This article examines the problem of Chinese language teaching in the conditions of implementation of the new educational standards, especially in terms of achieving any possible meta-subject results in the process of learning. It highlights several stages of history of teaching that are different in goals and content. This article also analyzes educational-methodical complexes conforming to the new educational standards and identifies the peculiarities of each of them from the position of goalsetting, content and expected results. Consequently, this article reveals the potential of Chinese as a second language that is the opportunity to shape universal learning activities in the process of course development. The common tendency of authors of educational-methodical complexes is articulated in this article as well that is specifically a pursuit to shaping and maintaining distinct educational environment which is friendly to comprehensive development of student’s personality through learning a second foreign language.