Teaching Experiment Report On Folksong-assisted Course Of Chinese As A Foreign Language(CFL)

In recent decades, CFL has witnessed a rapid development. China continues to improve Chinese language teaching for students from overseas. Meanwhile, China begins to emphasize the strategy of going-out, namely, the promotion of Chinese language worldwide. As a teacher for CFL, we realize that traditional Chinese classroom teaching is no longer adaptive in a non-native language teaching and learning environment. It is advised to adapt new methods in accordance with real situations in terms of knowledge structure, teaching organization and cross-culture communication. How to attract CFL students to learn Chinese actively and develop the habit of learning Chinese has already become a practical subject. The author noticed that course on learning folksongs has been provided as a cultural elective for students in some domestic schools. This is a new teaching mode. However, through practice, we figure out that folksong-assisted teaching is better in comprehensive CFL course. Based on the teaching experiment in Kasetsomboonwittaykom Middle School, Thailand, the study discusses how to combine CFL with folk songs and have received effective results. The author has analyzed teaching objects, teaching purpose and demonstrated teaching significance of folk-song assisted CFL in terms of phonetics, vocabulary, grammar, traditional culture etc. Furthermore, regarding it as a guideline for teaching, the author has conducted some experiments in different stages and rationally summarized the results. Through analyzing students’questionnaires and statistics, the author has concluded some teaching experience and teaching modes for the final goal of providing some useful and effective methods to CFL teachers in Thailand.