Since released in 2008, International Curriculum for Chinese Language Education (Abbr. The Curriculum) has been translated into 45 languages and used around the world, playing an important role in guiding Chinese language teaching among various Chinese language teaching institutions such as Confucius Institutes and primary and secondary schools.
The circumstance of Chinese language teaching has been changed along with the comprehensive research and practice of international Chinese language teaching in the past years. In order to summarize the outcome of researches from different fields, guiding Chinese language teaching more scientifically and prospectively, Confucius Institutes Headquarters started the revision of The Curriculum on the basis of consulting Chinese language experts and conducting surveys in 2013. The revision has been completed and the solicitation of comments and suggestions has started.
Compared to the previous version, the revised edition has been improved in the following aspects.
1. Adjustment of classification structure, promoting the combination of Chinese language teaching and HSK examinations
According to HSK examinations, the five levels in the previous version have been improved to be six levels and language points such as characters, words, grammars and topics have been updated, underlining the coherence of HSK exams.
2. Emphasis of practicality and exemplary function
The appendix “The Grid of Typical Teaching Activities in Chinese Language Teaching” in the previous version has been partly changed to "The Grid of Recommendation on Class Type, Class Structure and Class Procedure in Chinese Language Teaching" and "The Demonstration Lessons of Common Teaching Models" in the revised edition. The demonstrated lessons are more functional and practical.
3. Introduction of evaluation function, providing practical comments and advice
The Grid of Reference on Common Categorized Assessment has been added into the revised edition, for teachers to collect learners' information, identifying the changes in their learning behaviors and evaluating their achievement based on teaching targets and criteria.
4. Personalization for various levels and purposes of Chinese language teaching
The revised edition enhances the guidance for Chinese language teaching in primary and secondary schools as well as for general public, especially on topic designing and demonstration lessons. It also provides principled guidance and more flexible room for adjustment for users of different teaching types and target levels, considering the diverse extents of the development of Chinese language education all over the world.
5. Application of multimedia and digitalization
The revised edition of The Curriculum emphasizes the application of internet and digital resources, guiding users to raise students' awareness and ability of adopting new technology resources to their Chinese language learning and meeting the needs that the new technology has for Chinese language teaching.
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