Application And Teaching Effect Songs In The United States In The Primary Stage Of Chinese Teaching

Due to the development of China, and the improvement of international status, Chinese becoming a hot subject in various developed countries. Especially in the Sino-US cooperation has been strengthened today, many primary and secondary schools in the United States are beginning to hold Chinese class activities. Many American parents also recommend their children to take Chinese as a second language. Carry out teaching activities at the same time, the effectiveness of teaching apparently become a target common concern of teachers, students and parents. Due to the characteristics differences between American students of Asian students, American students are more like a lively classroom environment. So the traditional teaching methods in early years conducted in Japan, Korea can hardly accept by American students. Therefore, the Chinese teachers in the United States continue to improve their teaching methods to meet the learning needs of the students. Between those many teaching methods, rhymes pedagogy is an emerging teaching methods, which swept away the traditional classroom "indoctrination" teaching methods, with a relaxed, pleasant atmosphere, catchy language and tonal patterns harmonious rhythm to attract the interest of American students. It greatly improves the subjectivity of students motivated to protect the smooth progress of the teaching content to achieve a multiplier effect.The first chapter introduces the topics of the background and purpose as well as the significance of this study. There are two problems in this research; firstly, do rhymes teaching can improve students’ interests in learning Chinese? Secondly, do rhymes teaching can improve students’ Chinese abilities? Meanwhile, according to the American psychologist Krashen’s "Affective Filter Hypothesis" as the theoretical basis, a detailed exposition of the affective filter factors on the impact of second language acquisition, so as to arrive to enable students to reduce anxiety and increase self-confidence, and gain the motivation of learning Chinese from it.The second chapter analyzes the rhymes teaching in different countries, in which Chinese rhymes as Chinese language teaching materials, classroom has been introduced in Korea Chinese lesson conducted experiments, the researchers based on the characteristics of Korean students were on different levels of teaching rhymes research.Chapter Ⅲ of this paper describes our experimental research in Montreal high school in Columbus, Ohio. By comparing the experimental teaching classes and regular classes of the pre-test and post-test scores, to investigate rhymes are able to improve student’s Chinese level. Meanwhile, the students participated in the experiment distributed a questionnaire to explore students’ satisfaction with teaching rhymes, and finally, we interviewed some students in the experimental class to see there opinion on rhymes teaching.Chapter Ⅳ as the statistical analysis of experiment, the experimental class to improve student achievement magnitude higher than the regular class, we can conclude that rhymes can improve students’ Chinese level. For the analysis of the survey results found that most of the students’ high level of satisfaction on their own post-test results. For students in the personal interview, students showed love for learning rhymes, in summary, rhymes increased their interests in learning Chinese, and they have a strong motivation to continue learning Chinese.In the fifth chapter of the concluding section, we describe the main findings of this study, namely experimental study to answer our research questions, first, rhymes can improve student interests in learning Chinese. Second, rhymes can improve students’ Chinese abilities. In this chapter we also presented the issues and recommendations, as well as limitations of the study.