前言

本书是为参加新汉语水平考试（HSK）三级的外国汉语学习者编写的工具书。全书共包括两个主要部分：三级词汇和“Do You Know”。“Do You Know”部分下文称为拓展词条。全书所有条目都配有注音、英文释义、举例，例句也有相应注音。

本书在编写方面有两大特色：

一、共收词条1035个，其中包括大纲词汇600个（另附7个常用同义词及5个同形词）和拓展词汇423个，均为易考常考词。

参加过新汉语水平考试的考生或者接触过新汉语水平考试真题的学习者都知道，只学习新汉语水平考试大纲中的词汇是远远不够的。举例来说：“一”和“些”是三级词汇，这两个词可以组合成“一些”,“一些”却非大纲词汇；“说话”一词可以拆成“说”和“话”，而这两个词大纲均未出；“头发”中的“头”大纲也未出。还有更复杂的，三级词汇出了“天气”和“春”, “天气”的“天”与“春”可以组合成“春天”; “房间”的“房”和“儿子”的“子”可以组合成“房子”。诸如此类还有很多，而这些重新组合产生的词语在新HSK三级真题中都曾反复出现。

这就为广大考生带来了一个问题，学习多少超纲词才能轻松自如地应对考试？

为解决这一问题，帮助考生整理词汇复习的重点，本书设计了拓展词条（Do You Know）部分。拓展词条的选取应该是客观的、科学的，不能以个人的喜好和揣测为依据。根据这一原则，我们将《新汉语水平考试真题集HSK（三级）》和《汉语国际教育用音节汉字词汇等级划分（国家标准·应用解读本）》作为收录拓展词条的基本依据。原因有二：

1. 《新汉语水平考试真题集HSK（三级）》是筛选拓展词条最有效、最实际的途径。它直接反映了考生的复习范围。考生应该重视真题中出现的超纲词，加强对这些词语的学习是提高考试分数的有效途径。

但是，我们认为，考什么学什么所带来的滞后性会使考生在遇到新词语时感到难以应对。我们希望本书能够与未来考试的出词范围接轨，能够有一定的前瞻性。因此，我们选取了《汉语国际教育用音节汉字词汇等级划分（国家标准·应用解读本）》作为另一个筛选依据。

2. 《汉语国际教育用音节汉字词汇等级划分（国家标准·应用解读本）》研制的主要依据是包括三十多亿字次的当代大型动态语料库和多种具有代表性、针对性的词典、词表、字表，同时征询了海内外一百位专家学者的意见。我们相信，依据此国家标准筛选三级拓展词汇，其科学性和实用性是有保证的。通过反复比对和实验，最终确定《汉语国际教育用音节汉字词汇等级划分（国家标准·应用解读本）》普通级一级和普通级二级作为本书的拓展词条。

据此，我们应用自主研发的汉语文本批量识别系统，筛选出《新汉语水平考试真题集HSK（三级）》和《汉语国际教育用音节汉字词汇等级划分（国家标准·应用解读本）》普通级一级和普通级二级中全部由新HSK三级词汇拆分成单字后构成的词。然后对这些词进行了必要的人工干预。之所以只筛选那些由三级词汇拆分成单字后构成的词，是基于字本位的观点。

正如张晋军和解妮妮在《开发新HSK所遵循的指导思想》一文中所言，新HSK在收词方面遵循的是“经济、高效原则”。其词汇大纲的设计是以词本位为主，兼顾字本位。谈到字本位就要涉及字的构词能力，既然涉及构词，理应由学生已知的字组合而成。通过对真题的分析可知，这类重新组合后形成的词虽然不在词汇大纲的范围内，但其在考试中反复出现，易考常考，应该作为考生的复习重点，加强记忆和理解。

我们在确定了应收录的423个拓展词条以后，欣喜地发现，其中通过《汉语国际教育用音节汉字词汇等级划分（国家标准·应用解读本）》和《新汉语水平考试真题集HSK（三级）》筛选出的相同词语共200多个，相同词条的数目占一半左右。由此可见，这种筛选方式是比较科学的、客观的，它可以为广大考生提供一个较为合理的词汇复习方向，帮助考生轻松、愉快地通过新汉语水平考试。

诚然，在考试中确有个别超纲词不由大纲词汇拆分的单字构成，但是或数量较少，或复考率较低，根据“抓大放小”的复习原则，这类词不必作为考生复习的重点。

二、例句尽量不使用主词条和拓展词条以外的词语，我们希望这本书是学生看得懂，学得会的。

词汇书的编写，其难点在于例句。例句的作用是为释义服务的，是用现实生活和写作中使用的句子来印证释义。而词汇书最重要的特点就是圆融，一旦收词条目确定，例词例句应依此编写。理论上讲，每一个例句都应该让学生看得懂，例句中的每一个词语都应该让学生查得到。这种严格苛刻的标准要求编者既要努力编写能够体现语法和语用特点的例句，又要想办法核检收词条目以外的词语。庆幸的是，通过对汉语文本批量识别系统的不断改进和完善，我们最终解决了例句编写和词汇甄别的问题。

根据这一技术，我们对例句进行了反复而细致的修改。基本做到：主词条中的例句用词不超出新HSK三级词汇大纲规定的600词范围，拓展词条中的例句用词不超出本书1035词的范围。

除以上两个特点外，本书采用英文释义并对例句注音，让考生一眼知其意，一看就会读。

本词汇手册的编写历时一年，从选题策划到最终定稿，经历无数艰辛。每当阻滞不前之时，我们便会告诫自己，万不可轻易更改编写原则、降低编写难度，唯有对读者负责才是王道。

希望本书能够为考生们解决一点儿复习上的难题，帮助大家顺利通过考试。

任蕾

This reference book is compiled for non-native Chinese language learners who will participate in the new HSK Level 3 Test. It consists of two sections:HSK Level 3 Vocabulary and Do You Know（also called extended entries sometimes hereafter）. All the entries are provided with pinyin, English expla-nation as well as sample sentences noted by pinyin.

Two distinctive features for this book：

Ⅰ. This book collects 1035 entries altogether, including 600 main en-tries from the syllabus, 7 commonly-used synonyms, 5 homographs and 423 extended entries, which frequently appear on the HSK test.

Anyone who has taken the new HSK test or read through the authentic new HSK test papers will find that it will be far from enough if he only learns the words listed in the Chinese Proficiency Test Syllabus. For example，一and些in HSK level 3 vocabulary can be combined into a new word一些，but一些is beyond the scope；说话can be divided into two words说and话，but neither of them is listed in the HSK level 3 vocabulary; the word头in头发is in the same situation. There are some more complicated examples．天气and春in HSK level 3 vocabulary can be somehow combined into a new word春天；similarly，房子is based on 房间 and 儿子．These new words from combination frequently appeared on the new HSK level 3 test papers.

So how many new words outside the syllabus one should be learned to pass the exam with ease? A lot of examinees may be puzzled.

To solve this problem, the“Do You Know”section of this book has been de-signed, which aims to help the examinees collect and review the key points. The entries in this section are not selected by individual preference or guessing, but in an objective and scientific attitude on the basis of Official Examination Papers of HSK Level 3 and The Graded Chinese Syllables, Characters and Words for the Appli-cation of Teaching Chinese to the Speakers of Other Languages（National Standard:Application and Interpretation）. Reasons for referring to these two books are：

1. Consulting Official Examination Papers of New HSK Level 3 is one of the most effective and practical means to select the entries since it can directly reflect what should be reviewed for an examinee. In particular, the examinees should focus on learning the new words beyond the syllabus appearing on the test papers, since it could improve their scores efficiently.

However, solely preparing what has previously been tested is not the best approach to learning, because they will not understand new word combina-tions. Therefore, we choose The Graded Chinese Syllables, Characters and Words for the Application of Teaching Chinese to the Speakers of Other Langua-ges（National Standard: Application and Interpretation）as another guideline when we select the entries so that some of them might appear in future tests.

2. The Graded Chinese Syllables, Characters and Words for the Application of Teaching Chinese to the Speakers of Other Languages（National Standard:Applica-tion and Interpretation）is compiled based on the large-scale contemporary lexis containing over 3 billion character items, typical dictionaries, word and character lists as well as the suggestions from one hundred experts living in China and a-broad. Therefore, this national standard can ensure the selection of the extended entries for HSK level 3 is systematic and practical. Through repeated comparison and demonstration, the elementary vocabulary from level 1 and level 2 in this book has been decided as the basis for selecting the extended entries.

The Mass Identification System for Chinese Discourse that we developed is designed to pick up the words, which are solely made up of the characters of the new HSK level 3 vocabulary, from the two aforementioned books. Since the character-based teaching approach is advocated, so only the words com-posed of these characters are collected, arranged and explained.

In the essay The Guiding Principle for Developing New HSK Test, Zhang Jinjun and Xie Nini mentioned that the principle of economics and efficiency is followed for collecting entries for the Syllabus of New HSK Vocabulary, in which words are mainly regarded as collection unit with characters included. In terms of character-based teaching approaches, the key point is training the students to form the words from the characters they've already known. By analyzing the authentic test papers, it can be clearly seen that the new words composed of characters familiar to the examinees outside the syllabus frequently appear on the test; therefore, the words of this type should be the learning focus.

To our delight, over 200 of the 423 extended entries appear in both The Graded Chinese Syllables, Characters and Words for the Application of Teach-ing Chinese to the Speakers of Other Languages（National Standard: Applica-tion and Interpretation）and Official Examination Papers of HSK Level 3. This shows that our method of entries collection for this book is systematic and ob-jective. It can offer an appropriate vocabulary review direction for the exami-nees, helping them pass the new HSK test with ease and joy.

Although there still are some words which are not the combinations of the characters listed in the Syllabus of New HSK Vocabulary, they are in small a-mount, and seldom reappear in the test, so the examinees should focus on the main content instead of side issues.

Ⅱ. Words outside the main entries and extended entries are hardly used in the sample sentences, so that the learners can easily understand it and master it.

One of the difficulties in compiling vocabulary books lies in the designing of sample sentences. Sample sentences must come from daily life or daily writ-ing and be used to show the usage and meaning of a certain entry. Vocabulary books are often featured by correlation. On one hand, sample words and sen-tences should be created based on the entries themselves; On the other hand, theoretically each word in the sample sentences should be traced among the entries so that students can understand. Consequently, the compiler is re-quired to not only write the sample sentences representing the grammar points and practical functions of each entry, but also ensure the complete collection of the words appearing in the whole book. Thanks to the upgrade of The Mass Identification System for Chinese Discourse, we have succeeded in compiling the sample sentences and selecting the entries.

Thanks to this modern technology, we have revised the sample sentences over and over again to ensure that each word of the sample sentences in Sec-tion 1 is confined to the 600 entries in Syllabus of New HSK Vocabulary, and even the words of the sample sentences in Section 2 can be found among the 1035 entries in the book.

In addition to the two features listed above, this book provides pinyin for sample sentences as well as English explanations so that examinees will find it easy to read and comprehend.

It took us one year to complete this reference book. Whenever we faced with obstacles, we often remind ourselves that we should always maintain our mission of serving readers, and never easily alter or simplify our compiling principles.

We hope this book can be a good guide for you to preparing for the new HSK test, and help you a lot to pass it successfully.

Ren Lei