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At present, CBI research in international Chinese language education mostly adopts the method of empirical
research, but there are quite a number of papers that only discuss theories and make suggestions based on their own
teaching, and their conclusions are more subjective and unconvincing. In the papers on curriculum application,
many empirical studies on CBI are not scientific enough, which is manifested in the fact that they are too concerned
about the results, i.e., they focus on exploring the effect of CBI teaching, thus neglecting the process of CBI
classroom teaching, and the description of the process of CBI teaching is too general and not detailed enough.
Second, the experimental time is not enough. Most of the empirical studies have only one or two months of teaching
experiments, which is a short period of time for assessing the impact of CBI on learners' language proficiency, and is
not conducive to verifying the effectiveness of CBI in teaching Chinese as a foreign language. Thirdly, the research
object is relatively single. Currently, the research objects of related studies are mainly international students at
intermediate level, and rarely involve international students at other Chinese language levels. Therefore, empirical
studies about CBI should focus on the process of research, and can include pre-test, mid-test, and post-test in the
teaching experiments to better respond to the changes in the effect of CBI on actual teaching. In addition, in order to
enhance the scientific nature of the study, it can be conducted with the help of effective data analysis tools, increase
the time of teaching experiments, expand the types of research subjects, and verify the effectiveness of CBI in
international Chinese language teaching from multiple aspects.
V. Summary
Reviewing the research on content-based instruction in international Chinese language education in the
domestic academic community, we can find that the research on CBI is deepening, the research perspectives are
more diversified, and the research heat is increasing. Content-based instruction fits the need for complex language
talents in the new era, and it is worthy of in-depth research and exploration by the academic community. The
shortcomings of this paper are, firstly, because this paper belongs to the manual screening data, the paper statistics
may have errors; secondly, because the literature source is only from CNKI, and the number of CBI studies related to
international Chinese language education retrieved is limited, therefore, the research in this paper is relatively
shallow and insufficiently in-depth. However, the author hopes that this paper can provide some references for the
development of CBI research in international Chinese language education.

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