Zhong Hua Zi Jing is Chinese teaching material promoted nationwide and overseas for the purpose of “fast literacy and early reading”, which covers Level 4 Chinese characters specified in the HSK exam outline. Its content includes knowledge of fifty major categories, including astronomy, geography, human relations, history, and the like. Therefore, this study is based on Xu Tongqiang’s sinogram-based theory. This paper proposes a teaching plan using the Zhong Hua Zi Jing in teaching Chinese as a foreign language in order to achieves positive results in vocabulary and Chinese character learning. A survey was first conducted on Korean students in years three and four of the Chinese language major to demonstrate their level of understanding of Chinese characters included in Zhong Hua Zi Jing, and to elucidate the level of understanding of Chinese characters Zhong Hua Zi Jing. Then, the necessity and specific solutions of using Zhong Hua Zi Jing to teach vocabulary mainly based on Chinese characters was explored.

對外漢語初級階段的教學往往以提高口語交際能力為主,認字的認讀與書寫則不是重要環節。但是，近年 的研究顯示，如果能在初學漢語的階段認讀一些漢字則對學習者漢語能力的提高有一定幫助。有鑒於 此，對外漢語初級階段的漢字教學就應該受到應有的重視。本項研究以20名零起點的在港留學生為研究 物件，採用訪談、問卷、測試的方法對漢字認讀的教學策略進行研究。研究結果顯示：結合語境以及網 路練習進行漢字認讀教學的策略有助於提高學生學習漢語的興趣和口語交際能力，並且成為他們繼續學 習漢語的動機之一。

本文为了探讨新HSK的教学理念, 对《国际汉语能力标准》与《欧洲共 同参照标准》进行了比较分析。通过分析，我们得到了以下的结果： 第一、这两种标准在制定原则与制定目的上具有同一性质，就是一种制 定教学大纲、编写教材和测试学习者语言能力的综合性参照标准，同时是以 交际语言能力理论为指导,　注重语言的实际运用的语言标准。 第二、这两种标准在框架与等级划分方面却有不同，这表明《国际汉语 能力标准》一方面吸收了《欧洲共同参照标准》的基本理念，另一方面还继承了《汉语水平等级标准》的等级标准。 新HSK在教学理念上直接受到《国际汉语能力标准》与《欧洲共同参 照标准》的影响，而且与《欧洲共同参照标准》一样分为六个等级，而形成 了与《欧洲共同参照标准》相似的面貌。那么，新HSK为什么在很大程度 上借鉴了《欧洲共同参照标准》？这可能是与国际汉语推广有关系。为了实 现国际汉语推广，首先要解决教学课程与能力标准的不一致问题。《欧洲共 同参照标准》是已在欧洲各国普遍采取的国际语言能力标准，所以与它接轨 的话，就能确保国际通用性。我们认为新HSK是在这样的背景下开发出来 的。

The theory of Task-based Approach has effected the teaching field greatly after it was put forward, which is regarded as the most effective means for language training currently. Teaching Chinese to foreigners as a second language can also draw lessons from this theory. This paper aims to explore the application of Task-based Approach in Chinese teaching by teaching practice.