Indonesia has enacted a number of Mandarin syllabi at the high school level since 2004,which has contributed to the development of its Mandarin education.This paper examines three ver-sions of Mandarin syllabi(2004,2013 and 2022),and finds that the three syllabi are clearly influenced by the ones issued by China and the Common European Framework of Reference for Languages(CE-FR).All of them emphasize communicative and topic-based teaching methods with differences in their contents:the 2004 syllabus emphasizes more on the learning of linguistic knowledge,the 2013 sylla-bus and the later have changed significantly in their educational philosophy,emphasizing the principle of localization,adding the local religious and moral content,and strengthening the development of communicative competence,intercultural competence and global perspectives.There are still weaknes-ses in the current syllabus,including a rough explanation of linguistic elements,a lack of scientific graded lists or specific presentation,the unclear classification of cultural items,and a weak guidance aid for educational institutions.Thus,the paper proposes some optimization approaches for the sylla-bus:it is necessary to give a graded presentation of linguistic elements,communicative skills,tasks and cultural contents,construct an optimal team for the development of the syllabus and enhance the guiding function of the syllabus.
万方数据