The Proper Use Of Chinese Songs In The Teaching Of Chinese Mandarin In Philippines

In the Chinese Mandarin teaching of Philippines, HSK and YCT are all determined by the department of education for the implementation of Chinese Mandarin teaching and learning assessment standard. In addition, about the Chinese special projects in Philippines recent years, the Chinese Mandarin teaching has entered its national education system. The enthusiasm of learning Chinese is surging. However the teaching form is monotonous, humdrum, boring, which will not only affect the teaching effect, but will also make the students who thought "Mandarin is difficult to learn" lose confidence in Chinese learning. I was assigned to three high schools in Philippines to train local teachers and to introduce Chinese culture to the high school students. During the teaching period, I often reflect my teaching level and improve the teaching methods actively. In order to make up the deficiency of traditional teaching and achieve better teaching results, I try to apply the Chinese songs to the Mandarin teaching in Philippines on the basis of the professional and normative teaching.This paper draws on previous research results, and the method of literature analysis, classroom practice, case analysis. Chinese songs applied to the Mandarin teaching in Philippines, which is the center of this paper. Based on the teaching practice and questionnaire survey, this paper carries out the whole research with the line of "theory, practice, theory". It can show that it is feasible to apply the Chinese songs to the Mandarin teaching in Philippines. And according to the principles of songs selection, teachers select songs that are suitable for students to help Chinese Mandarin teaching. It can create more active learning atmosphere,increase the interest of learning and help students hold the basic knowledge as well as possible.In the first chapter, the paper explains the reasons of choosing the topic, the significance of the research, the literature review and the research methods. The second chapter expounds the feasibility and appropriateness of using Chinese songs for teaching appropriately. This is the premise of teaching practice. In the third chapter, the selection rules of Chinese songs in the Chinese Mandarin teaching in Philippines are summarized. It’s about the sources of songs, the principles of choosing songs, the standard of choosing songs and the steps of choosing songs. In the fourth chapter, it takes two songs as an example to shows the specific teaching practice. The fifth chapter analyzes and reflects on the practical results of using Chinese songs for Chinese Mandarin teaching in Philippines. The sixth chapter is conclusion.