Against the backdrop of deepening economic and trade cooperation under the Belt and Road Initiative and the accelerated transformation of international Chinese language education, special-purpose business Chinese oriented toward cross-border trade is plagued by prominent drawbacks including disconnection between teaching content and practical business scenarios, high learning costs, insufficient multilingual support and lack of personalized learning services. Powered by its capabilities in content generation, natural language interaction, multimodal adaptation and dynamic iteration, Artificial Intelligence Generated Content (AIGC) provides feasible solutions to the above-mentioned problems. Based on authentic business corpus collected from frontline commodity transactions at Yiwu Small Commodity Market and the development practice of an AI teaching platform, this paper systematically sorts out relevant theoretical frameworks and elaborates the internal mechanism of AIGC embedded into business Chinese teaching from three dimensions: construction of vertical corpus, formulation of personalized learning paths and immersive scenario-based interaction. It further proposes an innovative teaching model of “industrial scenario-driven plus AI cognitive scaffolding” and establishes an integrated operation system covering “resources-path-scenario-assessment”. Through questionnaire surveys and in-depth interviews conducted in North Africa for empirical analysis, this paper verifies that the proposed model can effectively improve learning efficiency, cut learning costs and strengthen learners’ practical language competence. Findings indicate that the model bridges the gap between classroom instruction and real-world commercial practices, facilitates the digital, industrial and country-specific upgrading of special-purpose Chinese teaching, and offers replicable and promotable practical references for the innovative development of global Chinese language education.
Cite this paper
Qian, W. (2026). Research on the Construction of Special-Purpose Business Chinese Teaching Model Driven by AIGC. Open Access Library Journal, 13, e15498. doi: http://dx.doi.org/10.4236/oalib.1115498.
Li, Y.H. and Li, Y.M. (2024) Developmental Drivers, Current Status and Trends of Special-Purpose Chinese in the New Century.<i> Journal of Capital Normal University</i> (<i>Social Sciences Edition</i>), No. 2, 87-96. (In Chinese)
Wang, X. (2026) Research on DeepSeek and Generative AI Empowering Compilation of Digital Chinese Teaching Materials. <i>International Chinese Language Education</i> (<i>Chinese</i> <i>&</i> <i>English</i>), No. 1, 188-195. (In Chinese)
Ma, R.L. and Xu, J. (2025) Five-Dimensional Innovative Reform of DeepSeek-Enabled Intelligent International Chinese Education. <i>Journal of Yunnan Normal University</i> (<i>Teaching and Research on Chinese as a Foreign Language Edition</i>), 23, 1-10. (In Chinese)
Zhang, L., Zhang, X. and Li, S.D.R. (2025) Distinction between “Chinese Plus” Education and Special-Purpose Chinese Teaching. <i>International Chinese Language Education</i> (<i>Chinese</i> <i>&</i> <i>English</i>), No. 4, 1-12. (In Chinese)
Zheng, Y. and Wu, Q. (2021) Optimization Research on Confucius Institute Scholarship Program: Evidence from Cameroon. <i>Journal of Zhejiang Normal University</i> (<i>Social Sciences</i>), 46, 100-106. (In Chinese)
Li, S.Y. (2021) China’s Confucius Institute in Africa: A Different Story? <i>International Journal of Comparative Education and Development</i>, 23, 353-366. <br>https://doi.org/10.1108/IJCED-02-2021-0014
Lu, X.X. and Wu, Y.H. (2024) Paths of Chinese Language Education Cooperation Serving the Belt and Road Initiative. <i>Comparative Education Review</i>, No. 5, 3-12. (In Chinese)
Bao, C.Y. (2025) Research on Business Chinese Curriculum Construction from the Translanguaging Perspective. <i>Journal of Innovation in Education</i>, 13, 401-415. (In Chinese) <br>https://doi.org/10.12677/ces.2025.134261
Zuo, B. (2025) Application and Prospect of AIGC Technology in International Chinese Education. <i>International Chinese Language Education</i>, No. 6, 45-53. (In Chinese)
Zhu, Y.J., Wang, Y.Y., Wang, Y. and Rao, G.Q. (2025) Generative Construction of Chinese Grammar Teaching Video Resources Based on AIGC. <i>Corpus Linguistics</i>, 12, 17-33. (In Chinese)
Ma, R.L. (2026) Application and Evaluation of Large Language Model-Powered Automatic Chinese Composition Scoring. <i>Language Teaching and Research</i>, No. 1, 23-22. (In Chinese)
Ou, Z.G., Liu, Y.P., Qin, K., <i>et al.</i> (2024) Generation and Evaluation of Artificial Intelligence Multimodal Teaching Resources.<i> International Journal of Chinese Language Teaching</i>, No. 9, 37-47. (In Chinese)
Wang, D. and Li, D. (2022) Exploring Multilingualism and Multimodal Pedagogies in Chinese Language Teaching. <i>International Journal of Computer-Assisted Language Learning and Teaching</i>, 12, 1-19. <br>https://doi.org/10.4018/IJCALLT.298704
Zhou, S.H., Hong, Y.J. and Pan, J.S. (2025) Multimodal Integration and Interaction in Immersive Language Learning Environment. <i>International Education Forum</i>, 7, 112-118. (In Chinese)
Zou, X.H., Ke, L.J. and Zou, S.P. (2011) New Foreign Chinese Teaching Model from the Perspective of Zhirong Theory. <i>Software</i>, No. S1, 1-11. (In Chinese)
Liu, S.Q. and Wu, Y.H. (2024) Construction of Classification System for International Chinese Language Education. <i>Journal of Sichuan Normal University</i> (<i>Social Sciences</i>), 51, 145-153. (In Chinese)
