Abstract
As the top-level design of international Chinese education at the HSK3.0 stage, Chinese Proficiency Grading Standards for International Chinese Language Education are improved in many aspects compared with International Curriculum for Chinese Language Education (Revised Edition) at the HSK2.0 stage. The requirements for vocabulary part of these two files are quite different in terms of total vocabulary quantity, difficulty, marking method and content. After comparative analysis, it is found that the new standard is more inclusive, practical and innovative in vocabulary part.
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