Journal of Thai-Chinese Social Science (JTCSS)

The Challenges and Practical Pathways of Empowering Rural Cultural Revitalization through Local Rural Culture

2025-04-01T22:54:06+07:00

The revitalization of rural culture is a crucial component and an effective pathway for advancing rural revitalization and achieving Chinese-style modernization. Local rural culture, which has taken shape through the historical development of the Chinese nation and the material as well as spiritual practices of rural life, embodies a distinctive regional cultural ethos and philosophical worldview. Closely intertwined with rural cultural revitalization, it plays a foundational and catalytic role in this process. Therefore, exploring the intrinsic value of local rural culture in supporting rural cultural revitalization, analyzing the practical challenges it encounters, and proposing targeted solutions are of significant importance for realizing its empowering potential and for promoting sustainable and culturally grounded rural development.

A Study on the Pedagogical Reform of Music and Dance Education in Chinese Universities under the Context of Digitalization

2025-04-01T22:57:21+07:00

This research aimed to study: 1) the structural challenges and transformation logic of music and dance education reform in Chinese universities under the influence of digitalization; and 2) the construction of a coordinated and practical reform pathway based on task-oriented instruction, digital platforms, and institutional governance. The sample was a set of academic literature and institutional cases related to higher arts education in China, selected through purposive sampling from CNKI and Google Scholar. The research results were found as follows: 1) Music and dance education in Chinese universities is facing fragmented reform due to the lack of synergy among curriculum content, teaching methods, teacher development, and institutional support. While digital platforms have been introduced, their integration with pedagogical logic and governance remains insufficient. 2) Some innovative practices—such as modular course redesign, AI-assisted feedback systems, and interdisciplinary training centers—have shown potential, but they often lack systematic coordination and scalability. To address this, the study proposes a “Task–Platform–Mechanism” coordination model that emphasizes the alignment of task-driven teaching design, intelligent platform integration, and adaptive institutional structures.

A Theoretical model and strategic framework of digital communication of Chinese civilization: an empirical analysis based on grounded theory

2025-03-19T17:41:30+07:00

This study aims to construct a theoretical model and strategic framework for the digital dissemination of Chinese civilization among overseas Chinese in Southeast Asia. It explores the mechanisms for digital communication within this community and proposes corresponding solutions and recommendations. In-depth interviews were conducted with 30 overseas Chinese living in Southeast Asian countries, 15 embassy staff members, and 12 cultural studies professors. The data obtained from these interviews were coded and analyzed using grounded theory in NVivo 12 software. The theoretical model developed in this study encompasses six dimensions: identity and cultural identity, intercultural communication and integration, preferences and choices of communication content, intergenerational cultural transmission, habits in the use of digital tools, and evaluation of communication effectiveness. Based on these dimensions, the study recommends enhancing the innovation and adaptability of cultural content, optimizing the selection and use of digital communication tools, promoting deeper intercultural communication and integration, establishing comprehensive feedback and evaluation mechanisms, and implementing a cultural communication branding strategy. These measures aim to ensure the efficiency and sustainability of the digital dissemination of Chinese civilization among overseas Chinese.

Chinese Language Learning Challenges and Instructional Adaptation Strategies Among Thai Learners: A Grounded Theory Approach

2025-04-01T23:03:00+07:00

This study aims to systematically explore these challenges and analyze the instructional strategies adopted by teachers, this study employs Grounded Theory as its research methodology, conducting semi-structured interviews with 20 Thai Chinese language learners (S1-S20) and 10 Chinese language teachers (A1-A10). The collected qualitative data were analyzed through open coding, axial coding, and selective coding, leading to the development of a theoretical framework. The findings indicate that Thai learners experience considerable difficulties in phonetic acquisition, grammatical comprehension, vocabulary retention, listening comprehension, and oral expression. Additionally, low classroom participation and insufficient pedagogical adaptation to learners’ needs further hinder language acquisition. Moreover, cultural factors and disparities in educational resources exacerbate these challenges. The theoretical contribution of this study lies in addressing the lack of systematic research on Thai learners' Chinese language acquisition, offering new insights into cross-cultural language learning. From a practical perspective, this study proposes optimization strategies for Chinese language instruction, including enhanced phonetic training, task-based teaching, digital learning integration, and culturally contextualized pedagogy, to improve learning outcomes for Thai students. Despite its contributions, the study is limited by the sample size, suggesting that future research should expand the dataset and incorporate longitudinal studies to examine learners' language development trajectories over time.

Research hotspot and trends of personalized Chinese education in the Era of digital intelligence

2025-03-16T13:45:17+07:00

This study aims to explore the research hotspots and development trends of international Chinese education in the era of digitization. By using CiteSpace tool to visualize and analyze academic achievements from 2020 to 2024, this study systematically sorted out academic literature in the field of international Chinese education, quantitatively evaluated the application status of digital technology, and identified key research topics and emerging hotspots. The research results show that since 2020, the number of related publications has significantly increased, and online teaching research has surged. The core author analysis reveals the significant influence of institutions such as Beijing Language and Culture University. The research hotspots focus on digital transformation, online teaching, and the application of educational technology. This study provides theoretical support and practical guidance for the digital transformation of international Chinese education, and predicts that this field will continue to maintain a good development trend.

Attributions to Success and Failure in Chinese Language Learning and Its Predictive Effect on Academic Performance among Thai Trilingual Undergraduate Students

2025-03-03T15:39:56+07:00

In order to explore the attributional tendencies and characteristics of success and failure in Chinese language learning among Thai trilingual Chinese undergraduates, as well as the learning attributions’ predictive effect on academic performance. Based on the three-dimensional attributional theoretical framework, this study used a questionnaire to examine the attributions of Chinese learning success and failure of 84 third-year Chinese trilingual undergraduates at a university in northern Thailand. The results showed that 1) Thai Chinese learners showed average positivity in both overall attribution and attributional tendency of success attribution, and were more negative in failure attribution. They were more likely to attribute learning success or failure to internal, unstable, and controllable factors. At the same time, they are less likely to attribute success mainly to effort or ability, and more likely to attribute it to external factors such as the help of teachers and classmates, and the classroom atmosphere; 2) the high and low subgroups tended to attribute learning success to internal controllable and external unstable factors, respectively, but both attributed failures mainly to internal, unstable and controllable factors. Among them, the teacher, classmates’ help, likes and interest factors were important factors in the attributions for success of the high and low subgroups, and the effort factor was the most important factor in the attributions for failure of the high and low subgroups; (3) all seven factors, namely, effort, grades emphasis, after-school practice, likes and interest, ability, teacher’s help, and learning strategies, were significant predictors of academic performance. The above findings help to deepen Thai Chinese language teachers’ understanding of the attribution of learners’ academic success and failure, and provide implications for the implementation of attribution retraining in the teaching process.