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Emirates based on the educational concept of content-based teaching methodology, and proposed the effect of
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optimizing content-based teaching methodology under the standardized teaching mode .
Some scholars have focused on the effects of content-dependent teaching on curriculum development. Based
on the quantitative analysis of mediator development, Jing Zhuo (2013) observes the different effects of two
content-dependent teaching modes on the development of advanced Chinese language proficiency, and proposes a
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strategy to optimize the content-based advanced Chinese language curriculum . The quantitative analysis of
mediator development in the paper is of great significance in guiding the design of international Chinese language
teaching curriculum. Zhang Yi (2015) discusses the concept of building a CBI curriculum system in pre-college
education for Chinese language study abroad from the perspective of the influence and guiding role of the CBI
concept on the curriculum system and teaching mode, i.e., constructing a kind of seven-item curriculum module
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dominated by professional Chinese language courses . In addition, other scholars have analyzed the CBI concept
from the perspective of teaching materials. Xu Xinyan and Hu Jianjun (2017) analyzed The New World of Chinese
written under the concept of content-based teaching method and focused on summarizing the design and
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characteristics of superlatives and specialized words in the textbook . However, the article's discussion related to
the specific embodiment of CBI in the textbook is not deep enough. There are fewer research results on the
application of CBI in textbooks, and there is still much room for research.
To summarize, the research results of CBI in the field of international Chinese language education are
relatively rich, with a wide range of research perspectives, involving curriculum application research, textbook
research, feasibility studies, curriculum development, etc. However, there are also some problems.
IV. Problems and recommendations of the current study
4.1 A single research perspective
Throughout the research on CBI in international Chinese language education, although the number of studies
is rising year by year, the overall number of research results is relatively small and dominated by master's and
doctoral dissertations, with fewer journals and monographs, which is not sufficiently academic. The type of research
is mainly curriculum application research, with only a small amount of discussion on textbook research, feasibility
study, and curriculum development. In addition, compared with the research on CBI in foreign language teaching,
the field of international Chinese language education has paid little attention to the role of CBI on students' learning
strategies, thinking ability, independent learning ability, affective factors, etc., and there are very few results in
teachers' research.CBI, as a new concept of teaching, not only needs to be researched from the perspective of the
students, focusing on the students' factors, and exploring the influence factors and actual effects of CBI on Chinese
language teaching in many ways, but also needs to be researched from the perspective of the students. As a new
teaching concept, CBI should be studied not only from the students' point of view, focusing on the students' factors
and exploring the influencing factors and actual effects of CBI in Chinese language teaching from various aspects,
but also from the teachers' point of view. How to train CBI teachers and promote CBI teacher development research
is an issue that needs to be explored by the academic community. In addition, at present, the number of CBI course
materials is already large in the field of foreign language teaching, but the number of CBI materials in the field of
international Chinese language education is still small, which does not well meet the needs of CBI teaching. How to
write CBI Chinese teaching materials and what are the evaluation standards of CBI Chinese teaching materials? All
these questions deserve attention and reflection. Therefore, international Chinese language education should draw
on and learn from the achievements of CBI in the field of domestic foreign language teaching, expand the research
angle of CBI, and pay attention to the research on teacher development, textbook writing and evaluation related to
CBI.
4.2 Insufficient scientific research

57. Bo Wei,Jiang Chenhao.The Practice and Implications of International Chinese Language Education under the Concept of CBI--
Taking Chinese Language Education in the United Arab Emirates as an Example[J]. Journal of Dali University,2022,7(07):87-95.
58. Jing Zhuo. From the analysis of mediator development to the curriculum of advanced Chinese language - Implications of
content-dependent teaching research[J]. World Chinese Language Teaching,2013,27(01):105-116.
59. Zhang Yi. Envisioning the construction of "content-driven" curriculum system in international students' preparatory
education[J]. Journal of Hubei Normal University (Philosophy and Social Science Edition),2015,35(01):6-9.
60. Xu Xinyan,Hu Jianjun. Design and analysis of superlatives and specialized words in Chinese New World based on "content
teaching method"[J]. Education Teaching Forum,2017(50):137-140.
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