《國際中文教學通用課程大綱》解讀與應用

《國際中文教學通用課程大綱》（中小學階段）和《國際中文教學通用課程大綱》（大學成人段）（以下統一簡稱《通用課程大綱》）由中外語言交流合作中心于2023年12月發布，并于2024年由北京語言大學出版社正式出版，是國際中文教育領域繼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》的重要創新在于，首次將國際中文教育劃分為中小學階段和大學成人段，不僅引入“全人教育”（holistic education）的現代教育理念，而且通過將課程評價納入大綱正文，構建了一個更為完整、系統的中文教學指導框架。這一文件的發布，既回應了全球持續增長的中文學習需求，也體現了國際中文教育“基于標準教學”的發展趨勢。

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、性質與內涵

1. Nature and core concepts

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

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，基于對中文作為第二語言的教學規律的深入理解，大綱提出了中小學階段和大學成人段中文教學應達到的目標、內容和評價方法。這些內容具有普適性，不受地域或國別限制，體現了國際中文教學的普遍性規律，為全球中文教學提供了參考標準。其次是靈活性，《通用課程大綱》在課程設置上未限定具體的課型或教學模式，教學機構和教師可根據各自的實際情況，靈活設計教學內容，采用各自的教學方法。這種靈活性鼓勵教育工作者在應用《通用課程大綱》時進行本土化調整，確保其能夠有效適應不同地區和文化背景下的教育 環境。

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“currere”， 意為“跑道”（racecourse），最初指學習的路線和進程。作為教育核心要素之一，課程旨在通過系統的計劃，幫助學生獲得教育性經驗，促進其全面發展（郝德永，1997）。它包括課堂教學、課外學習、自學的內容和目標體系，也是教學活動的整體規劃（李秉德，1991）。現代課程觀經歷了從靜態的“名詞”課程到動態的“動詞”課程，從知識本位到經驗本位，從預設的固定課程到生成性的開放課程，從教師主導的“教的課程”到學生主導的“學的課程”的轉型（夏正江，2005）。在這一背景下，《通用課程大綱》強調知識與經驗、內容與活動、結果與過程的平衡，突出學習者的學習過程和體驗。它不僅為各教學階段提供內容參考，還提供具體的活動建議，幫助教師設計有效的教學活動，讓學生獲得有意義的學習體驗。《通用課程大綱》強調互動性、參與性和體驗性，提供的目標、內容和評價方案，是師生共同創造教育經驗、獲取獨特體驗的資源。

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 “learning 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，意指“列表”或“清單”，如今通常指對教學目標、內容、方法和評估標準的系統規劃。根據功能的不同，語言教學中的“大綱”可分為三類：規范性水平大綱、考試大綱和課程大綱（吳勇毅，2024）。規范性水平大綱，如《國際中文教育中文水平等級標準》（以下簡稱《等級標準》），主要規定學習者在不同語言水平階段應具備的能力，強調學習者能夠在各種情境中穩定運用語言的能力，無論其學習經歷、環境或方式如何。考試大綱，如《HSK考試大綱》，則側重于明確考試范圍和評估標準。《通用課程大綱》作為一種課程大綱，更加關注中文課程的實施，旨在為中文教學實踐提供規范 指導。

The word “syllabus” comes from Latin， meaning “list” 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、結構與理念

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、課程內容和課程評價三大板塊。課程目標分為總目標和分級目標，課程內容涵蓋語言知識、文化知識、語言技能和學習策略等方面，課程評價則包括評價理念、評價維度和評價方式。附錄提供常見教學模式、評價樣表和測試樣題等示例。

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“基于標準的課程”（standardsbased curriculum）設計理念。這一理念源自1983年美國發布的《國家處于危險之中》報告，該報告旨在敦促各州設定明確的學術標準，確保學生掌握必要的知識和技能。“基于標準的課程”不僅明確了學習目標、學習經驗和評估方法，還能促進教師團隊協作，保障教學的系統性和一致性，從而有效提升學生的學習成就。

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》課程目標彰顯了“全人教育”的理念。“全人教育”強調身體、智力、情感和社會能力的全面發展，旨在促進學生作為完整個體的成長。此課程目標涵蓋了中文綜合運用能力、文化能力、學習和思辨能力，以及情感和態度的培養。這一目標體系突破了單一的語言教學視角，推動課程目標從“教學”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》課程內容的組織貫徹“主題式教學”（theme-based teaching）理念，將語言學習與實際生活情境緊密結合，強調語言的應用性和情境化。與傳統的以語言要素或技能為基礎的教學結構不同，主題式教學通過將語言置于有意義的主題中進行，打破了學科知識與語言技能的界限，實現了語言教學與內容教學的有機融合（白建華，2010）。據統計，全球約66%的中文教學大綱采用了主題式教學安排（王祖嫘，2024），這一趨勢反映了主題式教學在中文教學中的廣泛應用與有效性。

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.

在課程評價方面，《通用課程大綱》強調評價應為參與者與被評價者一起互動和協商的過程，提倡“作為學習的評價”（assessment as learning）理念，通過評價促進教育的持續改進，而非僅僅進行結果判斷。這一理念強調共同建構、全面參與、尊重價值差異和過程性評價。評價不再僅僅是學習結果的靜態反映，更成為促進學習的動態工具。通過形成性評價和終結性評價的有機結合，《通用課程大綱》構建了一個多維度、立體化的評價體系，既關注學生的達標情況，也重視學習的增值過程。

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、創新與特色

3. Innovation and highlights

《通用課程大綱》具有以下幾個顯著特點：

The Curriculum is distinguished by the following key features：

（一）對標《等級標準》。《通用課程大綱》在等級劃分方面與《等級標準》保持高度一致，確保教學內容的規范性和科學性。《通用課程大綱》課程內容部分所涉音節、漢字、詞匯、語法均以《等級標準》為參照，使教學有據可依。

（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）結構模塊化。《通用課程大綱》圍繞“個人與社區、學習與工作、社會與生活、自然與科技、中國與世界”五大主題組織課程內容，每個主題下進一步細分為多個子主題和話題。這種模塊化設計使得教師能夠根據不同的教學目標和對象，靈活地從各模塊中選擇和組合內容，編制適應具體需求的教學大綱或材料。

（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）內容主題化。《通用課程大綱》以主題為綱，語言知識和文化知識均圍繞主題安排，將話題內容、活動、詞匯、語法點、文化點有機組配，便于在教學中使用。由于教學情境千差萬別，《通用課程大綱》中所呈現的內容均為典型例舉。主題為語言學習提供語境范疇，課程內容可根據不同難度層次圍繞同一主題設計，也可根據學生需求，從同一難度級別中選擇不同話題進行組配教學。

（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）等級多層化。新版的中小學階段《通用課程大綱》將《等級標準》的初等每一級進一步細分為A、B、C三個層次（如1A、1B、1C），初等三級共分為九個次級。這種進一步細化的等級更加契合海外中小學中文教學課時少的實際情況，能夠幫助教師更加精確地安排教學進度，從而保證教學效果更加精準。

（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）教學示范化。《通用課程大綱》附錄提供了五個教學課例，包括主題式教學、沉浸式教學、任務型教學、 PPP模式（Presentation， Practice and Production）教學和項目式教學；同時提供標準化的評價樣表和測試樣題，支持教學評估的實施。這些課例和評價工具，可以幫助教師更便利地應用《通用課程大綱》，優化課堂教學和教學？評估。

（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、實踐與應用

4. Practice and application

《通用課程大綱》的成功實施依賴于教育者對本土語境的精準把握和創造性轉化。教師應根據當地教育環境、文化背景和學生需求，靈活調整教學內容、方法和評估方式，為學生提供豐富的語言與文化學習體驗，確保教學效果最大化。

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）準確定位教學目標。《通用課程大綱》將中文教學目標概括為四個維度：中文綜合運用能力、文化能力、學習與思辨能力，以及情感與態度。教師可通過這四個維度全面審視教學目標，避免傳統教學中目標設置單一的弊端。例如，將“提高學生中文水平”具體化為“學年結束時，學生能夠在日常場景（如自我介紹、購物、點餐等）中進行中文對話并完成相關任務；能介紹并分享中國傳統節日文化；能使用至少三種學習策略（如記筆記、復習、利用在線資源）進行自主學習；能在課堂活動中積極參與、展示思辨能力和合作精神”等，從而構建全面、系統的教學目標體系。

（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）系統規劃學習路徑。《通用課程大綱》提供了明確的教學路徑圖，指導教師根據學段和學習時間選擇適當的教學內容。教師可以依據此路徑圖合理設定教學起點和終點，確保教學的連貫性和有效性。此外，教師可依據路徑圖設置教學里程碑，如16周完成1A課程、32周完成1B課程，幫助學生精準定位學習進度，確保各階段語言能力的持續提升。通過系統性規劃，教師可以建立清晰、可追蹤的學習路徑。

（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）整合與審核教學內容。《通用課程大綱》遵循“螺旋上升”原則，確保語言學習與文化理解同步推進。教師可根據這一原則設計遞進式教學內容，例如在“自然與科技”主題下，初級階段學習科技產品詞匯，中級階段討論科技對社會的影響，高級階段進行中外科技發展比較并探討倫理問題等。此方法不僅保證內容系統性，還能持續激發學生興趣。教師還可根據大綱主題和話題明確課程核心內容，以全面覆蓋大綱要求。教師在設計教學單元時可合理分配話題，確保知識連貫傳授。教師可對照大綱檢查教材話題分布，確保關鍵主題充分覆蓋，避免內容遺漏或重復過多。

（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）選擇適合的教學方法。《通用課程大綱》提供了多元化的教學模式，如主題式教學、沉浸式教學和任務型教學等，教師應根據學生的年齡、語言水平和學習需求，靈活運用這些模式。對于青少年，教師可設計以中國文化為背景的情境任務，如“絲綢之路商貿探險”。學生分組扮演不同歷史角色（如商人、旅行者、守衛、店主等），模擬商貿交流和日常互動，解決跨文化溝通、貨物交易等問題。教師提供簡化的歷史背景資料，引導學生用中文進行談判、討價還價等，幫助學生掌握專業詞匯和實用表達，并加深對中國歷史文化的理解。對于大學成人段學生，教師則可采用項目導向模式，如設計“數字生活與環保”對比研究項目，要求學生對比中西方數字化生活方式（如線上購物、社交媒體等）對環保的影響，提出數字化助力環保問題的創新解決方案。

（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）開發本土化中文教學資源。教師可根據《通用課程大綱》的主題框架，將其與全球性議題、本地社會背景、文化語境和學生興趣相結合，以確保教學內容的相關性與有效性。例如，圍繞學生關注的全球性問題（如“氣候變化”或“可持續發展”）設計中文任務，在提高學生語言能力的同時，促進其跨文化理解；結合本地文化設計教學材料，如在美國課堂上引入與當地文化相關的詞匯（如麥當勞、肯德基等），幫助學生掌握日常用語，激發對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，使課程內容既貼近學生生活，又富有實用性。

（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）制定多元化評價方案。教師可參考《通用課程大綱》，構建一個動態、全面的評價體系，將評價從傳統考試工具轉變為促學機制。教師可將“中文學習成長檔案”作為記錄學生語言能力和個人成長的綜合平臺，系統追蹤學生語言技能進步，關注其思維方式、文化敏感度和學習態度的變化，激發其學習主動性。每學期初，學生可在教師指導下設定具體的語言學習目標（如提高口語流暢度、擴大詞匯量等），并通過定期自我反思和檔案更新，跟蹤學習進度，調整學習策略。檔案內容應豐富多元，涵蓋口語展示錄像、寫作作品集、跨文化項目報告等，全面展現學生語言能力的進步與成長。

（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）研制本土化教學大綱。各地教育機構可根據《通用課程大綱》框架，結合本地教育語境，分析學生語言水平、文化背景和社會需求，制定具有地方特色的教學大綱。例如，在西方國家，教師可重點關注中國當代社會、經濟與科技發展，幫助學生更好理解當代中國；在東南亞地區，中文教學應聚焦實際應用，如商業談判和跨文化交流，提升學生在實際情境中的語言能力。通過靈活調整教學內容和方式，《通用課程大綱》與當地實際情況應相契合，從而提升中文教育的效果和學生的實際應用能力。

（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

5. Conclusion

新版《通用課程大綱》的成功研制是國際中文教育標準化體系建設中的重要一章，為國際中文教育高質量發展提供了重要支撐。新版《通用課程大綱》通過系統化的框架設計，倡導全人教育、主題式教學和多元化評價等理念，強調兼容中文教育的通用性和各地區需求的適應性。準確把握新版《通用課程大綱》的核心要義，并靈活應用于實際教學，可以為中文學習者提供更豐富和高效的學習體驗，推動國際中文教學質量持續提升。

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.