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Manman (2018) and Min Shuang (2021) both selected the theme-based teaching mode of CBI teaching mode,
carried out instructional design and practice, and evaluated the classroom teaching effect by using scales and
questionnaires. Yang Xirui (2022) based on the CBI theory theme-based model for intermediate Chinese speaking
class to design teaching, and used the 6T teaching method to design different activities, and assessed the teaching
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effect by interviewing the listeners and students, but the assessment angle was a little bit single . Zhang Lu (2019)
summarized in detail the steps related to thematic teaching in Chinese audiovisual speaking classes by analyzing the
reform practice of thematic teaching, and assessed the effectiveness of CBI teaching by using questionnaires. The
paper fills the research gap of CBI in audiovisual speaking class teaching. Yao Ling (2019) conducted a study on the
application of the content-dependent teaching mode in the teaching of Chinese writing as a foreign language, and
the results showed that CBI can stimulate students' interest in writing and can effectively improve their writing
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.
level In conclusion, the research on the curriculum application of CBI involves listening, speaking, reading and
writing, which is more comprehensive, but the number is small, and the research object of the speaking class is
relatively single, so it is necessary to increase the research object of other levels to verify the effectiveness and
application value of CBI in Chinese language teaching.
Other papers have studied CBI in the context of online teaching. For example, Gui Jingjing (2021) took
overseas Chinese children as the research object and designed a CBI theme model for online Chinese language
courses, and evaluated the effects of classroom, students, teaching and other aspects through "S-T" data analysis,
unit testing method, and online teaching evaluation form. The results show that in the CBI thematic model, the
occupancy rate of students' behaviors is higher than that of teachers' behaviors, which is in line with the principle of
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student-centered teaching and learning . The article reveals that the CBI thematic model has a good application
prospect in online Chinese teaching and has a large research space.
From the above literature, it can be seen that most of the studies focus on the application of CBI teaching mode,
in which the theme mode is applied the most, while there is only one article on the application of immersion mode,
and other modes, such as the protection mode and the auxiliary mode, are seldom involved in the studies. Hui
Tiangang (2020) analyzed the main features and advantages of CBI-based Chinese language immersion teaching by
taking the teaching practices of several elementary schools in Minnesota, U.S.A. as an example, and found that there
are the problems of the language teaching objectives not being prominent, the localization of the subject themes and
the integration of the language teaching need to be improved, the imbalance of the students' Chinese language input
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and output, and the lack of a synergy of the language class and the subject curriculum . The paper analyzes the
immersion model in depth and reveals problems with profound inspirational significance. In conclusion, the type of
research on the application of CBI teaching mode is relatively single, mainly for the study of the subject mode, and
there is still much room for exploring the research on the application of other teaching modes in international
Chinese language teaching.
Some scholars have discussed the feasibility of CBI in international Chinese language education from different
perspectives. Wang Xue and Xu Wei (2015) discussed the advantages and feasibility of CBI model in online
Chinese language teaching to foreigners from the perspective of language input and language output, and put
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forward relevant suggestions . The article provides new ideas for the research of CBI in international Chinese
language education. Wu Yongyi (2021) discusses the fit and role of CBI based on the "Chinese+" and "+Chinese"
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talent cultivation models . The paper grasps the research hotspot of international Chinese language education and
provides new ideas for CBI research, that is, how CBI can better serve "Chinese+" and cultivate composite second-
language talents. Bo Wei and Jiang Chenhao (2022) analyzed Chinese language education in the United Arab

51. Yang, Xirui. Teaching Design of Intermediate Chinese Speaking Classes Based on the Thematic Model of CBI Theory[D].
Harbin Normal University,2022.
52. Yao Ling. Research on the application of content dependent (CBI) teaching mode in teaching Chinese writing as a foreign
language [D]. Bohai University,2019.
53. Gui Jingjing. Research on the Design of CBI Theme Mode for Online Chinese Language Program for Overseas Chinese
Children [D]. Hubei University of Technology,2021.
54. Hui Tiangang. Analysis and reflection on Chinese language immersion teaching in the United States based on CBI[J]. World
Chinese Language Teaching,2020,34(04):532-545.
55. Wang Xue,Xu Wei. The use of content-based pedagogy in online Chinese as a foreign language teaching[J]. Modern
Language(Language Research Edition),2015(07):94-96.
56. Wu Yongyi. The fit between international Chinese language education and content-based pedagogy[J]. International Chinese
Language Education (Chinese and English),2021,6(04):61-68.
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