由舊HSK和TOP論高等漢語的定位

This paper aims to discuss the means to identify the proficient level of a Chinese language user. This identification is important in that it involves the distinction among levels of Chinese proficiency identification, which in turn affects the curriculum goal, curriculum plan, teaching goal, teaching plan,teaching material, assessment and testing in the Chinese curriculum. This paper considers examples such as “Hànyŭ Shuĭpíng Kăoshì” (HSK)(China) and “Test of Proficiency-Huayu”(TOP)(Taiwan), and also references the framework for language learning, teaching, and assessment adopted in Europe and America. Consideration of these examples helps develop a framework for Chinese education, indentification of the proficient level, and sets up some criteria for it.