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 (II) 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 (3^rd Edition) Advanced Comprehensive Course (I) and Developing Chinese (3^rd Edition) Advanced Reading Course (I), 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) The selected texts cover the ancient and modern times with modern times focused, ranging from wide topics to tiny life, from science and technology, literature, art and language to life and entertainment, character and hobbies, flowers, birds, insects and fishes. Through reading these selected texts, learners can expand their reading horizons, enhance their interest in reading, and strengthen their ability to understand Chinese in specific contexts.

(2) The reading ability of Chinese language learners can be trained in a three-dimensional and connotative way, taking into account the different levels of reading comprehension training for characters, phrases, sentences, phases and discourses, and emphasizing the training of reading comprehension ability for segments and parts of speech.

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

(4) Using authentic, practical and encyclopedic language materials and the “small steps, quick walk” reading rhythm, learners are guided to work on the understanding of the text, to understand the content of the text comprehensively and accurately, and to continuously improve their ability to interpret various Chinese texts.