Looking at Chinese textbooks and textbooks for teaching Chinese as a foreign language, we can easily find that the former are mostly literary works with beautiful words and rich connotations, mainly refined written language. We don't shy away from new words and difficult words, but advocate learning and using various rhetorical devices, even super-grammatical and unconventional expressions. The focus of learning is to understand the level, meaning, theme and connotation of the article, as well as the truth, goodness and beauty displayed, and learn to write beautiful articles and sentences that can express our thoughts.

The latter, that is, the content of teaching Chinese as a foreign language, is more about some oral habits and expressions commonly used in dialogue and communication. Even long paragraphs should be standardized, rigorous, popular and concise. We have a special word outline and grammar outline, but some beautiful words and sentences beyond the outline have become a burden, so try not to touch them before the advanced stage of teaching. Therefore, our teaching content is language elements, pragmatic rules, language skills and some cultural knowledge, which is more colloquial, closer to life, study or a specific field (according to learners' requirements) and more practical.