一、教学性质 

Ⅰ. Teaching Purpose

      汉语语言课程是针对来华留学生开设的汉语语言学习课程。作为第二语言教学，其教学原则、规律和特点全部根据留学生自身的特点和语言水平设计和安排，以达到预期的语言教学目的。汉语教学不仅注重来华留学生的语言能力，而且加强对中国知识和中国文化的学习和了解，培养更多“知华、友华、爱华”的国际人才。

Chinese language courses are Chinese language learning courses for international students in China. As a second language, the teaching, it's teaching principles, rules, and characteristics are all designed and arranged according to the characteristics and language level of the international students themselves. This is essential to achieve the expected language teaching objectives. Chinese teaching not only focuses on the language ability of international students in China, but also strengthens the learning and understanding of Chinese knowledge and Chinese culture. Further, it cultivates more international talents who know China, are friendly to China, and love China.

二、教学对象

Ⅱ. Target Students

      汉语语言课程的教学对象是来华学习半年或半年以上的非学历留学生，这些学生来自世界不同国家，按照汉语水平的不同分布于各个级别的班级中。 

The Chinese language courses are taught to non-degree students who come to China to study for half a year or more. These students come from different countries around the world and are divided into classes of various levels according to their Chinese proficiency.

三、教学目标

Ⅲ. Teaching objectives

      通过汉语教学，帮助包括零基础的各个阶段的学生掌握汉语普通话的语音，熟练使用汉语拼音，了解汉语的基本语法结构，能够听懂2500以上常用词和进行相应内容的对话。听、说能力达到在中国学习和日常生活的最低汉语能力标准。

We help students at all stages, including those with no basic knowledge, to master the pronunciation of Mandarin Chinese, use Pinyin proficiently, understand the basic grammatical structure of Chinese, and be able to understand more than 2,500 common words and have conversations with corresponding content. The listening and speaking skills meet the minimum Chinese proficiency standards for studying and daily life in China.

四、教学安排

Ⅳ. Teaching Arrangements

根据入学测试将留学生分为三个级别：初级班、中级班和高级班，教学安排分别如下：

        According to the entrance test, international students are divided into three levels: beginner class, intermediate class, and advanced class. The teaching arrangements are as follows:

1. 初级汉语教学

1. Elmentary Chinese teaching

2. 中级汉语教学

2. Intermediate Chinese teaching

3. 中级汉语教学

3. Advanced  Chinese teaching

五、教学内容   

Ⅴ. Teaching content

1. 初级汉语教学   

1. Elementary Chinese teaching

      初级汉语教学的目的在于培养学生基础的阅读汉语书面语的能力。通过阅读大量汉语书面材料，从生字、生词、句子、段落和篇章诸方面对学生进行集中、系统、有针对性的训练，使学生阅读能力有较大的提高，并且使学生初步掌握口语常用句式和简单对话，并进行成段表达的训练，培养学生用汉语进行思维的习惯，为他们尽快掌握符合汉语表达习惯的自然、得体的口语创造条件。此外，让学生掌握现代汉语基本的语音规则，并能够准确清晰地发出汉语语音；掌握基本的语言技能，具备初步的汉语交际能力；重点是600个左右的生词及基本的汉语语言点，为以后的汉语学习打下良好的基础。

The purpose of elementary Chinese teaching is to cultivate students' basic ability to read Chinese written language. Through reading a large amount of Chinese written materials, students are trained in a concentrated, systematic, and targeted manner. This is in terms of new characters, new words, sentences, paragraphs and chapters, so that students' reading ability is greatly improved. Students are initially able to master common oral sentence patterns and simple dialogues. Henceforth, they are trained in paragraph expression, so as to cultivate students' habit of thinking in Chinese and create conditions for them to master natural and appropriate spoken language that conforms to Chinese expression habits as soon as possible. In addition, students are required to master the basic phonetic rules of modern Chinese and be able to pronounce Chinese accurately and clearly; master basic language skills and have preliminary Chinese communication skills; the focus is on about 600 new words and basic Chinese language points, laying a good foundation for future Chinese learning.

2. 中级汉语教学

2. Intermediate Chinese teaching

      中级汉语主要培养和提高学生阅读汉语书面语的能力。通过阅读大量汉语书面材料，从生字、生词、句子、段落和篇章诸方面对学生进行集中、系统、有针对性的训练，使学生阅读能力有较大的提高。同时，通过学习可以使学生说的能力能应付最基本的日常生活（如衣、食、住、行，介绍个人、家庭情况）、简单的社会交际（如问候、感谢）和有限的学习需要（如课堂活动）。通过课程的学习可以帮助学生在语境中学习必要的字和词语，另一方面培养学生用汉语进行思维的能力，并进而用汉语进行书面表达。

Intermediate Chinese focuses on cultivating and improving students' ability to read written Chinese. Through reading a large amount of Chinese written materials, students are trained in a concentrated, systematic and targeted manner in terms of new characters, words, sentences, paragraphs and chapters, so that students' reading ability can be greatly improved. At the same time, through learning, students' speaking ability can cope with the most basic daily life (such as clothing, food, housing, transportation, introducing personal and family situations), simple social communication (such as greetings, thanks) and limited learning needs (such as classroom activities). Through the study of the course, students can learn necessary characters and words in context, and on the other hand, cultivate students' ability to think in Chinese and then express themselves in writing in Chinese.

3. 高级汉语教学

3. Advanced Chinese teaching

      高级汉语是以阅读理解为基础、以重点词语、常用句式与语段语篇为基本内容、以准确而得体的口语和书面语表达为训练目标的语言技能课。它不同于语言知识课，不是单纯的知识传授，而是以课文中的语言材料为依托，对学生进行听说读写四项技能的综合练习，在初中级汉语教学的基础上，进一步扩大词汇量，提高词语辨析与运用能力、快速阅读能力与语段、语篇的表达能力，是学生能够在较高层次上理解和欣赏丰富多彩的汉语现象。

Advanced Chinese is a language skills course based on reading comprehension, with key words, common sentence patterns and paragraphs as the basic content, and accurate and appropriate oral and written expression as the training goal. It is different from language knowledge courses. It is not a simple knowledge transfer, but based on the language materials in the text, it conducts comprehensive exercises on the four skills of listening, speaking, reading and writing for students. On the basis of elementary and intermediate Chinese teaching, it further expands vocabulary, improves the ability to distinguish and use words, the ability to read quickly, and the ability to express paragraphs and texts, so that students can understand and appreciate the rich and colorful Chinese phenomena at a higher level.

六、教学特色 

Ⅵ. Teaching Features

学院打破按学期划分的编班而且固定班级的传统，创建了“考核分班”的教学模式，即学生在学习过程中可以根据阶段评估考核的成绩选择调整班级。这一模式适应留学生入学时汉语水平参差不齐的状况，有利于提高教学效率，增强学生的学习成就感，积极调整适合学生的学术环境。

另外，每年组织为期一周到两周的教学文化活动，帮助留学生在语言学习的基础上，更好的认识和了解中国知识和中国文化。

The college breaks the tradition of fixed classes divided by semesters and creates a teaching model of assessment-based classes, that is, students can choose to adjust their classes according to their stage assessment scores during the learning process. This model adapts to the situation that the Chinese proficiency of international students varies when they enter school, which is conducive to improving teaching efficiency, enhancing students' sense of achievement in learning, and actively adjusting the academic environment suitable for students.

In addition, we organize one to two weeks of teaching and cultural activities every year to help international students better understand Chinese knowledge and culture on the basis of language learning.

七、教学管理 

Ⅶ. Teaching Management

学院实施留学生辅导员管理制度，以加强对学生的关心、帮助和指导。学院实施严格的考勤制度，连续两周无故不参加教学活动者，作自动退学处理。每学期期中召开学生座谈会，听取学生意见，并根据留学生培养的特点，制订了量化评估标准和详细操作程序，每学期期末进行教学评估。对各级次平行班的测试实行统一命题、统一阅卷、统一记分制度。 

The college implements the management system of foreign student counselors to strengthen the care, help, and guidance of students. The college implements a strict attendance system. Students who fail to attend teaching activities for two consecutive weeks without reason will be automatically expelled. A student forum is held in the middle of each semester to listen to students' opinions. According to the characteristics of foreign student training, quantitative evaluation standards and detailed operating procedures are formulated, and teaching evaluation is carried out at the end of each semester. The tests of parallel classes at all levels are implemented with unified proposition, unified marking and unified scoring system.

八、教学考核与评估 

Ⅷ. Teaching Assessment and Evaluation

    成绩总评包括平时成绩和期末考试成绩。其中平时成绩占30%，期末考试成绩占70%。

    The overall evaluation includes the regular grades and the final exam grades, of which the regular grades account for 30% and the final exam grades account for 70%.