海外环境下，汉语教材是学生汉语知识最重要的来源。教材所呈现的词汇和语法点是学生汉语学习的主要内容。印尼目前衡量学生汉语水平的考试有汉语水平考试（简称HSK）和Youth Chinese Test（简称YCT）。新中小学将通过新YCT（四级）作为小学六年级汉语水平合格的必要条件，以通过新HSK（三级）作为汉语水平优秀的标准。这样的要求是否合理取决于教材中的教学内容与这两项考试的衔接程度。因此，我们进行教材教学内容与新YCT和新HSK考试大纲的对接研究。 我们将印尼新中三语学校小学一至六年级使用的《幼儿汉语》第1-4册和《汉语》第1-10册（汉语10仅1-5课）教材录入电脑，将其中的词汇和语法点与新YCT（四级）和新HSK（四级）考试大纲进行对比与分析。通过考察词汇和语法点的对接情况，得出教材中的纲内词表、纲外词表、差异词表以及相应的纲内语法点、纲外语法点、差异语法点。随后分析各级教材中词汇和语法点对应考试大纲的覆盖率。 通过对接分析，我们发现两套汉语教材的词汇和语法点的总数都比较接近新YCT（四级）考试大纲，它们具有较好的同步性，覆盖率分别为86.3%和76.5%。然而与新HSK考试大纲相比，两套汉语教材虽然在新HSK一至三级程度教材与大纲间词汇和语法点的覆盖率在70%以上，但是总词汇和语法点数量还存在一定差异。而与新HSK四级相比，总词汇量和语法点数量的差异更大，总数低于新HSK四级大纲要求的一半甚至更多。 因此本研究表明，当地学校要求小学五年级全体学生报考新YCT（四级）考试的要求是基本合理的。如果学生的汉语水平能力高，加上教师积极辅导与指出教学重点，学生应该也有相当的基础备考新HSK（一级），（二级）和（三级）考试。 最后，我们从考教结合的角度，以访谈的形式考察了新中三语学校的小学汉语教学状况以及各个年级的教材使用安排等信息，为该小学的汉语教学提出了教学建议。

Chinese textbooks have played an essential part in providing Chinese-related knowledge for students overseas. The vocabulary and grammar points of textbooks are the main contents of Chinese learning. In Indonesia, Chinese Proficiency Test (HSK) and Youth Chinese Test (YCT) are currently used to measure students’ Chinese proficiency. Xin Zhong Primary School used the new YCT (Level IV) as a prerequisite for testing the qualification of sixth grade students, and the new HSK (Level III) as an excellent standard for Chinese proficiency. In order to use such requirements, it is important to understand the degree to which the contents in the textbooks are related with the two examinations. Therefore, we carry out the research on the relationship between the teaching content of the textbooks and the new outline of YCT and HSK. We used Volume 1-4 of “You’Er Han Yu” and Volume 1-10 of “Han Yu” Chinese textbooks (Han Yu 10 from 1-5 lessons) to examine and compare Chinese textbooks with the new outline of vocabulary and grammar points YCT (Level IV) and HSK (Level IV). By investigating the conjunction of vocabulary and grammar points, we were able to find the intra-syllabus vocabulary, out-of-syllabus vocabulary, differential vocabulary, corresponding intra-syllabus grammar points, out-of-syllabus grammar points, and differential grammar points in the textbooks. Then, an analysis of the coverage of vocabulary and grammar points in the textbooks of all levels was conducted. The results of the analysis showed that the total number of vocabulary and grammar points of the two Chinese textbooks are similar to the new outline of YCT (Level IV). They have good synchronization, which is 86.3% and 76.5%. However, when compared with the new outline of HSK, despite having a 70% coverage between the two Chinese textbooks and the new HSK level I to HSK level III outline, there are still differences in the total number of vocabulary and grammar points. Compared with HSK level IV, the total vocabulary and grammar points were even more different. It was found that the total vocabulary is less than half or even more of the requirements of the new outline HSK level IV. Therefore, this research shows that it is basically reasonable for local schools to require all grade five students to apply the new YCT (Level IV) exam. If the students have a high level of Chinese, Chinese teachers can give them active counseling and point out the key points of lesson in order to make students have a good foundation to preparing for the new HSK (Level I),（Level II) and (Level III). Finally, from the perspective of the test-teaching correlation, we also interviewed Xin Zhong Primary School about Chinese teaching situation and the use of teaching materials in each grade and pointed out the teaching suggestions for the teachers.