A Study On The Compilation Of Learning Content In The Overseas Chinese Language Teaching Syllabus

Since the 1990s,some countries have begun to formulate localized Chinese language teaching syllabuses,such as New Zealand and Australia.Since the 20th century,with the continuous development of international Chinese language education,the development and revision of localized Chinese language teaching syllabus has attracted more and more attention from countries such as Canada,Japan,Italy and Sweden.Learning content is an important element in the syllabus.This paper takes the "learning content" text in the overseas Chinese language teaching syllabus as the research object,and mainly adopts three research methods:text analysis,case analysis and comparative analysis.After comprehensively combing and analyzing the learning content in the syllabus,it is found that "learning content"is an important element in the overseas Chinese language teaching syllabus,but its content does not have a unified framework,and the title of the learning content has localized characteristics;when compiling learning content,countries mainly adopt four writing methods:"can do","list learning items","can do+list learning items" and "can do related learning items";the common learning content is reflected in language knowledge,language skills,cultural competence and communicative competence;the mainstream structure for the compilation of learning content is theme-based and ability-based,and a few are culturebased and structure-based.This paper also compares the learning content in the overseas Chinese language teaching syllabus with the learning content in the International Curriculum for Chinese Language Education（Revised Edition）.The results show that:the learning content of the latter mainly appears in the appendix,and the content structure is structure-based;the latter emphasizes the learning of strategies;the description of the language elements in the latter is more specific and shows obvious hierarchical and quantitative characteristics;the latter pays less attention to the learner’s mother tongue culture,text types and specific texts.The descriptions about topics are relatively brief and are not associated with language elements at all levels.Finally,on the basis of the above research,the author puts forward the principles for compiling the learning content in the overseas Chinese language teaching syllabus:supported by the core Chinese learning content;make breakthroughs while coordinating with the local foreign language teaching syllabus;appropriately integrate into non-linguistic items;handle the relationship between communicative tasks and language learning items.In addition,this paper also puts forward some suggestions for the internationalization of the International Curriculum for Chinese Language Education（Revised Edition）:identify the position and clarify own tasks;appropriately adjust and enrich the learning content in the syllabus;improve the description method and content structure of the learning content;refine the level setting and design diverse learning paths for different learners;broaden the promotion channels of Curriculum for Chinese Language Education（Revised Edition）.The Chinese language teaching syllabus is not only a reference and basis for teaching design,but also a guide for textbook compilation and teaching evaluation.In the context of strengthening the construction of the international Chinese language education standard system,it is hoped that the research in this paper can provide a reference for the development and revision if overseas Chinese language teaching syllabus and the internationalization of the internationalization of Curriculum for Chinese Language Education（Revised Edition）.