本研究旨在回應過往「唱歌學華語」（Learn Mandarin Chinese through Singing/Songs）研究偏重提升動機，而較少關注華語的語言特性與系統化教學實踐的缺口。研究者指出，直接套用非聲調語言的歌曲教學成功案例，難以應對華語在聲調、歌詞文學性與音節韻律上的獨特挑戰。為此，本文結合文獻探討及研究者過往教學實驗後，嘗試建構一套唱歌學華語教學指導原則「A-B-C-O」，其指導原則包含：避免兩項將歌詞課文化與無序堆砌詞彙的迷思；掌握一個旋律輔助記憶的核心優勢；正視三項華語歌曲的內在挑戰；最終依此設定四個明確的學習目標，以利教學者選曲，聚焦於有效的語言教學。由於「唱歌學華語」的執行者為語言課堂的教學者，為驗證前述指導原則的可理解性，本研究便透過在職教師的增能培訓工作坊分享，於課後蒐集42位第一線華語文教師的問卷回饋作為分析內容。問卷研究結果顯示，參與者對這個教學指導原則給予高度肯定，認為其不僅釐清了過往對於唱歌學華語教學的困惑，更有高達97.6%比例的參與者認為該工作坊與教學指導原則能有效提升應用唱歌或華語歌曲於課堂的信心與動機。職此，本研究結論建議，唱歌學華語的「A-B-C-O」指導原則有助於華語文教師更具針對性運用華語歌曲輔助、拓展其語言學習的效益，可作為師資培訓、在職進修的參考，未來亦可將培訓對象擴及對唱歌學華語尚無信心的教學者，以期發揮其更廣泛的教學效益。

This study aims to address the gap in previous research on “Learning Mandarin (Chinese) through Singing/Songs,” which has predominantly focused on enhancing motivation while paying less attention to the linguistic characteristics of Mandarin Chinese and to systematic pedagogical practices. The researcher points out that directly applying successful singing-based teaching practices from non-tonal languages is inadequate for tackling the unique challenges of Mandarin Chinese, such as its tones, the literary nature of its lyrics, and its rhythmic patterns. To this end, the researcher constructs an “A-B-C-O” teaching principle. Its core consists of avoiding two pitfalls: avoiding treating lyrics as textbook texts and unsystematically piling up vocabulary; mastering 1 benefit of melody-assisted memory; confronting 3 intrinsic characteristics of Mandarin Chinese songs; and setting 4 clear learning objectives to help educators select songs and focus on effective language teaching. As the implementers of “Learning Mandarin through Singing” are language educators, this study evaluated the feasibility of the principle through a professional development workshop for in-service teachers, collecting and analyzing questionnaire feedback from 42 frontline Mandarin teachers. The results show that participants highly endorsed the principle, believing its systematic and practical nature not only clarified previous confusion about using songs in teaching but also, with a 97.6% agreement rate, reported that the principle effectively boosted their confidence and motivation to apply songs in the classroom. This study concludes by recommending the “A-B-C-O” teaching principle as a tool to help Mandarin teachers use songs more purposefully to enhance language learning outcomes. The proposed principlecan serve as a reference for teacher training and professional development, with future potential to be extended to educators who currently lack confidence in this approach, thereby maximizing its broader pedagogical benefits.

在職教師培訓；流行歌曲；唱歌學華語；教學原則；學習目標

In-service Teacher Training; Pop Songs; Learning Mandarin through Singing; Teaching Principle; Learning Objectives