1 Introduction

The release of the HSK 3.0 exam syllabus and sample questions, along with their positive reception in the field, is introduced. Emphasis is placed on HSK 3.0's further focus on critical thinking elements within Chinese language proficiency compared to HSK 2.0. This aligns with relevant standard concepts, reflects the latest achievements in second language acquisition and teaching research, and proposes an analysis of HSK 3.0's conceptual innovations from a critical thinking perspective, highlighting the significance of critical thinking training for intermediate and advanced Chinese language teaching.

2 The Relationship Between Thinking Ability and Comprehensive Language Use Ability

This section delves into the close connection between thinking ability and comprehensive language use ability. Thinking ability encompasses analysis, synthesis, comparison, abstraction, generalization, judgment, and reasoning, among other aspects. Critical thinking, as its advanced form, centers on critical thinking and emphasizes depth, rigor, and independence in thought. The two are interdependent and mutually reinforcing with language ability. Language, as the carrier of thought, enables its expression, while thinking ability influences the organization and depth of language expression. The article cites the views of Lü Shuxiang and Zhu Dexi, emphasizing the importance of logic in language expression, and points out that second language learners' language issues are often closely related to thinking problems. Research by Gao Xiao and Wen Qiufang reveals the direct and indirect impact of critical thinking on second language writing. Furthermore, combined with practical teaching cases, issues such as illogicality and confusion in thought among intermediate and advanced Chinese learners in oral and written expression are demonstrated, further confirming the critical role of critical thinking in language learning.

3 The Attention to Critical Thinking Ability of Chinese Second Language Learners in the "Level Standards"

This section discusses the emphasis the "Level Standards" places on the critical thinking ability of Chinese second language learners. Starting from Level 5, the standards emphasize logic in skill indicators, with higher requirements for Level 6 and above. Regarding text types, from Level 5, argumentative writing is required, which demands high critical thinking ability. Starting from Level 6, attention is paid to Chinese language use in professional fields. Levels 7 and 8 have even higher requirements, involving academic Chinese proficiency, the core of which is academic register ability and critical thinking ability.

4 Examining the Development from HSK 2.0 to HSK 3.0 from the Perspective of Critical Thinking Factors

By comparing the task outlines and question types of HSK 2.0 and HSK 3.0, this section elaborates on HSK 3.0's strengthening of critical thinking assessment. In the HSK 3.0 Level 5 task outline, requirements such as "expressing opinions" increase. Level 6 task descriptions are more specific. The newly added Levels 7-9 task outlines focus on assessing critical thinking, covering multiple scenarios with a significant proportion of academic Chinese tasks, emphasizing the assessment of general academic Chinese proficiency. Regarding question types, the critical thinking requirements for Level 5 and 6 writing questions in HSK 3.0 are higher. Writing questions for Levels 7-9 are similar to the Chinese composition questions in the college entrance exam, and the oral exam also assesses critical thinking. The conclusion is that HSK 3.0 strengthens the assessment of critical thinking, mainly evident at intermediate and advanced levels, effectively realized through specific question types, and serves as an effective means of assessing general academic Chinese proficiency.

5 Goals of International Chinese Language Courses and Critical Thinking Training in International Chinese Language Teaching

This section discusses the goals of international Chinese language courses and the importance of critical thinking training. The 2024 "Course Syllabus" expands the course goals into four aspects: comprehensive Chinese language use ability, cultural competence, learning and critical thinking ability, and emotion and attitude, emphasizing the mutual reinforcement of critical thinking and language ability. At different teaching stages, critical thinking ability should be cultivated through corresponding teaching activities. In academic Chinese teaching, critical thinking training should be a core task.

6 Conclusion

This section emphasizes the inheritance and development in the concepts of the HSK 3.0 exam syllabus, pointing out the significant meaning of its synergistic innovation with related standard documents. Simultaneously, it elaborates on HSK's principle of integrating testing and teaching, believing that the implementation of HSK 3.0 will encourage greater emphasis on thinking training in Chinese language teaching, especially the cultivation of critical thinking ability at intermediate and advanced stages.