运用中文歌曲作为教学工具的教学方式在国际中文教育领域已广泛受到肯定，音乐教学在汉语课堂中的使用频率也在逐步上升。但将中文歌曲作为教学主体材料进行汉语教学的相关实践较少，而且将教学对象设定在美国华裔儿童的研究也不够系统和深入。本文立足于国际中文教育，以美国芝北中文中心“唱歌学中文”汉语班为研究基础，以班级内美国华裔儿童为研究对象，以24首中文歌曲为教学材料来探讨针对华裔儿童如何将中文歌曲作为主体教学材料运用于汉语教学当中。

本文通过梳理中文歌曲应用在国际中文教育中的国内外相关文献，整理现有唱歌学汉语教材的教学歌曲，借鉴华裔儿童汉语课堂的可参考经验，论述了中文歌曲本身的特点、儿童汉语学习的特点和华裔儿童汉语学习的特点，提取了多元智能理论、建构主义的学习理论、输入假说和情感过滤假说以及音乐与语言和文化的关系来作为文章撰写的理论基础。

本次研究先以查询资料和发布课前调查问卷的形式开展，旨在了解课程背景和学生的基本情况，其中包括：学生的基本信息、学生对中文歌曲的态度和学生对课程的期待。分析相关数据后，文章又具体以《卖汤圆》和《大王叫我来巡山》这两首教学歌曲为典型教学案例，进行教学设计和教学评价的展示，为中文歌曲在华裔儿童汉语课堂中的教学策略完善提供具体实例例证。

其次，文章又设计课后学生反馈问卷以此来检验教学效果，从问卷的数据中总结出学生对中文歌曲的态度、学生对教学安排的满意度、中文歌曲对汉语学习的影响、中文歌曲在教学中的效果分析和学生对教学歌单中歌曲的评估。而后，为了提高文章的可信度和了解实际教学效果，本研究又结合笔者与四对学生和家长、两位校长的访谈，根据与三种不同身份受访者的访谈结果，从学生的态度和意见、家长的态度和动机、教师对课程的看法和意见出发，在中文歌曲运用于美国华裔儿童汉语教学的有效性、优缺点和影响方面做了相关补充。

基于以上研究，本文结合教师自身的教学反思，初步构建了一个适用于华裔儿童汉语学习的中文歌单并且从教师自身和歌曲运用两个层面提出促进中文歌曲与汉语教学融合的具体建议，包括：歌曲选择、教学方法、教学安排、课堂管理等相关方面的优化策略。最后，文章阐述了本研究存在的不足之处以及展望了中文歌曲在华裔儿童汉语教学中的发展前景。

The use of Chinese songs as teaching tools has been widely affirmed in the field of international Chinese language education, and the frequency of music teaching in Chinese language classrooms is gradually increasing. However, there are fewer practices of using Chinese songs as the main teaching materials for Chinese language teaching, and the research on setting the teaching target at Chinese American children is not systematic and in-depth enough.This paper is based on international Chinese language education, and takes the "Singing to Learn Chinese" Chinese language class at Chicago North Chinese Center as the basis of the study, takes Chinese American children in the class as the object of the research, and takes 24 Chinese songs as the  teaching and learning materials to explore how to use Chinese songs as the main teaching materials for Chinese American children in Chinese language teaching.

In this paper, by combing the relevant literature on the application of Chinese songs in international Chinese language education both at home and abroad, organizing the teaching songs in the existing Chinese language textbooks for Chinese singing lessons, and drawing on the referable experiences in Chinese language classrooms for Chinese-speaking children, this paper discusses the characteristics of Chinese songs, the characteristics of children's Chinese language learning, and the characteristics of Chinese-speaking children's Chinese language learning, and extracts Multiple Intelligences (MI) theory, the learning theory of constructivism, the hypothesis of input and emotional filtration, as well as the relationship between music, language, and culture to serve as a theoretical basis for the article's writing.

This study was first carried out in the form of data inquiry and pre-course questionnaire, aiming to get to know the background of the course and the basic situation of the students, which included: basic information about the students, students' attitudes towards Chinese songs and students' expectations of the program. After analyzing the relevant data, the article then specifically takes the two teaching songs "Selling Soup Dumplings" and "The Great King Calls Me to Patrol the Mountain" as typical teaching examples to demonstrate the instructional design and teaching evaluation, to provide concrete examples to illustrate the refinement of the teaching strategies of Chinese songs in the Chinese language classroom for Chinese-speaking children.

Then, the article designs a post-course student feedback questionnaire to test the teaching effectiveness, and summarizes the data from the questionnaire to find out the students' attitudes towards Chinese songs, students' satisfaction with the teaching arrangement, the impact of Chinese songs on Chinese language learning, the analysis of the effect of Chinese songs in teaching and students’ assessment of songs in the Chinese teaching song list. And then, in order to improve the credibility of the article and to understand the actual teaching effect, this study also combines the author's interviews with four pairs of students and parents, and two principals, based on the results of the interviews with three different identities of the interviewees.From students' attitudes and opinions, parents' attitudes and motivations, and teachers' perceptions and opinions of the program, relevant additions were made in terms of the effectiveness, strengths, weaknesses, and impacts of the use of Chinese songs in teaching Chinese to Chinese American children.

Based on the above research, this article combines teachers' own reflections to construct a Chinese song list suitable for the Chinese language learning of Chinese-speaking children, and puts forward specific suggestions to promote the integration of Chinese songs and Chinese language teaching from the teachers' own level and from the level of the songs' use, including optimization strategies for song selection, teaching methods, teaching arrangements, classroom management, and other related aspects. Lastly, the article describes the shortcomings of this study and looks forward to the future development of Chinese songs in Chinese language teaching for Chinese-speaking children.