The first and second chapters of this study explore “What kinds of Buddhist Chinese cultural teaching materials are suitable for Fo Guang Shan Philippines Guang Ming College?” and reviews the Chinese language learning textbooks used by various overseas religious groups. The third chapter lays out the Research Method. This research adopts the quantitative research method, formative evaluation research, and quasi-experimental method. Four field studies were conducted at Fo Guang Shan Philippines Guang Ming College, as well as remote interviews at Buddha’s Light Xi Lai School in the United States and Fo Guang Shan Chung Tian Chinese School in Queensland, Australia. Twenty in-depth interviews were taken. The fourth chapter deals with Chinese language education at Fo Guang Shan. The research explores the origins of humanistic Buddhism, the specific achievements of Fo Guang Shan, Three Acts of Goodness education, and international promotion. The chapter also briefly describes four Fo Guang Shan Overseas Chinese Language Schools: Buddha's Light Hsi Lai School in the United States, Fo Guang Shan Chung Tian Chinese School in Queensland, Australia, I.B.P.S. New York Chinese School, and Fo Guang Shan Chinese School in Western Australia. It also discusses modern history, politics, economic developments, and overseas Chinese education in the Philippines. Chapter 5 discusses the Fo Guang Shan Chinese education site in the Philippines. Students of Guang Ming College express the following reasons for learning Chinese: increasing future career competitiveness, obtaining overseas internship opportunities, learning Chinese culture, and learning Buddhist culture. Requirements for cultural topics in Chinese language courses are: Buddhist teaching on social issues, Dharma Words, Venerable Master Hsing Yun talks about the way to happiness, etc. This research also provides relevant reference materials. Chapter 6 is called Teaching Materials and Experiment. This experiment was conducted in the fall of 2019, with sophomores and seniors from Guang Ming College as experimental subjects. The total number of participants was 49; 33 in the experimental group, and 16 in the control group. The experiment duration was one month. After the pre-test, a total of four classes were held, followed by the post-test. The demonstration lesson "Activities in the Buddha Museum" reviews lessons 1-6 of Integrated Chinese Level One. The Fo Guang Shan Buddha Museum is set as a dialogue scene, and Buddhist culture of tea meditation, scriptures, and Dharma Words are introduced. The pre-test and post-test each have 50 questions. Buddhist culture is integrated into the test questions. The seventh chapter offers conclusions and suggestions. The research found that the daily life-oriented Buddhist language and practical teaching materials that incorporate a temple background are easily accepted by students. It also proposes future research suggestions for Buddhist Chinese teaching materials design, teaching activities, and cultural introduction.
