International Curriculum for Chinese Language Education (For Colleges and Universities) is a curriculum developed in response to the rapid development of Chinese language teaching and learning around the world, and to meet the need for standardization of Chinese language teaching and learning in colleges and universities in various countries.

The Curriculum organizes and describes the objectives, content and assessment of the Chinese as a second language curriculum, and provides examples of common teaching modes, with the aim to provide reference for Chinese language teaching institutions and teachers in colleges and universities to formulate teaching plans, select teaching content and methods, assess learners’ linguistic competence, and develop resources. Meanwhile, it also provides reference for different countries to develop their own Chinese language curriculum for primary and secondary schools.

The Curriculum consists of three parts: the body, appendices and resources. The body describes in detail the objectives, content, and evaluation of the Chinese language curriculum at the college and university levels. The appendices provide examples of common teaching modes, sample evaluation forms, and sample questions. Furthermore, the resource section is a separate volume containing an introduction to the professional knowledge of modern Chinese, a list of graded words, and a directory of various kinds of teaching resources, which provides teachers with a wealth of references for their teaching practice and professional development.

This is a general, scientific, practical and targeted curriculum for the international Chinese language teaching characterizing:

1. Consistency with the Chinese Proficiency Grading Standards for International Chinese Language Education. The Curriculum is highly consistent with the Chinese Proficiency Grading Standards in terms of grading, and the syllables, Chinese characters, vocabulary, and language points involved are all based on the Chinese Proficiency Grading Standards as reference.

2. Modularized framework. The overall framework of the Curriculum consists of different levels (three levels and nine bands) of curriculum objectives, content, evaluation and other modules. Users can select the required curriculum or teaching materials from each level scientifically and flexibly to prepare the teaching content according to the specific teaching situation.

3. Thematized content. The Curriculum arranges the content by different themes, organically grouping topic content, activities, vocabulary, grammar points and cultural points to make it more efficient for teaching and learning.

4. Three-dimensional resources. The resource manual supporting the syllabus is rich in content, including not only the professional introduction to knowledge on Chinese language, but also the carefully selected, organized, and arranged classification and gradation of vocabulary by the writing team, a list of commonly used Chinese character components, a list of classic ancient poems, a list of common Chinese songs used in Chinese language teaching, and other highly informative and practical auxiliary resources. The combination of “outline + resources” provides a clear direction and practical support for users.

If you are an administrator of international Chinese language teaching, you can refer to this book to develop a customized curriculum for your district or institution.

If you are an international Chinese language teacher, you can refer to this book to develop your own curriculum that meets the needs of your students while adapting to the Chinese Proficiency Grading Standards.

If you are a teaching resource developer, you can refer to this book to organically group topics, activities, vocabulary, grammar points, cultural points based on the thematic framework of the book, scientifically and efficiently developing all levels and types of teaching and teaching aids.

This book is suitable for international Chinese language teaching administrators, front-line teachers of international Chinese language education, researchers in language teaching and learning, and graduate students in international Chinese language education and linguistics-related majors.