| Learning from the past to understand the present and foresee the future,in July 1950,Tsinghua University established the first Chinese language teaching institution for foreign students,the "Chinese Language Specialization Class for East European Exchange Students",marking the beginning of the development of Chinese language teaching for foreigners in China.Throughout the long history of the discipline,scholars have always pursued truth and innovation,and it has contributed significantly to the construction and development of discipline.From the initial discussion of the discipline’s positioning,theory,tasks,and system to the specific research on teaching activities,textbook compilation,and international teaching,the theoretical framework of the discipline has gradually been constructed,with each branch system bearing the mark of the contributions of predecessors.The name of the discipline has also undergone several changes from "Teaching Chinese as a Foreign Language"(1982)to "Chinese International Education"(2010)and then to "International Chinese Education"(2021).As a benchmark for the development of the Chinese international education discipline,the Chinese Language Proficiency Standard has a scientific guiding significance for overall teaching design,curriculum development,textbook compilation,classroom teaching,and Chinese language proficiency tests.The standards of modernising Chinese language are not only a collection of previous theoretical foundations,but also a dynamic presentation of international Chinese education on the development of long-term training practices and discipline theory.The systematic examination and restoration of the historical process and the evolution of the changes of the norm,such as the evolution of morphisms and competences,are of great historical value of reference to examine objectively and in depth the status of changes in the standard in the development of the discipline of international education in China.The development of the Chinese Language Proficiency Standard was a gradual process toward scientification and systematization,and a product of changing times,providing clear directions and practical operational means for teaching activities at that time.Therefore,studying the historical evolution of the Chinese Language Proficiency Standards on the one hand can systematically review the development of the standards,and combine the logic,rules,and characteristics of the changes to better support the sustainable development of Chinese international education.On the other hand,it can also provide practical reference basis for learning,teaching,testing and evaluation,and textbook compilation activities in international Chinese education.This article mainly conducts a comprehensive study of the changes in the level standards by using data analysis and historical research methods.According to the key nodes of the publication of the 1988 "Chinese Language Proficiency Standards and Level Guidelines"(trial),the 1992 "Outline of Chinese Vocabulary and Chinese characters",the 1996 "Chinese Language Proficiency Standards and Grammar Level Guidelines",the 2010 "Chinese International Education Syllable,Character,and Vocabulary Level Guidelines",and the2021 "International Chinese Education Chinese Language Proficiency Standards",the period of change is divided into four stages: the initial stage from 1988 to 1995,the exploration stage from 1996 to 2009,the enrichment stage from 2010 to 2020,and the innovation stage from 2021 to the present.Chapters 2 to 5 of the article correspond to the changes in the level standards for each stage,using the previously published level standards as a reference to study the background of publication,language elements,skills,and standard levels.Chapter 6 explores the regularity based on the research of the changes in the Chinese Language Proficiency Standards,ultimately drawing conclusions about the disciplinary construction,teaching practice,and research development of the Chinese international education discipline. |
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