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III. Statistical results and analysis
The earliest research on CBI in China was conducted by the scholar Wang Shixian. Wang Shixian (1994)
introduced the basic concept of CBI, its teaching mode and its application in foreign countries, and proposed that
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CBI combined with specialization should be the direction of professional English reading teaching in China . Since
then, a number of scholars have supplemented the theoretical content of CBI and explored the possibility of CBI in
foreign language teaching. Cai Jian (2002) argued that CBI teaching model provides theoretical support and
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practical strategies for second language teaching model . Dai Qingning and Lv Ye (2004) introduced the meaning
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of CBI concept, its theoretical basis and four teaching models . The discussion of the four teaching models in the
article is inspiring for empirical research. At present, the research scope of CBI in foreign language teaching is very
wide, and the research object has gradually transitioned from the initial research based on the teaching and learning
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at the senior college level to the research on the whole undergraduate level . The research in the field of foreign
language teaching mainly focuses on empirical and applied research, in addition, it also involves teacher
development, impact on students, teaching mode, teaching strategy, textbook writing, teaching reform and other
aspects. In conclusion, CBI research in the field of foreign language teaching is of great reference and inspiration for
the research on content-based pedagogy in international Chinese language education.
One of the earliest CBI papers in the field of international Chinese language education is "The Utilization of
Content Teaching Method in Teaching Chinese as a Foreign Language" published by Cao Xianwen in 2005. The
article not only sorted out the basic contents of content-based teaching method, but also conducted an empirical
study, i.e., taking advanced Chinese proficiency students as the teaching object, practicing all the five teaching
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modes and obtaining good teaching results . The conclusion of the article affirms the remarkable effectiveness of
CBI in teaching Chinese as a foreign language.
By combing the relevant literature, this paper only screened out 30 CBI papers related to international Chinese
language education between 2012 and 2022. Compared with the domestic research on CBI applied to foreign
language teaching, the number of research results for international Chinese language education is relatively small,
and the research perspective needs to be broadened.

Table 1 Analysis of research perspectives of CBI papers in international Chinese language education (2012-
2022)
Research Perspective Number of Papers (percentage)
Applied Research in Curriculum 24
Research on teaching materials 1
feasibility study 3
Curriculum 2

As can be seen from Table 3, the most research results of China's international Chinese language education CBI
are curriculum application research. However, basically the master's and doctoral dissertations are dominated, and
most of them are instructional design research, and the research involves various types of courses, such as ancient
Chinese language, review courses, skills courses, comprehensive courses, cultural courses, etc. For example, Zhang
Qian (2014) took the teaching of ancient Chinese language course in Danish class as an example and conducted an
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empirical study to prove the effective use of content teaching method in teaching ancient Chinese language . Shi Ce
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(2019) conducted a review class teaching based on CBI theory theme mode in Bawah School, Indonesia , Wang
34. CBI--The Direction of Professional English Reading Teaching[J]. Foreign Languages,1994(02):27-31.
35. Cai, Jian. A Study of Second Language Acquisition and CBI Teaching Model[J]. Journal of Beijing Second Institute of Foreign
Languages,2002,(03):13-15.
36. Dai Qingning,Lv Ye.CBI Teaching Concept and Its Teaching Mode[J]. Foreign Language Teaching,2004,(04):18-22.
37. Chen Yulin.An overview of the current research status of CBI in foreign language teaching[J]. Overseas English,2020,(23):47-
48+63.
38. Cao Xianwen. The Use of Content Teaching Method in Teaching Chinese as a Foreign Language[J]. Journal of Yunnan Normal
University,2005,(01):7-11.
39. Zhang Qian. Research on the application of content-based teaching concept in teaching ancient Chinese [D]. Zhejiang
University,2014.
40. Shi Ce. Teaching design of Chinese as a foreign language review class based on CBI theme model [D]. Zhejiang Institute of
Science and Technology,2021.
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