International
Curriculum for Chinese Language Education (For Primary and Secondary Schools) 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 primary and
secondary schools 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 primary
and secondary schools 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 primary and secondary school levels. The appendices provide
examples of common comprehensive 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.
The
Center for Language Education and Cooperation (CLEC) is a non-profit
professional educational institution for international Chinese language
education, affiliated with the Chinese Ministry of Education (MOE). CLEC is
committed to providing quality services for people from all over the world to
learn Chinese and understand China. It also intends to build a platform for
friendly collaboration on language education and cross-cultural learning. CLEC is specifically responsible for
coordinating the construction of resource system of international Chinese language
education, participating in the formulation and implementation of related
standards of international Chinese language education, supporting the
construction of international Chinese language teachers, teaching materials,
disciplines, etc. and academic researches, implementing the examinations for
teachers of Chinese to speakers of other languages and the series of Chinese
language proficiency examinations for foreigners, and carrying out relevant
assessment and recognition.
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. Multi-levelled
division. In view of the actual needs of Chinese language teaching in primary
and secondary schools, the elementary 3 levels of the Chinese Proficiency
Grading Standards are further subdivided to make it more suitable for the
stage-specific characteristics of Chinese language teaching in primary and
secondary schools.
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 recommended to 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.