1、 Introduction

The release and implementation of the International Chinese Language Proficiency Standards for Chinese Education is of great significance to the field of international Chinese language education, including traditional Chinese medicine teaching. As a unique language unit of Chinese, the importance of Chinese characters in teaching is gradually receiving attention. Although there are different views in the academic community on the Chinese grammar standard, the theory of "character based" has been less applied in practice. In current international Chinese education, research on Chinese characters is relatively insufficient, and the presence of Chinese characters in textbooks is not strong. The development of specialized Chinese language teaching is rapid, but the outline of Chinese characters has not yet been formulated. This study aims to explore how to apply the research results of Chinese characters to the cultivation of communicative competence centered on vocabulary, providing useful ideas for international Chinese education.

2、 Research analysis

From the perspective of interdisciplinary studies, a statistical analysis was conducted on the degree of matching between traditional Chinese medicine textbooks, theoretical terminology, and Chinese characters in the "Grading Standards". We selected the "Comprehensive Course of Traditional Chinese Medicine Chinese Language" and "Course of Traditional Chinese Medicine Chinese Listening and Speaking" published by Beijing Language and Culture University Press as the basic corpus, and calculated the number and level distribution of Chinese characters used in the two textbooks. The results show that only 56.78% of the Chinese characters in the textbook are level four or below, indicating a high level of difficulty. At the same time, based on the national standard of "Basic Theoretical Terminology of Traditional Chinese Medicine", the level and frequency of Chinese characters used in traditional Chinese medicine theoretical terminology were statistically analyzed, and it was found that the use of characters in professional terminology has a strong concentration, with high-frequency Chinese characters ranking higher. By comparing the high-frequency Chinese characters used in traditional Chinese medicine theory terminology with those used in textbooks, it was found that the two have a high degree of matching, indicating that it is feasible to use the Chinese characters "Grade Standards" and "Basic Theory Terminology of Traditional Chinese Medicine" as the criteria for Chinese medicine teaching. However, it is also pointed out that there are differences between the semantics and general semantics of Chinese characters in traditional Chinese medicine terminology, and they need to be treated differently.

3、 A Study of Chinese Characters Based on the Characteristics of Traditional Chinese Medicine Terminology

We conducted in-depth research on the grading of Chinese characters in traditional Chinese medicine teaching, emphasized the importance of language attributes in teaching, and pointed out the differences in terminology processing between traditional Chinese medicine Chinese teaching and traditional Chinese medicine professional teaching. The article analyzes the Chinese characters in traditional Chinese medicine theory terminology from two dimensions: structure and semantics, and proposes the "teaching method of word association based on character recognition", emphasizing the importance of core Chinese characters in word formation ability. The article also discusses the noun structure characteristics of terminology and the particularity of terminology in modern Chinese grammar. In addition, the article also analyzed the polysemy of Chinese characters, distinguishing between pure term, general term, and quasi term Chinese characters, and discussed the role of function words in terminology. Through the analysis of 88 high-frequency Chinese characters, the article reveals the core position and characteristics of Chinese characters in traditional Chinese medicine teaching.

4、 Application of Grade Standards

An in-depth analysis was conducted on the application of the "Grading Standards" in traditional Chinese medicine teaching, emphasizing the importance of analyzing the structure and semantics of Chinese characters in TCM theoretical terminology. As a bridge between ordinary Chinese language teaching and traditional Chinese medicine professional teaching, traditional Chinese medicine teaching has transitional and transitional nature, with its starting and ending points corresponding to the learners' Chinese proficiency at the beginning and end, respectively. Textbooks usually set the starting point at HSK levels 2 to 4 and the endpoint at least at level 5. The 'Level Standards' provide a certain degree of flexibility, allowing for the replacement of approximately 5% of content in each level to accommodate different learning needs. When applying the 'Level Standards', attention should be paid to the part of speech tagging, polysemy processing, and association with professional terminology of Chinese characters. Through rational analysis, a semantic hierarchical framework that is suitable for learners' Chinese proficiency can be constructed to help them better understand and master traditional Chinese medicine theoretical terminology. At the same time, attention should be paid to the structural role of Chinese characters in language use and their connection with specialized sentence structures.

5、 Conclusion and Prospect

Analyzed the applicability of the Chinese character "Grading Standards" in traditional Chinese medicine teaching, and pointed out its normative and guiding role in teaching practice, testing and evaluation, and textbook writing. Propose to further research and develop a graded Chinese character outline based on the corpus. The interweaving of the universality and professionalism of traditional Chinese medicine discourse provides a foundation for constructing a semantic hierarchical framework. Traditional Chinese medicine theory terms have low difficulty and high frequency of use in Chinese characters, which is conducive to the application of the "Grading Standards". However, the determination of the level of professional semantic Chinese characters and the division between general and professional semantics still need to be further explored, which are common issues in specialized Chinese language teaching. We look forward to future research proposing solutions.