随着澳大利亚中学生学习汉语的人数的增多，编写更多适应澳大利亚中学生的汉语教材成为必然趋势。笔者于2013年在澳大利亚凯斯博中学担任汉语助教一年，《快乐汉语》第二册和《汉语》中级第一册在该校都被视为适合教九年级学生的汉语教材。本文将这两册教材从话题、课文及文化，体例编排，语言知识要素，练习与活动这四个方面进行对比和分析，并且通过教材使用者的调查问卷来分析和了解学生的需求，为编写更适合澳大利亚中学生的对外汉语教材提供更多的思路。在《快乐汉语》第二册和《汉语》中级第一册的话题、课文及文化比较方面，本文围绕话题编排及衔接，话题的趣味性、针对性，课文内容，中国文化及交际文化这四个板块展开；体例编排的比较包括版面设计、编排顺序和注释方式的比较；语言要素的比较分为语音，汉字及词汇，语法这三个方面的比较；练习与活动的比较则注重练习与活动形式的比较，且在文中着重说明《汉语》中级第一册注重多元智能的培养，尤其是人际交往智能的培养。调查问卷的调查对象为澳大利亚凯斯博中学的汉语教师及九至十二年级的学生，调查问卷的分析结果贯穿全文，用于进一步论证文章中通过对比和分析得出的某些结论。在此就编写适应澳大利亚中学生的对外汉语教材列出一部分具体的建议:一、教材可以以话题为主导，话题应具有趣味性。话题有所衔接且呈螺旋式上升。建议课文有较强的情境性，从当地学生的思维方式出发，语体风格生动活泼。中国传统文化的介绍可根据学生的兴趣作调整，且应注重交际文化的编写。二、教材的体例编排需系统性。图片的插入、文本的大小及色彩也根据重点和难点有所区分。三、语言知识要素方面，语音的标注可以根据学生的水平选择全部汉字都标注语音或只是生词标注拼音。语音练习可采用不同的形式。注重汉字的笔顺，让学生感受到汉字的系统性。汉字与词汇的结合可根据学生的汉语水平作不同的调整。功能语法更适合澳大利亚中学生，语法注释及语法总结可中英文结合，避免母语的负迁移。四、教材中练习与活动部分需做到练习形式多样，为培养当地中学生多元智能的发展，活动的形式可以更开放且以学生为中心，注重对人际交往智能的培养。

As the number of Australian Secondary College students who are learning Chinese is increasing, it becomes more urgent to write more Chinese textbooks from which the local students can choose. I was a Chinese teachers’ assistant in 2013 in Keysborough Secondary College, where I got to know both Happy Chinese 2 and Hanyu Stage 1, which are considered appropriate textbooks for Year 9 students at that school. In order to provide more thought as to how to write suitable textbooks for local students, I compare four main parts of the two books; 1. The topics, texts and the culture, 2. The layout, 3. The fundamental elements of Chinese language, 4. The exercises and activities. This thesis also includes three questionnaires based on differences between books which were filled out by the teachers and students from Keysborough Secondary College. In terms of comparison of the topics, the texts and the culture of the two books, this thesis is focused mainly on choosing the topics, their coherence, interest in them and the specialization, the contents, the texts, Chinese culture and the culture of communication. The comparison of layouts include design of the covers, and the order of contents in every unit. The comparison of the fundamental elements of Chinese language are mainly focused on pronunciation, Chinese characters and phrasing, and finally grammar. The comparison of the exercises and activities are mainly about the formats and aims for improving the students’ multiple intelligences, as a result of doing the activities. Furthermore, the subjects of the questionnaires include 120 students from Year 9 to Year 12 and 8 Chinese teachers from Keysborough Secondary College. Conclusions based on the questions are presented in different parts of the thesis, in order to support certain viewpoints.The following suggestions on how to write Chinese textbooks are based on the findings in the thesis; 1. The units can be oriented by topics and the topics should be able to arouse the students’ interest. The depth of the topics can be circular in nature. Certain settings are based on the local thinking patterns, and tend to enliven the mood of the texts. The introduction of Chinese culture can be adjusted according to students’ interest and culture of communication, and should also be taken into consideration. 2. The layout of the textbooks should be based on certain rules. Chinese characters can be separated as a single chapter in a unit. The input of pictures, the size of the Chinese characters and the color of textbooks should also be changed according to students’ levels of Chinese. 3. Whether to add pinyin along with the Chinese characters also varied according to students’ Chinese levels. Many different ways of pronunciation can be adopted, and in certain cases can be only pinyin. The importance of the order of strokes should be pointed out and therefore can make students understand categorizations. The combination of Chinese characters and phrases can be varied according to students’ Chinese levels. Functional grammar is more suitable for Australian students. The notes for Chinese grammar and the conclusions can be written in either Chinese or English or both. The grammar should also try to get rid of the influence of the native language. There should be various exercises and activities that focus on practicing Chinese and developing multiple intelligences, especially that of interpersonal communication.