Author(s)

Rui Wang ¹, Binbin Chen ¹

Affiliation(s)

¹ College of Humanities, Beibu Gulf University, No.12, Binhai Avenue, Qinzhou, Guangxi, 535011, China

Corresponding Author

Binbin Chen

ABSTRACT

The Chinese proficiency test HSK 2.0 (Hanyu Shuiping Kaoshi) has been implemented since 2010, and its reference standard <Chinese Language Proficiency Scales for Speakers of Other Languages>, have revealed limitations through practical application. The 2021 release of Chinese Proficiency Grading Standards for International Chinese Language Education heralds HSK 3.0's arrival, introducing enhanced requirements for language competency, including detailed specifications for characters, vocabulary, and syntax. The new standards emphasize comprehensive writing abilities across various genres and academic domains, while incorporating Chinese cultural elements. This transition between assessment generations presents significant challenges for international Chinese writing instruction, particularly given diverse teaching contexts. Consequently, an adaptive, learner-centered pedagogical approach with teachers as facilitators is recommended, emphasizing student autonomy in the learning process.

KEYWORDS

HSK; Writing Pedagogy; International Chinese; Chinese as a Second Language; Learning Strategies

CITE THIS PAPER

Rui Wang, Binbin Chen, Research on Writing Teaching Strategies of International Chinese Education under the Background of Changes in the Guidelines of HSK. Curriculum and Teaching Methodology (2025) Vol. 8: 100-110. DOI: http://dx.doi.org/10.23977/curtm.2025.080514.

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