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Yafang and Nan Chao (2017) introduced the steps of theme mode teaching with the example of teaching practice of
culture class at the Confucius Institute for Traditional Chinese Medicine, London South Bank University, and put
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forward the relevant suggestions for carrying out theme mode teaching based on the actual teaching situation .
Through searching the literature, the author found that the number of papers related to specialized Chinese
language was the highest among the studies on curriculum application, followed by papers on the application of
Chinese language skills courses.
In recent years, the literature on applying CBI teaching concepts to specialized Chinese language has been
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increasing, involving Chinese language teaching fields such as tourism Chinese (Gao Guili, 2016 ), Chinese
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medicine Chinese (Xu Qingyuan, 2018 ), scientific and technological Chinese, and business Chinese. Both Xu
Zhuofan (2018) and Liang Bihui (2020) used teaching experiments to compare the teaching effects of traditional
teaching methods and content teaching methods in teaching scientific and technological Chinese. Both papers
concluded that the content teaching method is more suitable for teaching technical Chinese than the traditional
teaching method. However, there are also different findings between the two. Xu Zhuofan (2018) found that the
content teaching method is less effective than traditional teaching in teaching basic content such as pinyin and
Chinese characters, but it is better in reading and analyzing and classroom listening to scientific and technological
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content . Liang Bihui (2020) found through experimentation that the content-based approach was more dominant
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in the teaching of discourse . In short, both studies are empirical studies, which provide arguments for the
application of content-based pedagogy to the teaching of technical Chinese. In addition, the number of papers in the
field of business Chinese teaching is also increasing. Liu Yanjie (2014) investigated and studied the application of
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CBI teaching concepts in business Chinese teaching, conducted a case study, and put forward relevant suggestions .
However, the article did not conduct empirical investigation or questionnaire survey, and it is more subjective. Li
Rongyue (2015) explains the advantages of content-based teaching method in business Chinese teaching and
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applies it in both classroom teaching and extracurricular activities . However, the article did not set the level of
students or specific course design, and the content was broad. Wang Yao (2022) discusses the effective use of CBI
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concepts in business Chinese teaching and shows the teaching design based on the 6-T teaching method . However,
the article is not an empirical study and does not mention student feedback and course evaluation, and the
conclusions are not convincing. Zheng Xinlei (2022) took the first course of Financial Chinese as an example of
relevant course design and used qualitative and quantitative research methods to explore the feasibility and
effectiveness of content-based teaching method in the teaching of integrated business Chinese, and the conclusions
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of the study are more credible . In conclusion, there are more studies in the field of business Chinese, but fewer
studies in other specialized Chinese language fields, and there is a need to further enrich the studies related to the
application of CBI teaching concepts in specialized Chinese language.
In the literature related to the application of CBI to Chinese language skills classes, the type of speaking class
has the largest number of papers, and the research subjects are all intermediate Chinese proficiency students. Wang
Songyuan (2017) combines the CBI teaching concept with intermediate speaking class and carries out the teaching
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design, which verifies the possibility of CBI teaching concept in speaking teaching . And the article's research
subjects come from a wide range of sources, and its teaching design has a certain value of popularization. Liu

41. Wang Yafang,Nan Chao. "Research on the Application of CBI Thematic Model in Teaching Chinese as a Foreign Language--
Taking the Confucius Institute for Traditional Chinese Medicine at London South Bank University as an Example[J]. Journal of
Hubei Normal University (Philosophy and Social Science Edition),2017,37(02):111-113.
42. Gao Guili. The application of content-based pedagogy in teaching Chinese for tourism [D]. Hunan Normal University,2016.
43. Xu Qingyuan. Research on the thematic teaching mode of Chinese medicine Chinese in Chinese international education [D].
Nanjing University,2018.
44. Xu Zhuofan. Research on the application of content teaching method in teaching scientific and technical Chinese to
international students [D]. Zhengzhou University,2018.
45. Liang Bihui. Research and design of scientific and technological Chinese language teaching for international students based on
content-based pedagogy[D]. China University of Petroleum (Beijing),2020.
46. Liu Yanjie. The application of CBI teaching concept in business Chinese teaching [D]. Liaoning Normal University,2012.
47. Li Rongyue. The application of content-based teaching method in business Chinese[J]. Literature Education
(Next),2015,(02):56-58.
48. Wang Yao. Research on Business Chinese Teaching Based on the Concept of CBI[J]. Chinese Character and
Culture,2022(23):40-42.
49. Zheng Xinlei. Teaching design of business Chinese integrated course based on content-based instruction (CBI)[D]. Northeast
University of Finance and Economics,2022.
50.Wang Songyuan. Teaching design of intermediate speaking class of Chinese as a foreign language under CBI teaching
concept[D]. Shenyang University, 2017.
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