combination; 41 high frequency components, and 22 low frequency components. Chapter three is about the design of component teaching, which establishes the five principles of teaching: to input knowledge from easy to difficult; to take typical example; to control the number of new components; to pay attention to the consolidation and review of the high frequency components; finally to pay attention to Chinese handwriting. Under the guidance of the five principles, it designs the syllabus of Chinese character component. The fourth chapter is the teaching method of Chinese character components, which includes two parts: knowledge of component and comprehensive practice method of component. Chapter five is going to explore the effectiveness of component teaching method, by comparing the number of Chinese characters errors between the experimental group and natural group. After the comparison and analysis in four types of errors, it comes to the conclusion that component teaching is effective. The chapter sixth is the conclusion part. It gives a summary and reflection about the application of component teaching method in the actual classroom