The Deconstruction of Country Studies by Language and the Knowledge Reconstruction of Thai Language Teachers in Local Universities: Dilemmas and Paths
语种对国别的解构与地方高校泰语教师的知识重构 —— 困境与路径

摘要

在新文科建设强调学科交叉融合的背景下，外语教师向区域国别研究转型已成为必然趋势。对于云南地方 高校的泰语教师而言，这一转型既是对国家战略需求的积极响应，也是提升自身学术能力的重要途径。深入分析了 泰语教师在向泰国区域国别研究转型过程中面临的现实困境，包括跨学科知识体系的缺失、研究方法的不足、教学 与科研时间的冲突，以及语言优势转化为研究能力的迷茫。针对这些困境，提出了利用语言特长获取一手资料、从 日常教学中提炼研究问题、结合地方高校特点寻求跨学科合作等路径。

Abstract

Against the background of new liberal arts construction, which emphasizes interdisciplinary integration, the transformation of foreign language teachers toward regional and country studies has become an inevitable trend. For Thai language teachers in local universities in Yunnan, this transformation is not only an active response to national strategic needs, but also an important path for improving their own academic capabilities. This paper provides an in-depth analysis of the practical difficulties faced by Thai language teachers in their transformation toward Thailand-oriented regional and country studies, including the lack of an interdisciplinary knowledge system, insufficient research methods, conflicts between teaching and research time, and uncertainty about how to transform language advantages into research capability. In response to these difficulties, it proposes paths such as using language strengths to obtain first-hand materials, extracting research questions from daily teaching, and seeking interdisciplinary cooperation based on the characteristics of local universities.