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\nDOI: 10.55493/5052. v8i1 .5088 Vol. 8, No. 1, 52-61.  \n© 2024 AESS Publications. All Rights Reserved.  \nDevelop a curriculum for first-year students at Aksu vocational and technical college’s school of humanities and arts, focusing on teaching Chinese folk songs  \nYali Luo1  Kritsakorn Onlamul2+  \n1,2College of Music, Mahasarakham University, Thailand.  \n[1](1Email:  576550046@qq.com)[Email: ](1Email:  576550046@qq.com)[ 576550046@qq.com](1Email:  576550046@qq.com)  \n[2](2Email: kritsakorn.o@msu.ac.th)[Email:](2Email: kritsakorn.o@msu.ac.th)[ ](2Email: kritsakorn.o@msu.ac.th)[kritsakorn.o@msu.ac.th](2Email: kritsakorn.o@msu.ac.th)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 27 February 2024  \nRevised: 25 April 2024  \nAccepted: 10 May 2024  \nPublished: 24 May 2024  \nKeywords  \nChinese folk song Create teaching course Music education Teaching.  \nThis research investigates the integration of Chinese folk songs into the curriculum at Aksu Vocational and Technical College, situated in the culturally diverse Aksu region of Xinjiang, China. This study identifies significant gaps in current music education methods, particularly the disconnect between theoretical learning and practical application, which hinders students’ ability to engage deeply with the material and develop employable skills. Employing a mixed-methods research design, both qualitative and quantitative approaches were used to develop, implement, and evaluate a teaching package specifically designed for first-year students. The package aimed to enhance students' understanding and appreciation of Chinese folk music, thereby improving their cultural competence and engagement with the academic content. The findings suggest that the new curriculum significantly boosted the students' knowledge of and connection to folk music traditions. It also facilitated a better understanding of the music’s historical, cultural, and social contexts. Moreover, the teaching package fostered essential skills in cultural awareness and academic involvement, contributing effectively to vocational music education in a multi-ethnic setting. This approach not only bridges the gap between theory and practice but also enriches the students’educational experience by embedding cultural appreciation into the learning process, making a substantial contribution to the field of music education.  \nContribution/ Originality: This study introduces an innovative teaching package for first-year students, uniquely integrating Chinese folk songs with vocational education in Xinjiang, enhancing cultural competence and employability through a mixed-method approach not previously applied in this context.  \n1. INTRODUCTION  \nThe Aksu region is situated in central Xinjiang, at the southern foothills of the Tianshan Mountains, and to the north of the Tarim Basin. Multiple ethnic groups inhabit this region. The Bayingolin Mongol Autonomous Prefecture borders Aksu to the east, Kyzylsu Kirgiz Autonomous Prefecture to the west , Kashgar Prefecture to the southwest , Hotan Prefecture to the south, Ili Autonomous Prefecture to the north. Aksu is located in northwest China, within central Xinjiang. It lies in the southern foothills of the middle section of the Tianshan Mountain Range and to the north of the Tarim Basin. Aksu Prefecture comprises 36 ethnic groups, with the Uyghurs forming the predominant ethnic group (Jiang et al., 2023; Yüceol & Göktürk, 2023) .  \nThroughout history, the Aksu region has served as a crossroads of Eastern and Western civilizations, providing fertile ground for studying the integration of folk music into vocal music pedagogy within the region. Vocal music research in the Aksu region can delve into its distinctive musical culture and vocal tradition. The Aksu region is home to multiple ethnic groups, including Uygur, Han, Kazak, and others (Pan et al., 2023). The musical  \nartistry here showcases the unique s","cbCaioVCptl9kpD7","https://ap.wps.com/l/cbCaioVCptl9kpD7","pdf",334918,"English","# Introduction\n## Curriculum gaps and teaching challenges\n## Mixed-method teaching package development\n## Findings and educational impacts","[{\"question\":\"What curriculum problem does the study address for first-year students?\",\"answer\":\"It identifies gaps where theoretical learning is not connected to practical application, limiting deep engagement with Chinese folk songs and employable skills.\"},{\"question\":\"How does the research study evaluate the teaching package?\",\"answer\":\"It uses a mixed-methods design with both qualitative and quantitative approaches to develop, implement, and evaluate the teaching package.\"},{\"question\":\"What benefits does the new curriculum report for students?\",\"answer\":\"The findings indicate improved knowledge and stronger connection to folk music traditions, better understanding of contextual meanings, and enhanced cultural awareness and academic involvement.\"}]","Asian Journal of Contemporary Education - Vol. 8 - Teaching package for first-year students integrating Chinese folk songs | PDF",1792073727,25]