汉语议论文写作是二语学习者在学习汉语写作中不可或缺的学习内容。本文采用翻转课堂这一教学模式，将泰国呵叻皇家大学中文系大学三年级P1实验班的学生作为教学对象，将中高级汉语议论文作为教学内容进行教学设计。分析泰国中高级汉语议论文写作课中应用翻转课堂教学模式的教学效果，并与传统教学模式下的P2对照班进行作文产出质量对比，寻找更优更适合泰国学生学习汉语议论文的教学模式，为汉语写作教学提供参考。

本研究通过分析在泰国中高级汉语议论文写作课中实施翻转课堂教学模式的背景，发现其具有实施的必要性及可行性。通过在泰国中高级汉语议论文写作课中实施翻转课堂这一教学模式的教学要素分析，确定了整体教学设计及案例教学设计。整体教学设计包括微课视频制作、课前阶段教学和课中阶段教学，案例教学设计则采用中高级汉语议论文写作第1次课进行展示，包括案例背景、课前教学、课中教学及教学总结与反思四个方面。在教学设计完成并实践后，本文通过分析议论文写作教学效果及翻转课堂教学模式的应用反馈两个方面进行教学效果评估，发现在泰国中高级汉语议论文写作课中实施翻转课堂教学模式的教学效果优于传统教学模式，具体体现在：1.议论文写作成绩提升明显；2.议论文写作课堂气氛更活跃；3.学习汉语议论文写作的积极性更高。

基于翻转课堂这一教学模式在泰国中高级汉语议论文写作课中进行的实验研究，本文得出以下几点教学建议：1.在实施翻转课堂教学模式前教师需要尽可能全面地了解教学对象，有的放矢地设计教学内容；2.教师在实施翻转课堂这一教学模式时需尽力挖掘互联网平台资源，如Bilibili、Schoology、Playposit等，以此助力教学；3.在实施翻转课堂教学模式过程中，教师应明确自身在课堂中扮演的角色，以期达到更好的教学效果。

The writing of Chinese argumentative essays is an indispensable part of Chinese writing for second language learners. This article adopts the flipped classroom teaching model, taking students from the experimental class P1 of the Chinese Department of the Faculty of Humanities at Prince of Songkla University, Thailand, as the teaching subjects, and using intermediate and advanced level Chinese argumentative essays as the teaching content. The teaching effect of applying the flipped classroom teaching model in the Chinese intermediate and advanced argumentative essay writing course in Thailand is analyzed, and a comparison of the essay output quality with the traditional teaching model in the control class P2 is conducted to find a teaching model that is more suitable for Thai students to learn Chinese argumentative essays, providing reference for Chinese writing teaching.

Through analyzing the background of implementing the flipped classroom teaching model in the Chinese intermediate and advanced argumentative essay writing course in Thailand, this study found its necessity and feasibility. By analyzing the teaching elements of implementing the flipped classroom teaching model in the Chinese intermediate and advanced argumentative essay writing course in Thailand, the overall teaching design and case teaching design were determined. The overall teaching design includes micro-lecture video production, pre-class teaching, and in-class teaching stages, while the case teaching design uses the first class of intermediate and advanced Chinese argumentative essay writing as an example, including case background, pre-class teaching, in-class teaching, and teaching summary and reflection. After completing and practicing the teaching design, this article evaluates the teaching effect through analyzing the effect of argumentative essay writing and feedback on the application of the flipped classroom teaching model, finding that the teaching effect of implementing the flipped classroom teaching model in the Chinese intermediate and advanced argumentative essay writing course in Thailand is better than the traditional teaching model, specifically manifested in: 1. Significant improvement in argumentative essay writing scores; 2. More active classroom atmosphere in argumentative essay writing classes; 3. Higher enthusiasm for learning Chinese argumentative essay writing.

Based on the experimental research on the implementation of the flipped classroom teaching model in the Chinese intermediate and advanced argumentative essay writing course in Thailand, this article proposes the following teaching suggestions: 1. Before implementing the flipped classroom teaching model, teachers need to comprehensively understand the teaching subjects and design teaching content accordingly; 2. Teachers should make efforts to explore internet platform resources such as Bilibili, Schoology, Playposit, etc., to assist teaching when implementing the flipped classroom teaching model; 3. During the implementation of the flipped classroom teaching model, teachers should clarify their roles in the classroom to achieve better teaching effects.