尼泊尔汉语学习者参加HSK的人数与日俱增，这对HSK课程也提出了新的要求。本文针对尼泊尔汉语学习者HSK三级学习的难点，对教学进行总结与研究。根据尼泊尔汉语学习者HSK三级课程学习的情况，结合听力、阅读、书写的题型，笔者进行了有针对性的教学。本文还结合具体案例，进一步论证了所提出的教学方法的可行性和有效性。

本文由七个部分组成：第一章是本文的绪论部分，其中阐述了选题缘起、研究目的、内容、目标、方法、意义及现状；第二章介绍蓝毗尼佛教大学HSK三级汉语课程的教学现状，包含课程设计与教学目标、师资状况与教学对象以及HSK三级听力、阅读、书写部分的教学内容与教学方法；第三章，阐述了汉语学习者在HSK三级学习方面的难点。听力学习方面的问题有图片选择错误、不能及时记录、听音辨音不准、推测能力弱；阅读学习方面的问题有缺乏自信，过分依赖字典、抓不住材料的关键词句、不能跳过障碍物、读不懂材料；书写学习方面的问题有缺乏对句型结构和句子成分的认识、缺乏举一反三的能力。第四章，笔者针对HSK三级的听力、阅读、写作三个部分的题型进行了分析并总结了教学方法；第五章提供了教学案例并进行了反思；第六章对于教师和学生均提出具有实践意义的建议和指导。针对教师的教学建议有因材施教，适当鼓励、提升学生的听辨能力、培养学生的猜测能力、注重汉语的常用句式、加强词性的教学、建议使用多种教学资源；针对学生的学习建议有了解考试大纲、多做真题、进行两种语言的对比、通过针对性的练习去学习、关注文化内容、注重积累词汇和语法；第七章，笔者进行了总结，并说明了研究中存在的不足。

希望本文能为从事HSK三级应试指导课的教师提供有价值的教学参考，同时帮助参加HSK三级考试的尼泊尔学生克服学习难点，提高汉语应试能力。

The number of Nepalese Chinese learners participating in HSK is increasing day by day, which also puts forward new requirements for HSK courses. This article summarizes and studies the teaching of the difficulties in learning HSK Level 3 for Chinese learners in Nepal. According to the learning situation of Nepalese Chinese learners in the HSK Level 3 course, combined with the question types of listening, reading and writing, the writer carried out relevant teaching courses. This paper further demonstrates the feasibility and effectiveness of the proposed teaching method in combination with specific study cases.

This article consists of seven parts: the first chapter is an introduction, including the origin of the topic, research purpose, content, goals, methods, significance and current situation; the second chapter introduces the teaching status of the HSK Level 3 Chinese course at Lumbini Buddhist University, including Curriculum design and teaching objectives, the status of teachers and teaching objects, as well as the teaching content and teaching methods of HSK Level 3 listening, reading and writing; The third chapter expounds the difficulties faced by Chinese learners in learning HSK Level 3. Problems in listening part includes wrong selection of pictures, failure to record in time, inaccurate listening and identification, and weak guessing ability; problems in reading part include lack of confidence, over-reliance on dictionaries, inability to grasp key words in reading materials, inability to skip obstacles, unable to understand content; problems in writing part includes lack of understanding of sentence structure and sentence components and lack of ability to draw inferences about other cases from one instance. In the fourth chapter, the writer analyzes the question pattern of listening, reading and writing part of HSK Level 3 and summarizes the teaching methods; The fifth chapter provides teaching cases and reflections; the sixth chapter includes suggestions for teachers and students respectively. It is hoped that this article can provide valuable teaching references for teachers engaged in HSK Level 3 Chinese teaching, and at the same time help Nepalese students taking the HSK Level 3 test to overcome learning difficulties and improve their Chinese test-taking ability. Teaching suggestions for teachers include teaching students in accordance with their aptitude, encouraging students appropriately, improving student's ability to listen to and distinguish listening materials, improving student's guessing ability, paying attention to common Chinese sentence patterns, strengthening the teaching of parts of speech and suggesting the use of various teaching resources; for student's learning, it is recommended to understand the test syllabus, practice more real questions, compare two languages, learn through targeted exercises, pay attention to cultural content, and focus on accumulating vocabulary and grammar; in Chapter 7, the writer makes a summary and explains the existence of lack of thesis.

It is hoped that this article can provide valuable teaching references for teachers engaged in HSK Level 3 Chinese teaching, at the same time help Nepalese students taking the HSK Level 3 test to overcome learning difficulties and improve their Chinese test-taking ability.