《國(guó)際中文教學(xué)通用課程大綱》解讀與應(yīng)用

《國(guó)際中文教學(xué)通用課程大綱》（中小學(xué)階段）和《國(guó)際中文教學(xué)通用課程大綱》（大學(xué)成人段）（以下統(tǒng)一簡(jiǎn)稱《通用課程大綱》）由中外語(yǔ)言交流合作中心于2023年12月發(fā)布，并于2024年由北京語(yǔ)言大學(xué)出版社正式出版，是國(guó)際中文教育領(lǐng)域繼2008年首版和2014年修訂版后的最新里程碑。新版《通用課程大綱》的重要?jiǎng)?chuàng)新在于，首次將國(guó)際中文教育劃分為中小學(xué)階段和大學(xué)成人段，不僅引入“全人教育”（holistic education）的現(xiàn)代教育理念，而且通過將課程評(píng)價(jià)納入大綱正文，構(gòu)建了一個(gè)更為完整、系統(tǒng)的中文教學(xué)指導(dǎo)框架。這一文件的發(fā)布，既回應(yīng)了全球持續(xù)增長(zhǎng)的中文學(xué)習(xí)需求，也體現(xiàn)了國(guó)際中文教育“基于標(biāo)準(zhǔn)教學(xué)”的發(fā)展趨勢(shì)。

The International Curriculum for Chinese Language Education（For Primary and Secondary Schools） and International Curriculum for Chinese Language Education （For Colleges and Universities）， collectively referred to as the Curriculum， was released by the Centre for Language Education and Cooperation in December 2023， being officially published by Beijing Language and Culture University Press in 2024. This newly released Curriculum represents a significant milestone in the field of international Chinese education， following the original 2008 edition and its 2014 revision. The most notable innovation in this updated version is the firstever division of international Chinese education into two stages， i.e. primary and secondary education， and college and university education. It also introduces the modern concept of “holistic education，”incorporating curriculum evaluation directly into the main text， thus creating a comprehensive and systematic framework for Chinese language teaching. The release of this document both addresses the growing global demand for Chinese language learning and reflects the trend of standards-based teaching in the development of international Chinese education.

一、性質(zhì)與內(nèi)涵

1. Nature and core concepts

《通用課程大綱》著重“通用” （General）、“課程”（Curriculum）和“大綱”（Syllabus）三個(gè)關(guān)鍵詞。

The title of the Curriculum highlights three key components：“General” “Curriculum” and “Syllabus”.

“通用”一詞具有雙重含義。首先是普適性，基于對(duì)中文作為第二語(yǔ)言的教學(xué)規(guī)律的深入理解，大綱提出了中小學(xué)階段和大學(xué)成人段中文教學(xué)應(yīng)達(dá)到的目標(biāo)、內(nèi)容和評(píng)價(jià)方法。這些內(nèi)容具有普適性，不受地域或國(guó)別限制，體現(xiàn)了國(guó)際中文教學(xué)的普遍性規(guī)律，為全球中文教學(xué)提供了參考標(biāo)準(zhǔn)。其次是靈活性，《通用課程大綱》在課程設(shè)置上未限定具體的課型或教學(xué)模式，教學(xué)機(jī)構(gòu)和教師可根據(jù)各自的實(shí)際情況，靈活設(shè)計(jì)教學(xué)內(nèi)容，采用各自的教學(xué)方法。這種靈活性鼓勵(lì)教育工作者在應(yīng)用《通用課程大綱》時(shí)進(jìn)行本土化調(diào)整，確保其能夠有效適應(yīng)不同地區(qū)和文化背景下的教育 環(huán)境。

The term “general” has two key meanings， i.e. universality and flexibility. Universality reflects a broad understanding of the principles underlying the teaching of Chinese as a second language. The curriculum sets clear goals， content， and evaluation methods for both primary/secondary students and college/university learners. These elements are universally applicable and are unrestricted by region or nationality， reflecting the shared principles of international Chinese teaching； in so doing， a global benchmark for Chinese language education is provided. In terms of flexibility， the Curriculum does not adhere to specific course types or teaching models. Instead， schools and teachers are free to design their own content， selecting teaching methods which suit their specific needs. This adaptability encourages educators to localise and tailor the curriculum， rendering it appropriate for diverse regions and cultural contexts.

“課程”一詞源自拉丁語(yǔ)“currere”， 意為“跑道”（racecourse），最初指學(xué)習(xí)的路線和進(jìn)程。作為教育核心要素之一，課程旨在通過系統(tǒng)的計(jì)劃，幫助學(xué)生獲得教育性經(jīng)驗(yàn)，促進(jìn)其全面發(fā)展（郝德永，1997）。它包括課堂教學(xué)、課外學(xué)習(xí)、自學(xué)的內(nèi)容和目標(biāo)體系，也是教學(xué)活動(dòng)的整體規(guī)劃（李秉德，1991）?，F(xiàn)代課程觀經(jīng)歷了從靜態(tài)的“名詞”課程到動(dòng)態(tài)的“動(dòng)詞”課程，從知識(shí)本位到經(jīng)驗(yàn)本位，從預(yù)設(shè)的固定課程到生成性的開放課程，從教師主導(dǎo)的“教的課程”到學(xué)生主導(dǎo)的“學(xué)的課程”的轉(zhuǎn)型（夏正江，2005）。在這一背景下，《通用課程大綱》強(qiáng)調(diào)知識(shí)與經(jīng)驗(yàn)、內(nèi)容與活動(dòng)、結(jié)果與過程的平衡，突出學(xué)習(xí)者的學(xué)習(xí)過程和體驗(yàn)。它不僅為各教學(xué)階段提供內(nèi)容參考，還提供具體的活動(dòng)建議，幫助教師設(shè)計(jì)有效的教學(xué)活動(dòng)，讓學(xué)生獲得有意義的學(xué)習(xí)體驗(yàn)?！锻ㄓ谜n程大綱》強(qiáng)調(diào)互動(dòng)性、參與性和體驗(yàn)性，提供的目標(biāo)、內(nèi)容和評(píng)價(jià)方案，是師生共同創(chuàng)造教育經(jīng)驗(yàn)、獲取獨(dú)特體驗(yàn)的資源。

The term “curriculum” comes from the Latin word “currere，”meaning “racecourse，” and originally referred to the path or process of learning. As one of the core elements of education， a curriculum is designed as a systematic plan to help students to gain educational experiences， promoting their holistic development （Hao， 1997）. It encompasses classroom teaching， extracurricular activities， and self-directed learning， forming a comprehensive framework for teaching and learning activities（Li， 1991）. Modern perspectives on curriculum have evolved significantly from a static “noun” approach to a dynamic “verb” approach， from knowledge-centred to experiencecentred， from rigid pre-designed courses to flexible and open-ended ones， and from teacher-led “teaching curricula” to student-driven “l(fā)earning curricula” （Xia， 2005）. In this context， the Curriculum emphasises a balance between knowledge and experience， content and activities， and outcomes and processes； it highlights the importance of the learner’s experience and their learning journey. It both provides content references for various teaching stages and offers specific activity suggestions to help teachers design effective lessons which give students meaningful learning experiences. It focuses on interaction， participation， and experiential learning； its goals， content， and evaluation framework serve as a resource for teachers and students to co-create educational experiences， gaining unique insights.

“大綱”一詞源自拉丁語(yǔ)，意指“列表”或“清單”，如今通常指對(duì)教學(xué)目標(biāo)、內(nèi)容、方法和評(píng)估標(biāo)準(zhǔn)的系統(tǒng)規(guī)劃。根據(jù)功能的不同，語(yǔ)言教學(xué)中的“大綱”可分為三類：規(guī)范性水平大綱、考試大綱和課程大綱（吳勇毅，2024）。規(guī)范性水平大綱，如《國(guó)際中文教育中文水平等級(jí)標(biāo)準(zhǔn)》（以下簡(jiǎn)稱《等級(jí)標(biāo)準(zhǔn)》），主要規(guī)定學(xué)習(xí)者在不同語(yǔ)言水平階段應(yīng)具備的能力，強(qiáng)調(diào)學(xué)習(xí)者能夠在各種情境中穩(wěn)定運(yùn)用語(yǔ)言的能力，無(wú)論其學(xué)習(xí)經(jīng)歷、環(huán)境或方式如何。考試大綱，如《HSK考試大綱》，則側(cè)重于明確考試范圍和評(píng)估標(biāo)準(zhǔn)?！锻ㄓ谜n程大綱》作為一種課程大綱，更加關(guān)注中文課程的實(shí)施，旨在為中文教學(xué)實(shí)踐提供規(guī)范 指導(dǎo)。

The word “syllabus” comes from Latin， meaning “l(fā)ist” or “inventory.”Today， it typically refers to a systematic plan for teaching goals， content， methods， and assessment standards. Depending on its purpose， a syllabus is categorised into three types： normative proficiency syllabi， exam syllabi， and course syllabi （Wu， 2024）. Normative proficiency syllabi such as the Chinese Proficiency Grading Standards for International Chinese Language Education （hereafter referred to as the Proficiency Grading Standards）， define the skills that learners should have at different language proficiency levels. These emphasise learners’ ability to consistently use the language in various contexts， regardless of their learning background， environment， or approach. Exam syllabi such as the HSK Test Syllabus， tend to focus on defining the scope of the examination and its evaluation criteria. Meanwhile， the Curriculum， as a form of course syllabus， is more geared towards the implementation of Chinese language courses， aiming to provide standardised guidance for teaching practice.

二、結(jié)構(gòu)與理念

2. Structure and concept

《通用課程大綱》由正文和附錄兩大部分組成。正文包括課程目標(biāo)、課程內(nèi)容和課程評(píng)價(jià)三大板塊。課程目標(biāo)分為總目標(biāo)和分級(jí)目標(biāo)，課程內(nèi)容涵蓋語(yǔ)言知識(shí)、文化知識(shí)、語(yǔ)言技能和學(xué)習(xí)策略等方面，課程評(píng)價(jià)則包括評(píng)價(jià)理念、評(píng)價(jià)維度和評(píng)價(jià)方式。附錄提供常見教學(xué)模式、評(píng)價(jià)樣表和測(cè)試樣題等示例。

The Curriculum comprises two elements： the main text and the appendix. The former consists of three key sections： course objectives， course content， and course evaluation. The course objectives are further deconstructed into overall goals and levelled goals. The course content covers language knowledge， cultural knowledge， language skills， and learning strategies. The course evaluation section includes the evaluation philosophy， dimensions， and methods. Meanwhile the latter provides examples of common teaching models， evaluation templates， and sample test questions.

《通用課程大綱》的編制遵循了若干核心原則。首先，大綱整體遵循“基于標(biāo)準(zhǔn)的課程”（standardsbased curriculum）設(shè)計(jì)理念。這一理念源自1983年美國(guó)發(fā)布的《國(guó)家處于危險(xiǎn)之中》報(bào)告，該報(bào)告旨在敦促各州設(shè)定明確的學(xué)術(shù)標(biāo)準(zhǔn)，確保學(xué)生掌握必要的知識(shí)和技能?！盎跇?biāo)準(zhǔn)的課程”不僅明確了學(xué)習(xí)目標(biāo)、學(xué)習(xí)經(jīng)驗(yàn)和評(píng)估方法，還能促進(jìn)教師團(tuán)隊(duì)協(xié)作，保障教學(xué)的系統(tǒng)性和一致性，從而有效提升學(xué)生的學(xué)習(xí)成就。

The Curriculum was developed on the basis of several core principles. First and foremost， it adheres to the concept of a standards-based curriculum. This approach originated from the 1983 US report A Nation at Risk， which aimed to encourage states to establish clear academic standards to ensure that students acquired essential knowledge and skills. A standards-based curriculum not only defines learning objectives， learning experiences， and assessment methods， but also fosters collaboration among teaching teams. This ensures systematic and consistent instruction， ultimately enhancing students’learning outcomes effectively.

《通用課程大綱》課程目標(biāo)彰顯了“全人教育”的理念。“全人教育”強(qiáng)調(diào)身體、智力、情感和社會(huì)能力的全面發(fā)展，旨在促進(jìn)學(xué)生作為完整個(gè)體的成長(zhǎng)。此課程目標(biāo)涵蓋了中文綜合運(yùn)用能力、文化能力、學(xué)習(xí)和思辨能力，以及情感和態(tài)度的培養(yǎng)。這一目標(biāo)體系突破了單一的語(yǔ)言教學(xué)視角，推動(dòng)課程目標(biāo)從“教學(xué)”層面向更廣泛的“教育”層面提升（吳中偉，2024）。

The course objectives of the Curriculum reflect the philosophy of holistic education. This approach emphasises the comprehensive development of physical， intellectual， social， and emotional skills， aiming to support students’ growth as wellrounded individuals. The objectives of the syllabus include Chinese language proficiency， cultural competence， learning and critical thinking skills， and the cultivation of emotions and attitudes. This framework transcends a narrow focus on language teaching， elevating the course objectives from the realm of “teaching” to the broader domain of “education” （Wu， 2024）.

《通用課程大綱》課程內(nèi)容的組織貫徹“主題式教學(xué)”（theme-based teaching）理念，將語(yǔ)言學(xué)習(xí)與實(shí)際生活情境緊密結(jié)合，強(qiáng)調(diào)語(yǔ)言的應(yīng)用性和情境化。與傳統(tǒng)的以語(yǔ)言要素或技能為基礎(chǔ)的教學(xué)結(jié)構(gòu)不同，主題式教學(xué)通過將語(yǔ)言置于有意義的主題中進(jìn)行，打破了學(xué)科知識(shí)與語(yǔ)言技能的界限，實(shí)現(xiàn)了語(yǔ)言教學(xué)與內(nèi)容教學(xué)的有機(jī)融合（白建華，2010）。據(jù)統(tǒng)計(jì)，全球約66%的中文教學(xué)大綱采用了主題式教學(xué)安排（王祖嫘，2024），這一趨勢(shì)反映了主題式教學(xué)在中文教學(xué)中的廣泛應(yīng)用與有效性。

The organisation of course content in the Curriculum follows the principles of theme-based teaching， which closely integrate language learning with real-life contexts， emphasising practicality and contextualisation. Unlike traditional teaching structures based on language elements or skills， theme-based teaching situates language within meaningful themes， deconstructing the boundaries between subject knowledge and language skills； this approach achieves the seamless integration of language instruction and content learning （Bai， 2010）. Statistics show that approximately 66% of Chinese language teaching syllabi worldwide adopt theme-based teaching （Wang， 2024）. This trend highlights the widespread application and effectiveness of theme-based teaching in Chinese language education.

在課程評(píng)價(jià)方面，《通用課程大綱》強(qiáng)調(diào)評(píng)價(jià)應(yīng)為參與者與被評(píng)價(jià)者一起互動(dòng)和協(xié)商的過程，提倡“作為學(xué)習(xí)的評(píng)價(jià)”（assessment as learning）理念，通過評(píng)價(jià)促進(jìn)教育的持續(xù)改進(jìn)，而非僅僅進(jìn)行結(jié)果判斷。這一理念強(qiáng)調(diào)共同建構(gòu)、全面參與、尊重價(jià)值差異和過程性評(píng)價(jià)。評(píng)價(jià)不再僅僅是學(xué)習(xí)結(jié)果的靜態(tài)反映，更成為促進(jìn)學(xué)習(xí)的動(dòng)態(tài)工具。通過形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)的有機(jī)結(jié)合，《通用課程大綱》構(gòu)建了一個(gè)多維度、立體化的評(píng)價(jià)體系，既關(guān)注學(xué)生的達(dá)標(biāo)情況，也重視學(xué)習(xí)的增值過程。

In terms of course evaluation， the Curriculum emphasises that evaluation should be an interactive and collaborative process between participants and evaluators. It advocates the concept of assessment as learning， using evaluation not merely to judge outcomes， but also to drive continuous improvement in education. This approach highlights co-construction， comprehensive participation， respect for diverse values， and process-oriented assessment. Evaluation is no longer a static reflection of learning results； it acts as a dynamic tool to promote learning. By organically integrating formative and summative assessments， the syllabus establishes a multidimensional and comprehensive evaluation system. This system both assesses whether students are meeting standards and also values the growth and progress achieved during the learning process.

三、創(chuàng)新與特色

3. Innovation and highlights

《通用課程大綱》具有以下幾個(gè)顯著特點(diǎn)：

The Curriculum is distinguished by the following key features：

（一）對(duì)標(biāo)《等級(jí)標(biāo)準(zhǔn)》?！锻ㄓ谜n程大綱》在等級(jí)劃分方面與《等級(jí)標(biāo)準(zhǔn)》保持高度一致，確保教學(xué)內(nèi)容的規(guī)范性和科學(xué)性?！锻ㄓ谜n程大綱》課程內(nèi)容部分所涉音節(jié)、漢字、詞匯、語(yǔ)法均以《等級(jí)標(biāo)準(zhǔn)》為參照，使教學(xué)有據(jù)可依。

（1） Alignment with the Proficiency Grading Standards. The Curriculum closely aligns with the Proficiency Grading Standards in its proficiency levels， ensuring that teaching content is both standardised and scientifically grounded. All elements of course content， including phonetics， characters， vocabulary， and grammar， are based on the Proficiency Grading Standards， providing a clear framework for instruction.

（二）結(jié)構(gòu)模塊化。《通用課程大綱》圍繞“個(gè)人與社區(qū)、學(xué)習(xí)與工作、社會(huì)與生活、自然與科技、中國(guó)與世界”五大主題組織課程內(nèi)容，每個(gè)主題下進(jìn)一步細(xì)分為多個(gè)子主題和話題。這種模塊化設(shè)計(jì)使得教師能夠根據(jù)不同的教學(xué)目標(biāo)和對(duì)象，靈活地從各模塊中選擇和組合內(nèi)容，編制適應(yīng)具體需求的教學(xué)大綱或材料。

（2） Modular structure. The Curriculum organises course content around five major themes： Personal and Community， Learning and Work， Society and Life， Nature and Technology， and China and the World， with each theme being further deconstructed into subthemes and topics. This modular design allows teachers to flexibly select and combine content based on different teaching objectives and learner needs， rendering it easier to tailor syllabi or materials to specific contexts.

（三）內(nèi)容主題化?！锻ㄓ谜n程大綱》以主題為綱，語(yǔ)言知識(shí)和文化知識(shí)均圍繞主題安排，將話題內(nèi)容、活動(dòng)、詞匯、語(yǔ)法點(diǎn)、文化點(diǎn)有機(jī)組配，便于在教學(xué)中使用。由于教學(xué)情境千差萬(wàn)別，《通用課程大綱》中所呈現(xiàn)的內(nèi)容均為典型例舉。主題為語(yǔ)言學(xué)習(xí)提供語(yǔ)境范疇，課程內(nèi)容可根據(jù)不同難度層次圍繞同一主題設(shè)計(jì)，也可根據(jù)學(xué)生需求，從同一難度級(jí)別中選擇不同話題進(jìn)行組配教學(xué)。

（3） Thematic content. The Curriculum adopts a thematic approach， integrating language knowledge and cultural knowledge around central themes. Topics， activities， vocabulary， grammar points， and cultural issues are cohesively arranged， making them convenient for classroom use. Because teaching contexts vary widely， the Curriculum presents typical examples rather than exhaustive content. Themes provide a contextual framework for language learning， facilitating the design of content at varying levels of challenge within the same theme， or the selection of diverse topics at the same level， to meet students’ needs.

（四）等級(jí)多層化。新版的中小學(xué)階段《通用課程大綱》將《等級(jí)標(biāo)準(zhǔn)》的初等每一級(jí)進(jìn)一步細(xì)分為A、B、C三個(gè)層次（如1A、1B、1C），初等三級(jí)共分為九個(gè)次級(jí)。這種進(jìn)一步細(xì)化的等級(jí)更加契合海外中小學(xué)中文教學(xué)課時(shí)少的實(shí)際情況，能夠幫助教師更加精確地安排教學(xué)進(jìn)度，從而保證教學(xué)效果更加精準(zhǔn)。

（4） Multi-tiered proficiency levels. The new version of the Curriculum for primary and secondary schools further subdivides the initial three proficiency levels A， B， C from the Proficiency Grading Standards into three sublevels each， i.e. 1A， 1B， and 1C. This produces nine sublevels for the beginner stages. Such detailed gradation accommodates the reality of limited instructional hours in overseas primary and secondary schools， helping teachers to plan lessons precisely and thus achieving positive teaching outcomes.

（五）教學(xué)示范化。《通用課程大綱》附錄提供了五個(gè)教學(xué)課例，包括主題式教學(xué)、沉浸式教學(xué)、任務(wù)型教學(xué)、 PPP模式（Presentation， Practice and Production）教學(xué)和項(xiàng)目式教學(xué)；同時(shí)提供標(biāo)準(zhǔn)化的評(píng)價(jià)樣表和測(cè)試樣題，支持教學(xué)評(píng)估的實(shí)施。這些課例和評(píng)價(jià)工具，可以幫助教師更便利地應(yīng)用《通用課程大綱》，優(yōu)化課堂教學(xué)和教學(xué)？評(píng)估。

（5） Demonstrative teaching. The appendix includes five sample teaching cases： theme-based teaching， immersive teaching， task-based teaching， the PPP（Presentation， Practice， and Production） model， and project-based teaching. It also provides standardised evaluation templates and sample test questions to support the implementation of teaching assessments. These examples and evaluation tools facilitate teachers’ application of the Curriculum， optimising classroom instruction and assessment practices.

四、實(shí)踐與應(yīng)用

4. Practice and application

《通用課程大綱》的成功實(shí)施依賴于教育者對(duì)本土語(yǔ)境的精準(zhǔn)把握和創(chuàng)造性轉(zhuǎn)化。教師應(yīng)根據(jù)當(dāng)?shù)亟逃h(huán)境、文化背景和學(xué)生需求，靈活調(diào)整教學(xué)內(nèi)容、方法和評(píng)估方式，為學(xué)生提供豐富的語(yǔ)言與文化學(xué)習(xí)體驗(yàn)，確保教學(xué)效果最大化。

The successful implementation of the Curriculum relies on educators’ability to accurately understand their local context and adapt content creatively. Teachers should flexibly adjust teaching content， methods， and evaluation approaches based on the local educational environment， cultural background， and students’needs. By so doing， they provide students with enriched language and cultural learning experiences， ensuring the maximisation of teaching effectiveness.

（一）準(zhǔn)確定位教學(xué)目標(biāo)。《通用課程大綱》將中文教學(xué)目標(biāo)概括為四個(gè)維度：中文綜合運(yùn)用能力、文化能力、學(xué)習(xí)與思辨能力，以及情感與態(tài)度。教師可通過這四個(gè)維度全面審視教學(xué)目標(biāo)，避免傳統(tǒng)教學(xué)中目標(biāo)設(shè)置單一的弊端。例如，將“提高學(xué)生中文水平”具體化為“學(xué)年結(jié)束時(shí)，學(xué)生能夠在日常場(chǎng)景（如自我介紹、購(gòu)物、點(diǎn)餐等）中進(jìn)行中文對(duì)話并完成相關(guān)任務(wù)；能介紹并分享中國(guó)傳統(tǒng)節(jié)日文化；能使用至少三種學(xué)習(xí)策略（如記筆記、復(fù)習(xí)、利用在線資源）進(jìn)行自主學(xué)習(xí)；能在課堂活動(dòng)中積極參與、展示思辨能力和合作精神”等，從而構(gòu)建全面、系統(tǒng)的教學(xué)目標(biāo)體系。

（1） Accurately defining teaching goals. The Curriculum outlines four dimensions for Chinese language teaching goals： comprehensive Chinese proficiency， cultural competence， learning and critical thinking skills， and emotional and attitudinal development. Teachers can use these dimensions to comprehensively evaluate their teaching objectives， avoiding the traditional pitfall of overly narrow goal-setting. For example， rather than the vague goal of “improving students’ Chinese proficiency，”teachers are able to specify： 1） by the end of the academic year， students will be able to conduct Chinese conversations and complete tasks in daily scenarios such as selfintroductions， shopping， and food ordering； 2） students will be able to introduce and share insights concerning traditional Chinese festivals； 3） students will effectively use at least three learning strategies such as note-taking， reviewing， and using online resources for independent study； 4） students will actively participate in classroom activities， demonstrating critical thinking skills and a cooperative spirit. This approach fosters a comprehensive and systematic framework for the setting of teaching goals.

（二）系統(tǒng)規(guī)劃學(xué)習(xí)路徑。《通用課程大綱》提供了明確的教學(xué)路徑圖，指導(dǎo)教師根據(jù)學(xué)段和學(xué)習(xí)時(shí)間選擇適當(dāng)?shù)慕虒W(xué)內(nèi)容。教師可以依據(jù)此路徑圖合理設(shè)定教學(xué)起點(diǎn)和終點(diǎn)，確保教學(xué)的連貫性和有效性。此外，教師可依據(jù)路徑圖設(shè)置教學(xué)里程碑，如16周完成1A課程、32周完成1B課程，幫助學(xué)生精準(zhǔn)定位學(xué)習(xí)進(jìn)度，確保各階段語(yǔ)言能力的持續(xù)提升。通過系統(tǒng)性規(guī)劃，教師可以建立清晰、可追蹤的學(xué)習(xí)路徑。

（2） Systematic planning of learning pathways. The Curriculum provides a clear teaching roadmap to guide teachers in the selection of appropriate content based on the learning stage and the time available. Teachers are able to use this roadmap to set reasonable starting and ending points， ensuring coherence and effectiveness in their teaching； they can also establish milestones along the way， such as completing the 1A level in 16 weeks and the 1B level in 32 weeks. These milestones help learners to track their progress precisely， ensuring continuous improvement in language proficiency at each stage. Through systematic planning， teachers are able to create a clear and traceable learning pathway which supports steady advancement.

（三）整合與審核教學(xué)內(nèi)容。《通用課程大綱》遵循“螺旋上升”原則，確保語(yǔ)言學(xué)習(xí)與文化理解同步推進(jìn)。教師可根據(jù)這一原則設(shè)計(jì)遞進(jìn)式教學(xué)內(nèi)容，例如在“自然與科技”主題下，初級(jí)階段學(xué)習(xí)科技產(chǎn)品詞匯，中級(jí)階段討論科技對(duì)社會(huì)的影響，高級(jí)階段進(jìn)行中外科技發(fā)展比較并探討倫理問題等。此方法不僅保證內(nèi)容系統(tǒng)性，還能持續(xù)激發(fā)學(xué)生興趣。教師還可根據(jù)大綱主題和話題明確課程核心內(nèi)容，以全面覆蓋大綱要求。教師在設(shè)計(jì)教學(xué)單元時(shí)可合理分配話題，確保知識(shí)連貫傳授。教師可對(duì)照大綱檢查教材話題分布，確保關(guān)鍵主題充分覆蓋，避免內(nèi)容遺漏或重復(fù)過多。

（3） Integration and review of teaching content. The Curriculum follows the “spiral progression”principle， ensuring that language learning and cultural understanding advance together； teachers are able to design progressive content on the basis of this principle. For example， on the theme of Nature and Technology， beginners could learn vocabulary related to technological products， intermediate learners could discuss the impact of technology on society， and advanced students would be able to compare technological developments in China and abroad， thus exploring ethical issues. This approach both guarantees the systematic nature of the content and ensures students’ continued engagement throughout their learning journey. Teachers are able to align the core content of the course with the outlined themes and topics， ensuring comprehensive coverage of its requirements. When designing teaching units， it is important to allocate topics logically， ensuring a coherent flow of knowledge； teachers should review the textbook’s topic distribution against the syllabus， ensuring that key themes are sufficiently covered while avoiding gaps or excessive repetition.

（四）選擇適合的教學(xué)方法?！锻ㄓ谜n程大綱》提供了多元化的教學(xué)模式，如主題式教學(xué)、沉浸式教學(xué)和任務(wù)型教學(xué)等，教師應(yīng)根據(jù)學(xué)生的年齡、語(yǔ)言水平和學(xué)習(xí)需求，靈活運(yùn)用這些模式。對(duì)于青少年，教師可設(shè)計(jì)以中國(guó)文化為背景的情境任務(wù)，如“絲綢之路商貿(mào)探險(xiǎn)”。學(xué)生分組扮演不同歷史角色（如商人、旅行者、守衛(wèi)、店主等），模擬商貿(mào)交流和日?；?dòng)，解決跨文化溝通、貨物交易等問題。教師提供簡(jiǎn)化的歷史背景資料，引導(dǎo)學(xué)生用中文進(jìn)行談判、討價(jià)還價(jià)等，幫助學(xué)生掌握專業(yè)詞匯和實(shí)用表達(dá)，并加深對(duì)中國(guó)歷史文化的理解。對(duì)于大學(xué)成人段學(xué)生，教師則可采用項(xiàng)目導(dǎo)向模式，如設(shè)計(jì)“數(shù)字生活與環(huán)保”對(duì)比研究項(xiàng)目，要求學(xué)生對(duì)比中西方數(shù)字化生活方式（如線上購(gòu)物、社交媒體等）對(duì)環(huán)保的影響，提出數(shù)字化助力環(huán)保問題的創(chuàng)新解決方案。

（4） Choosing appropriate teaching methods. The Curriculum recommend a variety of teaching approaches， including thematic， immersive， and task-based methods. Teachers should adapt these strategies to match their students’ ages， language proficiency， and learning needs. For teenagers， teachers could create scenarios rooted in Chinese culture， such as a “Silk Road Trade Adventure.” Students are divided into groups where they role-play historical figures such as merchants， travellers， guards， and shopkeepers， simulating trade interactions and everyday exchanges to tackle challenges including cross-cultural communication and negotiating deals. Teachers provide simplified historical context， guiding students on negotiation and bargaining in Chinese. This approach helps students to acquire professional vocabulary， practise reallife expressions， and extend their understanding of Chinese history and culture. For college/university students， project-based learning is also effective. For example， teachers could design a “Digital Life and Sustainability” project， with students comparing how digital lifestyles such as online shopping and social media in China and the West impact the environment； they then propose innovative， digital solutions to environmental issues.

（五）開發(fā)本土化中文教學(xué)資源。教師可根據(jù)《通用課程大綱》的主題框架，將其與全球性議題、本地社會(huì)背景、文化語(yǔ)境和學(xué)生興趣相結(jié)合，以確保教學(xué)內(nèi)容的相關(guān)性與有效性。例如，圍繞學(xué)生關(guān)注的全球性問題（如“氣候變化”或“可持續(xù)發(fā)展”）設(shè)計(jì)中文任務(wù)，在提高學(xué)生語(yǔ)言能力的同時(shí)，促進(jìn)其跨文化理解；結(jié)合本地文化設(shè)計(jì)教學(xué)材料，如在美國(guó)課堂上引入與當(dāng)?shù)匚幕嚓P(guān)的詞匯（如麥當(dāng)勞、肯德基等），幫助學(xué)生掌握日常用語(yǔ)，激發(fā)對(duì)中美飲食文化異同的討論；通過大綱主題與本地化素材（如新聞、社交媒體、博物館等）的整合，使課程內(nèi)容既貼近學(xué)生生活，又富有實(shí)用性。

（5） Developing localised Chinese teaching resources. Teachers are able to enhance their lessons by blending the thematic framework of the Curriculum with global issues， local contexts， cultural nuances， and students’ interests， which renders the content more relevant and engaging. For example， teachers could design Chinese tasks centred on global topics of interest to students such as climate change and sustainable development； these tasks both build language skills and foster cross-cultural understanding. Incorporating local culture is another beneficial strategy. In an American classroom， for example， teachers are able to introduce vocabulary associated with local culture such as McDonald’s or KFC. This helps students to learn daily expressions while sparking discussions about the similarities and differences between Chinese and American food cultures. By integrating curricular themes with localised resources such as news articles， social media， and/or museum resources， teachers are able to create lessons which are both relatable and highly practical.

（六）制定多元化評(píng)價(jià)方案。教師可參考《通用課程大綱》，構(gòu)建一個(gè)動(dòng)態(tài)、全面的評(píng)價(jià)體系，將評(píng)價(jià)從傳統(tǒng)考試工具轉(zhuǎn)變?yōu)榇賹W(xué)機(jī)制。教師可將“中文學(xué)習(xí)成長(zhǎng)檔案”作為記錄學(xué)生語(yǔ)言能力和個(gè)人成長(zhǎng)的綜合平臺(tái)，系統(tǒng)追蹤學(xué)生語(yǔ)言技能進(jìn)步，關(guān)注其思維方式、文化敏感度和學(xué)習(xí)態(tài)度的變化，激發(fā)其學(xué)習(xí)主動(dòng)性。每學(xué)期初，學(xué)生可在教師指導(dǎo)下設(shè)定具體的語(yǔ)言學(xué)習(xí)目標(biāo)（如提高口語(yǔ)流暢度、擴(kuò)大詞匯量等），并通過定期自我反思和檔案更新，跟蹤學(xué)習(xí)進(jìn)度，調(diào)整學(xué)習(xí)策略。檔案內(nèi)容應(yīng)豐富多元，涵蓋口語(yǔ)展示錄像、寫作作品集、跨文化項(xiàng)目報(bào)告等，全面展現(xiàn)學(xué)生語(yǔ)言能力的進(jìn)步與成長(zhǎng)。

（6） Creating diverse assessment plans. Teachers are able to use the Curriculum to design a dynamic and comprehensive evaluation system which evolves assessment from traditional examinations to a learning-driven approach. One effective tool is the “Chinese Learning Growth Portfolio，” which serves as a platform to document students’ language abilities and personal development over time. This system systematically tracks their progress in language skill development while also highlighting changes in their thinking， cultural awareness， and learning attitudes， thus encouraging self-motivation. At the beginning of each semester， students set specific language goals such as improving speaking fluency or expanding vocabulary， with guidance from their teacher. Through regular selfreflection and portfolio updates， they monitor their progress， adjusting their learning strategies as necessary. The portfolio should include diverse content such as video recordings of speaking exercises， writing samples， and reports from cross-cultural projects； this provides a well-rounded picture of students’ advancement in language proficiency and overall development.

（七）研制本土化教學(xué)大綱。各地教育機(jī)構(gòu)可根據(jù)《通用課程大綱》框架，結(jié)合本地教育語(yǔ)境，分析學(xué)生語(yǔ)言水平、文化背景和社會(huì)需求，制定具有地方特色的教學(xué)大綱。例如，在西方國(guó)家，教師可重點(diǎn)關(guān)注中國(guó)當(dāng)代社會(huì)、經(jīng)濟(jì)與科技發(fā)展，幫助學(xué)生更好理解當(dāng)代中國(guó)；在東南亞地區(qū)，中文教學(xué)應(yīng)聚焦實(shí)際應(yīng)用，如商業(yè)談判和跨文化交流，提升學(xué)生在實(shí)際情境中的語(yǔ)言能力。通過靈活調(diào)整教學(xué)內(nèi)容和方式，《通用課程大綱》與當(dāng)?shù)貙?shí)際情況應(yīng)相契合，從而提升中文教育的效果和學(xué)生的實(shí)際應(yīng)用能力。

（7） Developing localised teaching guidelines. Educational institutions can utilize the framework of the Curriculum to create teaching plans tailored to their local contexts. By analysing students’ language proficiency， cultural backgrounds， and societal needs， these localised curricula are able to reflect regional characteristics. For example， in Western countries， teaching could focus on contemporary Chinese society， economics， and technological developments to help students to better understand modern China. In Southeast Asia， Chinese instruction could emphasise practical applications such as business negotiations and cross-cultural communication in order to enhance students’ language skills in realworld settings. Adjusting content and methods to local realities ensures that the curriculum is both relevant and effective， improving the outcomes of Chinese language education and its real-life applicability.

五、小結(jié)

5. Conclusion

新版《通用課程大綱》的成功研制是國(guó)際中文教育標(biāo)準(zhǔn)化體系建設(shè)中的重要一章，為國(guó)際中文教育高質(zhì)量發(fā)展提供了重要支撐。新版《通用課程大綱》通過系統(tǒng)化的框架設(shè)計(jì)，倡導(dǎo)全人教育、主題式教學(xué)和多元化評(píng)價(jià)等理念，強(qiáng)調(diào)兼容中文教育的通用性和各地區(qū)需求的適應(yīng)性。準(zhǔn)確把握新版《通用課程大綱》的核心要義，并靈活應(yīng)用于實(shí)際教學(xué)，可以為中文學(xué)習(xí)者提供更豐富和高效的學(xué)習(xí)體驗(yàn)，推動(dòng)國(guó)際中文教學(xué)質(zhì)量持續(xù)提升。

The successful development of the newly released Curriculum marks a milestone in the standardisation of international Chinese education， offering important support for highquality development in this field. Through its systematic framework， the newly released Curriculum promote concepts such as holistic education， thematic teaching， and diverse assessments， emphasizing both the universal principles of Chinese language education and adaptability to regional needs. By understanding and applying the core ideas of the newly released Curriculum flexibly， teachers are able to offer learners a richer and more effective learning experience， driving the continuous improvement of international Chinese teaching standards.