The Philippines is located in southeast Asia and consists of thousands of islands. Most of the residents are Malays, and Chinese and overseas Chinese account for about 15%. With these ethnic Chinese, the importance of learning Chinese is highly valued by all sectors of the Philippines. This article selected the Philippine Bridge Middle School as a survey target to investigate and analyze at the beginning, the Chinese learning situation of Chinese students, through the attitude of Chinese students to learn Chinese, the ways to learn Chinese, the use of Chinese textbooks, and the study of Chinese Questionnaire survey on the motivation and current situation of Chinese teaching. It was found that there is unreasonable Chinese teaching management for Filipino-Chinese students, including the relative shortage of Chinese teachers, zero-starting learning characteristics of Filipino Chinese students, and the inadequate quality of teaching by Chinese teachers. The Chinese textbooks used for teaching cannot be entirely appropriate. In addition, the starting point of Filipino Chinese students is the unreasonable course-setting and class arrangement, the Chinese teaching environment and equipment are not perfect, the parents’ recognition of Chinese learning is low, and Chinese teachers have a one-sided understanding of Chinese learning from Philippine Chinese students with zero starting points. To this end, suggestions for improving Chinese teaching management, establishing a stable Chinese teacher team, flexible teaching based on student characteristics, perfecting the use of Chinese textbooks, and optimizing Chinese language courses, and other Chinese learning for Philippine Chinese students are proposed.
zero starting point