| "Chinese hot" has brought the work of teaching Chinese as a foreign language development formalization for Chinese University. This article selects the Central China Normal University as the development formalization sample, inspects the standard of dividing classes in conventional classes in International Cultural and Exchange Institute of Central China Normal University, analyzes the standard and the basis of dividing classes in the conventional class. It thinks that the current standard of dividing classes is too simple, although dividing classes and grades only by student's language proficiency conforms to Second Language Acquisition rules and saves the educational resources, but at the same time it has caused the contradictories between student's diversification in study demand and teacher's teaching content, between higher education's teaching goal and the course content.The current Chinese learner's study goal mainly concentrates in works and enters a higher school. Therefore, the development in teaching Chinese as a foreign language needs to take the demand which student's specialized difference brings difference. This article divides student's study demand into Chinese foundation and essential factor demand, spoken language skill and communication skill demand in daily life, Chinese knowledge demand in professional field, Chinese culture knowledge demand. This paper analyzes in student's study goal, types of teaching and teaching objectives, curriculum project, brings in mobile learning system, proposes that the standard of dividing classes in the conventional class should follow student's language proficiency and study demand. At last based on this standard, this paper statement "1+X+Y" curriculum model experimental. It encourages to abandon the original fixed class and grade teaching pattern, implements the mobile learning system, advocates that takes student's specialized characteristic seriously, and resets curriculum according to study demand.
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