The “New Standard Chinese Undergraduate Series” is a set of Chinese
undergraduate textbooks based on the Chinese
Proficiency Grading Standards for International Chinese Language Education, adhering to the integration of “structure-function-culture” and
upholding comprehensive quality training featured “l(fā)anguage + professionalism”
throughout. Aiming at better meeting the needs of Chinese language teaching for
international students coming to China for undergraduate studies under the new
standard, this series is based on the concepts of “diversification,
three-dimensionality, innovation and intelligence”, and is mainly tailor-made
for international students coming to China for undergraduate studies in Chinese
language. Meanwhile, it can be used in relevant training courses at home and
abroad, and meet the learning needs of long-term advanced students and
self-taught learners coming to China to study Chinese.
Elementary Chinese Comprehensive Course is an elementary comprehensive textbook in this series, which is divided into 4
volumes, and this book is Volume 2. It contains 12 lessons in total, with each
lesson consisting of several key sections including Lesson Focus, Warm-up,
Text, Vocabulary, Key Words, Grammar, Comprehensive Application, and Cultural
Tips. The entire textbook is structured around linguistic structures and guided
by themes, adhering to the learner-centered compilation principle. The texts
emphasize practicality, interest and informative value, adopting a “Text 1
(Dialogue) + Text 2 (Short Passage)” model. Based on linguistic structural
elements and with language functions as the main thread, it designs dialogue
scenarios and compiles dialogues and texts, so as to meet learners’ needs for
linguistic communication and their cognitive needs for an in-depth
understanding of China.
Zhang Hao, the chief editor, is a professor, doctoral supervisor, and dean of the College of International Chinese Studies, Beijing Language and Culture University (BLCU). Having been engaged in teaching Chinese as a foreign language for more than 30 years, Professor Zhang has taught in overseas universities in the United States and Canada for nearly 10 years, and has travelled overseas as an expert of Hanban to conduct Chinese teacher training for many times. Her research mainly focuses on Chinese language teaching and cultural communication studies. She has published more than 30 papers in core journals and 6 monographs, and has presided over and participated in 7 provincial and ministerial projects. Professor Zhang has been awarded the Beijing Higher Education Teaching Award and the Beijing Teachers’ Virtues Pioneer Award. As the person in charge, she has declared and won the evaluation of national first-class undergraduate programmes, national first-class courses, Beijing excellent nurturing team, Beijing key first-class majors and so on.
(1)Aligned with the Chinese Proficiency Grading Standards for International Chinese Language
Education
With reference to the Chinese Proficiency Grading Standards for International Chinese Language
Education, teaching syllabuses matching
different levels and volumes have been developed. This ensures each textbook
has its own distinctive features while complementing other textbooks, jointly
forming a complete textbook system.
(2)Upholding the
Compilation Concept of“Integrating Structure, Function and Culture”
It integrates linguistic structural rules,
communicative functions and cultural knowledge to form a comprehensive and
systematic teaching system, thereby realizing the coordinated development of
linguistic knowledge, language skills and cultural cognition.
(3)Following the Laws of
Chinese Language Teaching and Students’ Cognition to Arrange Linguistic
Knowledge Scientifically
It systematically presents basic Chinese
vocabulary, grammar and Chinese character knowledge, demonstrates the
differences between spoken and written Chinese from multiple perspectives,
emphasizes the pragmatic functions of linguistic elements, and highlights the
teaching of discourse segments and texts, so as to help students master and
flexibly use Chinese.
(4)Carefully Selected
Diverse Topics to Guide Learners to Perceive China and Explore the World from
Multiple Dimensions
The topics mainly cover campus life,
hobbies, social phenomena, interpersonal/social communication, further
education and employment, scientific and technological development,
environmental protection, Chinese and foreign cultural differences, etc. They are
both open and inclusive, focusing on in-depth analysis of cross-cultural
communication, enhancing learners’ comprehensive understanding of Chinese
society, and promoting exchanges and mutual learning between different
civilizations.
(5)Comprehensive Training of
the Five Core Skills to Improve Learners’ Comprehensive Chinese Application
Ability
The
five core skills, listening, speaking, reading, writing and translating, form a
complete skill system. Each skill progresses step by step across the
elementary, intermediate and advanced teaching stages, achieving multi-level
coverage to accurately meet the practical needs of learners at different
levels.
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