During the last 20 odd years, the basic mode of curriculum for teaching Chinese as a foreign language at the elementary level consists of a general training course with listening comprehension, character reading/writing and reading comprehension as its companions. This paper examines the advantages and disadvantages of this mode, in the light of the past teaching practice and the development of language teaching theories. It points out that the general training course is not clearly defined and overstuffed, and that, in a way, is a holdback for the development of oral and written Chinese proficiency. In view of this problem, the author suggests an improved mode in which spoken Chinese and written Chinese are set up as two separate courses and later, so to speak in the second term, will be developed into intensive reading in coordination with strong extensive reading, so that to change the present situation of serious imbalance between the two. The establishment of this mode of curriculum must be followed up by large scale material development, especially the preparing of intensive reading materials.