| With the rise of China’s economic strength and the growing cultural influence,international Chinese education has ushered in a period of vigorous development,and the corresponding Chinese proficiency test also needs to be integrated,innovated,transformed and upgraded.This article compares and analyzes the elementary words in the "Chinese Proficiency Test Syllabus"（hereinafter referred to as the former syllabus）published in 2015 and the "Chinese Proficiency Standards for International Chinese Education"（hereinafter referred to as the new syllabus）published in 2021.The arrangement and changes of elementary words after the revision of the new syllabus,I hope to understand the scientific nature and reasonable reasons of the changes through data comparison and analysis,and use them reasonably in teaching.At the same time,some personal ideas are put forward for some of them that are not reasonable,aiming to provide some reference for the reformed primary word teaching and arrangement.The first part outlines the specific content of the new outline and the former outline respectively.First,the grades and language quantification indicators of the former syllabus will be explained,and then the specific situation of the new syllabus,the relevant framework,the "three major breakthroughs" and the language quantification indicators will be outlined.The second part sorts out the composition of the elementary Chinese character table and the elementary Chinese character handwriting table in the new outline,compares and analyzes the data from the strokes and structures of the Chinese characters,examines the specific distribution and characteristics of the Chinese characters,and concludes that the distribution of Chinese characters is reasonable and the grades are reasonable.Difficulty is from easy to difficult,and the difficulty is moderate.The reasons and characteristics of the addition of Chinese character table and handwritten Chinese character table are briefly analyzed.The third part compares the elementary words of the new outline and the former outline,and divides them into three parts: new words,deleted words and common words.Reasons for deletions and changes,and observe the relationship between the former and new elementary word lists by comparing dynamic changes.The fourth part,through the above research,further understands the overall situation of elementary words in the former and new syllabus,and on this basis,expounds some teaching practices and ideas from the three aspects of elementary Chinese characters,elementary words and arrangement.Based on the research results,the new syllabus has a reasonable distribution of elementary words and strong flexibility,which can meet the learning needs of most learners.First of all,the new syllabus adds a Chinese handwriting table,which advocates the appropriate separation and reasonable ratio of Chinese character recognition and handwriting,which reduces the difficulty of handwriting Chinese characters and meets the learning needs of learners.Secondly,the new syllabus for elementary words focuses on cultivating the comprehensive ability of Chinese learners,as well as cultivating learners’ Chinese communicative ability and knowledge application ability.The new elementary vocabulary covers a wide range,moderate difficulty,and a strong atmosphere of life,helping learners to increase their interest in Chinese learning in the elementary learning stage.At the same time,it also focuses on adding Chinese cultural elements,creating a learning atmosphere for learning Chinese culture,and helping students understand Chinese culture.Based on this,the elementary words of the new syllabus can meet the learning objectives of the elementary stage.Finally,according to the research results and interviews with front-line teachers,this paper concludes that the reformed word list still has certain enlightening significance for teachers,teaching materials and examinations in the new environment and new syllabus.It wants provides some references for future. |
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