Pre-U OCR Chinese: 2026 Exam Changes and Trends | Pre-U OCR 中文：2026年考试变化与趋势

📚 Pre-U OCR Chinese: 2026 Exam Changes and Trends | Pre-U OCR 中文：2026年考试变化与趋势

The Pre-U OCR Mandarin Chinese qualification has long been recognised as one of the most rigorous pre‑university language exams, offering learners a deep dive into written, spoken and cultural competence. As the educational landscape evolves, the period leading up to 2026 marks a significant transition for this subject, with updated assessment models, shifting content emphases and new pathways for students aiming to demonstrate advanced proficiency. Understanding these developments is essential for schools, tutors and candidates preparing for future cohorts.

Pre‑U OCR 中文资格证书长期被视为最具挑战性的大学预科语言考试之一，引导学习者深度掌握书面表达、口语交流与文化理解。随着教育生态不断演化，2026年前的阶段正是该科目发生重大转变的关键时期：评估模式更新、内容侧重迁移、学生展现高阶语言能力的新途径出现。了解这些发展动态，对学校、辅导教师和未来考季的考生都至关重要。

1. The Historical Role of Pre-U Chinese | Pre‑U中文的历史角色

The Cambridge Pre‑U Mandarin Chinese syllabus, administered by OCR, was originally designed to preserve and extend the depth of language study beyond the standard A Level. It encouraged close analysis of literary texts, extended writing on cultural topics and independent research leading to a speaking presentation, cultivating skills valued by top universities.

由OCR管理的剑桥Pre‑U中文课程，最初旨在保持并超越标准A Level的语言学习深度。它鼓励对文学选段进行细读分析，围绕文化话题展开长篇写作，并通过独立研究完成口语展示，培养出顶尖大学所看重的各项技能。

When many qualifications drifted toward modular, bite‑sized assessment, Pre‑U Chinese retained a linear, synoptic structure. Candidates sat all components at the end of a two‑year course, which demanded sustained intellectual stamina and a holistic command of Chinese language systems.

当许多资格考试趋向模块化、碎片化评估时，Pre‑U中文保持了线性、综合性的结构。考生在两年课程结束时参加所有考试，这要求学生具备持续的知识耐力，并全面掌握中文语言体系。

Historically, the subject attracted heritage speakers, immersion‑school graduates and exceptionally motivated non‑heritage learners. Its small but dedicated candidature consistently produced results that served as a strong predictor of success in Sinology, International Relations and comparative literature degrees.

历史上，这门科目吸引了华裔背景学生、沉浸式学校毕业生以及动机极强的非华裔学习者。规模虽小但投入度高的考生群体，其成绩始终是汉学、国际关系和比较文学学位成功率的有力预测指标。

Feature	特点
Linear two‑year course	线性两年制课程
Synoptic final assessment	综合性终结考评
Strong literary and cultural component	文学与文化元素比重高

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2. Why 2026 Is a Pivotal Year | 为何2026年是关键年份

The original Pre‑U suite concluded its final examination series in 2023, but the intellectual framework it established did not disappear. OCR has been working on successor qualifications and revised Level 3 Certificates that integrate the best elements of Pre‑U pedagogy. The 2026 academic year represents the first cycle where these reformed assessments are likely to be fully operational across a wider range of centres.

原有Pre‑U系列考试于2023年完成最后一季，但它所奠定的学术框架并未消失。OCR一直致力于开发后续资格及新版三级证书，融入Pre‑U教学法的精髓。2026学年将是这些改革性评估在更广范围内完全运作的首个周期。

From 2024 onward, many institutions migrated to a re‑engineered OCR Level 3 Certificate in Chinese that carries forward the pre‑university ethos. By 2026, the specification will have undergone refinements based on early feedback, making it a stable yet modernised replacement for the expired Pre‑U.

从2024年起，众多机构已转向重新设计的OCR三级中文证书，它传承了大学预科的教育理念。到2026年，大纲将根据早期反馈进行完善，成为已停办Pre‑U的稳定且与时俱进的替代方案。

The 2026 timeline also aligns with wider UK curriculum reviews and the Department for Education’s emphasis on language diversification. It is expected that the new‑format Chinese qualification will be explicitly benchmarked against the Common European Framework of Reference for Languages (CEFR) at a high C1 level, adding international transparency.

2026年这一时间节点还与英国更广泛的课程审查以及教育部对语言多样化的重视相吻合。预计新格式的中文资格将明确对标欧洲语言共同参考框架（CEFR）的C1高阶水平，增加了国际透明度。

Consequently, teachers designing their two‑year programmes starting in September 2024 will be preparing learners for assessments that have evolved but retain the academic depth Pre‑U was known for. Understanding what has changed and what remains timeless is therefore paramount.

因此，从2024年9月开始规划两年制课程的教师，需要为虽然演变却依然保留Pre‑U学术深度的测评做好学习者的备考引导。了解哪些部分已经改变、哪些部分保持不变，变得至关重要。

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3. Structural Shifts in the New Specification | 新大纲的结构性转变

The post‑2023 qualification streamlines the four‑component structure of legacy Pre‑U into three robust units: Reading and Translation, Writing on Cultural Themes, and an Integrated Speaking Portfolio. This redesign maintains rigor while reducing unnecessary administrative overhead for schools.

2023年后的资格将以往Pre‑U的四部分结构精简为三个坚实单元：阅读与翻译、文化主题写作及综合口语档案袋。重新设计既保持了严格性，又为学校减少了不必要的行政管理负担。

Reading and Translation now includes a comparative element where candidates respond to two thematically linked passages, one from classical or 20th‑century prose and one from modern journalistic Chinese. Marks are awarded for accuracy, register and cultural inference.

阅读与翻译现包含一个比较性元素，考生需回应两篇主题相关的段落，一篇取自古典或20世纪散文，另一篇出自现代新闻中文。评分根据准确性、语体把握及文化推断进行。

The Writing on Cultural Themes paper moves away from the traditional ‘prescribed topic’ model. Instead, candidates study three broad thematic areas such as ‘Urbanisation and the Individual’ or ‘Technology and Tradition’, and write two discursive essays of 600–800 characters each, demonstrating critical analysis and cross‑cultural reference.

文化主题写作试卷脱离了传统的“指定话题”模式。考生转而学习三个宽泛的主题领域，例如“城市化与个体”或“科技与传统”，并撰写两篇各600–800字的议论文，展现批判性分析和跨文化对照能力。

The Integrated Speaking Portfolio is a cumulative assessment blending a prepared presentation on an independent research project with spontaneous conversation and a listening‑mediated discussion. This mirrors the university seminar style Pre‑U originally championed, albeit with clearer grading descriptors.

综合口语档案袋是一项累积性评估，融合了基于独立研究项目的备稿展示、即兴对话以及通过听力片段引发的讨论。这反映了Pre‑U最初倡导的大学研讨风格，但其评分描述语更为明晰。

Time allocations have also been adjusted: the total qualification time remains around 360 guided learning hours, but the speaking unit now accounts for 30% of the final grade rather than the previous 20%, highlighting the shift toward communicative competence.

时间分配也做了调整：总资格时间仍保持约360个指导学时，但口语单元现在占最终成绩的30%而非之前的20%，突出向交际能力侧重的转向。

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4. Renovated Assessment Objectives | 革新的评估目标

Assessment Objectives (AOs) have been reweighted to prioritise transferable cognitive skills. AO1, which covers knowledge recall and vocabulary range, now constitutes only 15% of marks. The lion’s share goes to AO2 (analysis of linguistic and cultural material) and AO3 (synthesis, evaluation and personal response across modes).

评估目标（AO）已重新加权，以优先可迁移的认知技能。覆盖知识回忆和词汇广度的AO1现在仅占15%的分数。主要比重归于AO2（对语言和文化材料的分析）和AO3（跨模态综合、评价与个人回应）。

In practical terms, this means that rote memorisation of model essays or character lists is no longer a viable path to the highest grades. Candidates must demonstrate an ability to interrogate texts, compare perspectives and articulate subtle arguments in accurate, idiomatic Chinese.

从实践上看，这意味着机械背诵范文或字表不再是获取最高等级的可行途径。考生必须展现出审视文本、比较观点并用准确、地道的汉语清晰表达微妙论证的能力。

A new AO4, specifically for the Integrated Speaking Portfolio, assesses mediation skills — the capacity to convey information and cultural concepts from Chinese to English and vice versa. This is a direct response to feedback from universities that students need to function as intercultural bridges, not just language producers.

新增的AO4专门针对综合口语档案袋，评估语言中介技能——即用中英双向传递信息和文化概念的能力。这是直接回应各大学所反馈的需求：学生需要充当跨文化桥梁，而不仅仅是语言产出者。

Mark schemes now adopt a “best‑fit” rubric with band descriptors referencing CEFR can‑do statements. For example, at the highest band, a candidate “presents nuanced viewpoints on abstract cultural comparisons, using a wide range of cohesive devices and sophisticated register with near‑native fluency”.

评分方案现采用“最佳匹配”量规，等级描述语参考CEFR能做陈述。例如，在最高等级，考生“能够针对抽象文化比较提出细微差别鲜明的观点，使用丰富的衔接手段和精炼的语体，流利度接近母语”。

These redefined objectives align Pre‑U successor qualifications more closely with the International Baccalaureate’s Language B Higher Level and the American Council on the Teaching of Foreign Languages (ACTFL) Advanced‑High benchmarks, ensuring global recognition.

这些重新定义的评估目标使Pre‑U后续资格更紧密地与国际文凭IB语言B高级水平以及ACTFL高级‑高等基准对齐，确保了全球认可度。

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5. Content Emphasis: Modernity Meets Heritage | 内容侧重：当代性与传统的交汇

The thematic content has been curated to reflect the realities of 21st‑century China, Taiwan, Singapore and global Chinese‑speaking communities, without jettisoning the classical foundation that makes the language so rich. Topics now span digital society, environmental ethics, diaspora identity and the role of AI in cultural transmission.

主题内容经过精心筛选，以反映21世纪中国、台湾、新加坡及全球华语社区的实况，同时也没有丢弃让这门语言如此丰厚的古典根基。话题现在涵盖数字社会、环境伦理、离散身份认同以及人工智能在文化传承中的角色。

Literary texts remain central, but the canon has been diversified. Previously, the reading list was heavily concentrated on early 20th‑century authors like Lu Xun and Ba Jin. While their works persist, the new specification adds contemporary voices such as 郭金牛 (Guo Jinniu) and graphic novel excerpts, as well as diaspora literature from authors like 谭恩美 (Amy Tan) in translation discussions.

文学作品依然处于核心，但经典范围已多元化。此前，阅读书单主要集中在鲁迅、巴金等20世纪初期作家。尽管他们的作品仍被保留，新大纲增加了当代声音，如郭金牛的诗歌、图像小说节选，以及在翻译讨论中涉及谭恩美等离散作家的作品。

Listening and reading materials are now sourced from authentic contemporary media: podcasts, social media debates, mini‑documentaries and op‑eds from platforms like 澎湃新闻 (The Paper). This ensures that the lexical and stylistic range tested is genuinely representative of current usage.

听力与阅读材料现取材于真实的当代媒体：播客、社交媒体辩论、微纪录片以及澎湃新闻等平台的评论文章。这确保了所考查的词汇与语体范围能够真实代表当前的使用情况。

The inclusion of a compulsory translation component, both into and out of Chinese, has been broadened to include not only journalese but also literary and technical registers. A typical task might ask a student to translate an English sustainability report excerpt into formal Chinese suitable for a corporate audience.

必考的翻译部分（双向中英互译）已拓宽到不仅包含新闻体，还涵盖文学和技术语域。典型的任务可能要求学生将一段英文可持续发展报告节选翻译成适合企业受众的正式中文。

This updated content blend ensures that learners are not merely proficient on paper but are genuinely literate in the multifaceted cultural discourses of the Chinese‑speaking world.

这种更新的内容融合确保学习者不仅书面成绩优异，而且真正能在华语世界多层面的文化话语中自如游走。

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6. Oral Examination: From Monologue to Interactive Dialogue | 口语考试：从独白到交互式对话

The most pronounced change by 2026 is the departure from the traditional prepared monologue and follow‑up questions model. The Integrated Speaking Portfolio now involves three distinct phases: a research‑based individual presentation, a collaborative conversation with a partner candidate, and a listening‑response debate with the examiner.

到2026年最显著的变化是摒弃了传统的备稿独白与后续提问模式。综合口语档案袋现包含三个不同阶段：基于研究的个人展示、与搭档考生的协作对话，以及与考官进行的听‑答辩论。

In the paired interaction, candidates receive a stimulus card containing a dilemma — for instance, “Should traditional Chinese medicine be fully integrated into public healthcare systems worldwide?” — and must negotiate a joint solution, demonstrating turn‑taking, hedging and polite disagreement.

在双人互动环节，考生会收到一张刺激卡片，其中包含一个困境——例如“传统中医是否应全面融入全球公共医疗体系？”——他们必须协商出一个共同的解决方案，展示话轮转换、委婉表达和礼貌的反对。

This format significantly reduces recitation risk and encourages spontaneous, unpredictable language. Research by OCR indicates that collaborative tasks provide a richer corpus for examiners to assess discourse management, a key predictor of C1‑level proficiency.

这种形式大大降低了背诵的风险，并鼓励即兴的、不预设的语言。OCR的研究表明，协作任务为考官评估话语管理能力提供了更丰富的语料，这是预测C1级别熟练度的关键指标。

The personal presentation remains, but the research requirement is now longer and more autonomous. Over 15 weeks, learners compile a dossier of sources in Chinese, draft an abstract and deliver a 4‑minute summary, followed by challenging questions that probe the depth of independent study.

个人展示依然保留，但研究要求时限更长、自主性更强。在15周内，学习者需编纂中文资料档案，起草摘要，并做4分钟总结，随后回答旨在探测其独立研究深度的挑战性问题。

Pronunciation and intonation assessment adopts a phonological awareness approach, rewarding comprehensibility and natural prosodic features over an unrealistic “native” ideal. Credit is given for mastery of tones in discourse context rather than isolated syllables.

语音语调评估采取语音意识导向，奖励可理解度和自然的韵律特征，而非不切实际的“母语者”理想。考查的是在语篇语境中对声调的掌握，而不是孤立的单音节。

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7. The Evolving Role of Classical Chinese | 古汉语角色的演变

Classical Chinese (文言文) has long been a distinguishing feature of Pre‑U that set it apart from A Level. In the reformed syllabus, the standalone classical paper has been integrated into broader reading and translation tasks, but its presence is far from diminished — it has been recontextualised.

古汉语（文言文）长期以来是Pre‑U区别于A Level的显著特色。在改革后的课程大纲中，独立成卷的古典文章已被整合进更广泛的阅读与翻译任务中，但其存在感并未减弱——而是被重新置于语境之中。

Instead of a full‑length unseen translation exam, candidates now encounter annotated excerpts from works such as 论语 (The Analects) or 世说新语 (A New Account of the Tales of the World) within a comparative comprehension section. They must explain how the classical extract illuminates a modern cultural concept or idiomatic expression.

考生不再参加一整篇的无备选文言翻译考试，而是在比较阅读理解部分面对附有注释的《论语》或《世说新语》等作品选段。他们必须解释该古典选段如何阐明一个现代文化概念或习语表达。

This change recognises that the primary educational value of classical Chinese for pre‑university learners is not translation as an end in itself, but the ability to trace cultural continuity and the evolution of lexicon and rhetoric.

这一变化承认，对大学预科学习者而言，文言文的首要教育价值并非翻译本身，而是能够追溯文化连续性，以及词汇和修辞演变的脉络。

For example, a task might provide a short passage from 礼记 (Book of Rites) discussing 仁 (benevolence) and ask students to analyse how this concept is reinterpreted in a contemporary NGO campaign poster they have just read. This cross‑temporal linking requires sophisticated critical thinking.

例如，一道任务可能提供一段《礼记》讨论“仁”的短文，并让学生分析这一概念在他们刚读过的一张当代公益组织宣传海报中是如何被重新诠释的。这种跨时空的连接需要精密的批判性思维。

Teachers are encouraged to adopt a spiral approach, embedding key classical particles and structures regularly alongside modern texts, so that by 2026 candidates view 文言文 as a familiar extension of their linguistic repertoire rather than an intimidating puzzle.

教学上鼓励采用螺旋式方法，将关键的文言虚词和句式与现当代文本定期穿插内嵌，以便到2026年考生能将文言文视为其语言库的自然延伸，而非令人畏惧的解谜题。

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8. Technology-Enhanced Assessment Frontiers | 技术赋能测评前沿

By 2026, digital assessment delivery will be a reality for many OCR centres. While the written papers will retain a paper‑based option, an increasing number of schools will adopt a secure on‑screen platform for the reading, translation and writing components. Chinese text input will utilise auto‑suggestion and fuzzy pinyin, better reflecting real‑world writing workflows.

到2026年，对众多OCR考试中心而言，数字化测评交付将成为现实。尽管书面考试仍保留纸笔选项，但越来越多的学校将采用安全的电脑平台进行阅读、翻译和写作部分测试。中文文字输入将使用联想和模糊拼音功能，更真实地反映现实世界的写作流程。

The Integrated Speaking Portfolio already leverages technology; the paired interaction can be conducted remotely under proctored conditions, allowing learners from different schools to be examined together. This expands the pool of interlocutor‑examiners and creates more authentic communicative scenarios.

综合口语档案袋已在借助技术力量；双人互动可在监考条件下远程进行，允许来自不同学校的学习者一同应考。这扩大了对话考官人选池，并创造出更真实的交际场景。

A shared digital research log is part of the speaking preparation. Learners use a cloud‑based template to track their independent project progression, and examiners can review this log as supplementary evidence of sustained engagement and academic honesty.

共享数字研究日志是口语备考的一部分。学习者使用云端模板追踪其独立项目的进展，考官可审阅此日志，作为持续投入和学术诚信的辅助证据。

Artificial intelligence is not used for high‑stakes grading, but pilot programmes are exploring its role in providing formative feedback on character stroke order and tonal accuracy during the learning phase, helping teachers pinpoint areas for targeted intervention before the final assessment.

人工智能并未用于高利害评分，但试点项目正在探索其在学习阶段提供形成性反馈的角色，如对汉字笔顺和声调准确性的反馈，帮助教师在最终评估前精准地发现需要干预的薄弱环节。

Cybersecurity and identity verification are paramount. OCR has developed biometric voice‑print analysis for the speaking component, ensuring that the candidate assessed is the one enrolled, thereby safeguarding the qualification’s integrity.

网络安全与身份验证至关重要。OCR已开发出用于口语部分的声纹生物识别分析，确保应考者与注册者身份一致，从而保障该资格证书的诚信度。

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9. Teacher Preparedness and Resources | 教师储备与资源

Transitioning to the new assessment paradigm requires a shift in pedagogical approach rather than simply purchasing a new textbook. Formal “Teaching the New Chinese Certificate” endorsement courses, accredited by OCR and partner universities like SOAS, will be mandatory for lead teachers in centres new to the qualification.

向新评估范式的转型需要转变教学方法，而不仅仅是购买一本新教材。由OCR和如伦敦大学亚非学院等伙伴大学认证的“新中文证书教学”正式认可课程，对首次开设该资格的考试中心的牵头教师来说将是必修项目。

A comprehensive suite of digital specimen materials is available, including exemplar marked candidate work with examiner commentary, showing the difference between high‑mid and low‑mid band responses. These exemplars clarify expectations around discourse length, cultural referencing and lexical sophistication.

全套数字样卷材料业已上线，包括附有考官评语的评分样卷，展示中高分与中低分答卷之间的区别。这些样题清楚地阐明了对话语长度、文化引述和词汇精致度方面的期望。

OCR has partnered with Chinese universities and the British Council to launch a virtual exchange initiative. Candidates communicate monthly with native‑speaking undergraduates in China, exchanging recorded messages and written feedback on research topics, directly embedding the target language community into the learning cycle.

OCR已与中国高校及英国文化教育协会合作发起虚拟交流计划。考生每月与中国的母语本科生进行交流，就研究课题交换录音留言和书面反馈，将目标语言社区直接嵌入学习循环中。

Training also covers inclusive assessment: accommodating candidates with specific learning difficulties without compromising the academic standard. For instance, extra time regulations for dyslexia now apply uniformly, and the digital platform allows individualised font size and background colour adjustments.

培训还涵盖包容性评估：在不降低学术标准的前提下为有特殊学习困难的考生提供合理便利。例如，针对读写障碍的加时规定现已统一执行，且数字平台允许个性化的字体大小和背景颜色调整。

Professional learning communities in platforms like Teams and WeChat have sprung up, where teachers share tailored lesson plans, authentic news articles graded by HSK/CERF level, and revision strategies for the new comparative essays. This collaborative ethos is elevating the standard of Chinese teaching across the UK.

Teams和微信等平台上的专业学习社群蓬勃兴起，教师在其中分享量身定制的教案、按HSK/CEFR等级分级的真实新闻文章，以及针对新比较作文的复习策略。这种协作精神正在提升全英中文教学的标准。

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10. Strategic Pathways for Learners | 学习者的策略性路径

For students entering the programme in 2024 and examining in 2026, a different preparation strategy is essential. The days of last‑minute intensive drilling of 汉字 are over; sustained, cumulative reading of diverse authentic materials is the new backbone of success.

对于2024年入学、2026年应考的学生来说，制定不同的备考策略十分必要。最后关头强化突击汉字训练的日子已经结束；持续、累积性地阅读多样化的真实语料才是通往成功的新支柱。

Portfolio building should start early. Candidates are advised to maintain a bilingual glossary of cultural terminology encountered in their research, such as 内卷 (involution) or 躺平 (lying flat), along with collocation examples and critical reflections, which become invaluable for the writing and speaking units.

档案袋建设应尽早开始。建议考生维护一个研究过程中遇到的文化术语双语词汇表，例如“内卷”或“躺平”，并附上搭配示例和批判性反思，这对写作和口语单元具有至关重要的价值。

Mock exams must simulate the new digital format. If a centre cannot offer on‑screen mocks, students should seek out online Chinese typing platforms and practise composing essays under timed conditions using pinyin input, learning to leverage the auto‑suggestion for more accurate idiomatic phrasing.

模拟考试必须模拟新的数字化格式。如果考试中心无法提供电脑作答的模考，学生应寻找在线中文打字平台，练习在限时条件下运用拼音输入构思作文，学会利用联想来产出更准确、地道的惯用表达。

Self‑correction and peer review are elevated to formal curriculum components. Learners record their speaking practice, transcribe chunks of their output, and annotate errors using a standardised coding system. This metacognitive activity accelerates control over complex structures like 把‑sentences and aspect markers.

自我纠错与同伴互评被提升为正式课程组成部分。学习者录制自己的口语练习，转写语段，并使用标准化的错误编码系统进行标注。这种元认知活动能加速控制“把”字句和体标记等复杂结构的掌握。

Learners are also encouraged to submit an optional Extended Research Essay of 2,500 characters on a title approved by OCR. Although not graded, it receives a separate certificate of commendation that can be referenced in UCAS personal statements, showcasing substantive independent study.

另外还鼓励学习者提交一篇2500字的可选拓展研究论文，题目经OCR批准。这虽不计入分数，但能获得单独的表彰证书，可在UCAS个人陈述中引用，展现实质性的独立研究。

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11. Long‑term Trends: Chinese as a Global Competence | 长期趋势：中文作为全球能力

Looking beyond 2026, the evolution of Pre‑U OCR Chinese reflects a broader paradigm shift: Chinese is increasingly framed not merely as a foreign language to be acquired, but as a global competence that combines linguistic mastery with intercultural strategic thinking.

放眼2026年以后，Pre‑U OCR中文的演变反映出更广泛的范式转换：中文正日益被界定为一种全球能力，而不仅仅是一门需习得的外语，这种能力融合了语言掌握与跨文化策略思维。

Universities and employers are moving away from asking for raw HSK or exam scores and toward demanding evidence of mediation, project work in multilingual teams, and experience with Chinese as a medium for science, business or law. The reformed specification is deliberately crafted to provide that evidence.

大学和雇主正从询问原始的HSK或考试分数，转向要求提供语言中介、多语言团队项目协作，以及将中文用作科学、商业或法律媒介的经历证明。改革后的大纲正是特意为此而精心设计。

One emerging trend is the integration of subject‑specific terminology in Chinese, such as environmental science vocabulary or international relations jargon. The 2026 assessments will include optional modules that allow candidates to specialise their written discourse, making the qualification more directly relevant to STEM or humanities destinations.

一个新兴趋势是将学科特定术语（如环境科学词汇或国际关系术语）融入中文学习。2026年评估将包含可选模块，允许考生专门深化其书面语篇，使该资格更直接地与STEM或人文学科的去向衔接。

We can also expect a stronger emphasis on interpreting and simultaneous listening‑summary skills, mirroring the Chinese government’s and global firms’ need for professionals who can bridge high‑stakes communication in real time. Pilot exams in 2025 will test a consecutive‑interpreting task with a reduced‑stroke display.

我们也可以预见到，即席口译和同步听力摘要技能将得到更强强调，这反映了中国政府及全球企业对能够实时桥接高利害沟通的专业人士的需求。2025年的试点考试将测试一个减少笔画的连续传译任务。

Ultimately, the 2026 vision is to produce Chinese‑using young adults who are not just test‑takers, but initiators of dialogue, proficient in understanding nuance, debating respectfully in Chinese and using the language as a tool for international collaboration.

最终，2026年的愿景是培养出不仅是应试者，更是对话发起初者的使用中文的年轻人，他们精通捕捉言外之意，能用中文进行相互尊重的辩论，并将语言作为国际协作的工具。

Published by TutorHao | Pre-U OCR Chinese Revision Series | aleveler.com

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