A Study Of The Cultural Education In International Chinese Language Education By Comparing The New HSK And ‘Chinese Proficieney Test’ Of Japan

Nowadays China has a great international influence all over the world, and Chinese have also been recognized by more international friends, leading to a craze of learning Chinese. New Chinese Proficiency Test(new HSK) and ‘Chinese proficiency test’ of Japan are both the test for non-Chinese-speaking person who are learning Chinese. The new HSK is the world’s most authoritative Chinese language test held by Chinese Language Council International; ‘Chinese proficiency test’ of Japan is the most authoritative Chinese language test in Japan held by the Japanese "Chinese language testing Association". Language and culture are closely linked and interdependent, thus cultural education naturally becomes an important part of the foreign chinese teaching. It is helpful for the development of cultural education in international chinese education to investigate the cultural factors in new HSK and ‘Chinese proficiency test’ of Japan.In this thesis, the new HSK and ‘Chinese proficiency test’ of Japan past exam papers are used for the study. On the basis of in a combination of qualitative and quantitative analysis, we systematically study the cultural factors in the past exam papers of new HSK and ‘Chinese proficiency test’ of Japan through horizontal comparison and longitudinal comparison method. This thesis is divided into four chapters. The preface introduces the research background, purpose and significance, including the literature review, and describes the object of the study and the research methods. In the first chapter, the basic introduction of the new HSK and ‘Chinese proficiency test’ of Japan are mainly presented, and the structures of both tests are compared. The second chapter introduces the definition and classification of culture, and the cultural factors in the new HSK and ‘Chinese proficiency test’ of Japan past exam papers are divided into thirteen categories; then we carefully comb the cultural factors of both past exam papers and do the comparative analysis. The fourth chapter lists some suggestions for cultural education in international chinese education. I hope this thesis can help the promotion of Chinese language in the world.