Developing Chinese (3^rd Edition) is a set of systematic Chinese language teaching materials for adults that embodies the teaching concept of “development” and adopts the model of “integrating comprehensive language ability cultivation with specialized language skills training”, which can be divides into three levels (elementary, intermediate and advanced) and six series (comprehensive, speaking, listening, reading, writing and elementary reading and writing), with a total of 28 volumes.

Developing Chinese (3^rd Edition) Advanced Reading Course (I) is a reading textbook of the Developing Chinese series, which is applicable for learners who have studied the intermediate Chinese courses such as Developing Chinese Intermediate Comprehensive Course (II) and Developing Chinese Intermediate Reading Course (II), or those who are at advanced level of Chinese Learning. The textbook has 14 lessons in total, and each lesson consists of two intensive reading texts, one practical reading text and one self-challenge text. The reading materials involved are rich in topics, practical in content, varied in practice, and moderate in difficulty, which can comprehensively improve learners’ reading skill and comprehensive language skills such as “reading and speaking”, enhance their interest in reading, and improve their comprehensive reading comprehension ability.

Li Quan, Editor-in-Chief, is a professor and doctoral supervisor at the School of Chinese Studies and Cultural Exchange, Renmin University of China. Professor Li is also a member of the National Steering Committee for Postgraduate Education of International Chinese Language Education, vice president of the Beijing Language Association, executive director of the International Society for Chinese Language Teaching, and editorial board member of various journals such as Chinese Teaching in the World and Applied Linguistics.

(1) Through reading a large amount of written materials of different genres and language features, learners can enhance their reading comprehension of all kinds of written materials in Chinese, and expand and deepen their understanding of the national conditions and history and culture of contemporary China.

(2) Chinese learners’ reading comprehension ability can be trained in a three-dimensional and connotative manner, taking into account the different levels of training including words, phrases, sentences, phases and discourses, and focusing more on the last two levels.

(3) Flexible reading methods and targeted task training enable learners to gain real reading experience in the target language, enrich their reading skills, improve their reading comprehension ability, and continuously enhance their reading effectiveness and sense of achievement.

(4) With authentic, practical and encyclopaedic language materials and the reading rhythm of “fast pace in small strides”, learners are guided to work on text comprehension, understand the text content comprehensively and accurately, and improve their ability to interpret various Chinese texts.