Research on Integrating Chinese Cultural Elements into Online HSK Instruction

Abstract

The extensive infusion of Chinese cultural elements into the Hanyu Shuiping Kaoshi (HSK) poses significant pedagogical and assessment challenges. However, existing HSK-oriented courses predominantly emphasize linguistic competence training while neglecting systematic cultural instruction. Although online HSK courses have improved instructional accessibility, they have concurrently exacerbated the complexities of effectively transmitting Chinese cultural knowledge. This study examines the HSK preparatory curriculum for international students at Y University, extracting prominent Chinese cultural markers from historical HSK test materials. Through a three-dimensional framework—teaching presence, cognitive presence, and social presence—the study identifies critical deficiencies in current online HSK course delivery. To address these gaps, three targeted recommendations are proposed: (1) a structured taxonomy of cultural elements to refine pedagogical design; (2) the development of modular cultural micro-lectures to augment digital learning resources; and (3) a hybrid AI-instructor model to foster learner autonomy.