The purpose of this study is to investigate whether interdisciplinary areas students’ learning achievement might affect their learning outcomes on integrating songs into Chinese language teaching. It is inevitable to memory and recites in the field of language education, because for most of the students, memory ability is related to learning achievement. Although digital teaching model is already quite mature, a shortage of large scale digital resources such as Chinese learning is difficult to transfer or even disseminate. Therefore, we try to integrate songs to facilitate students’ remember about Chinese history dynasties. Songs instruction was implemented in second semester of 2014. Eighty five year Junior College students from nursing and applied Japanese language students participated in this experiment. Pre and post test were conducted before one week and after two weeks of integrating songs teaching. This approach can deepen students’ impression; strengthen their memory in Chinese language class. Take an ancient Chinese dynasties order as example. Teaching procedures are introduced as follow: First, pre-test is conducted before teacher teaching Chinese dynasties order in class; second, teacher give guidance about Chinese dynasties songs on the Internet for students; third,two weeks later, post-test is held on for students and students need to write down the ancient Chinese dynasties order. Result shows that both nursing and applied Japanese language students’ learning achievements have significant difference after integrated songs teaching. Regarding interdisciplinary areas’ learning, no significant difference was found. It is concluded that integrated songs teaching strategy can improve students’ learning achievement; however, no significant difference was found in nursing and applied Japanese language students.

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Wu, A. A. (2017). A study on learning achievement of integrated songs of Chinese history dynasties into Chinese language teaching at third grade in junior college. International Journal of Humanities, Arts and Social Sciences, 3(5), 192-196