The diverse grading glossaries utilized in international Chinese Education provide the “form” and “pronunciation” of words, with limited entries also indicating their “part of speech”. However, in actual teaching practice, students primarily focus on learning the “meaning” of these words. This paper delves into the meanings of elementary level monosyllabic nouns, verbs, and adjectives in the Chinese Proficiency Grading Standards for International Chinese Language Education, aiming to identify those meanings that constitute the fundamental “word meaning” of these terms. Firstly, the “form” and “pronunciation” of the monosyllabic words under examination are carefully selected from the elementary glossaries outlined in the Chinese Proficiency Grading Standards for International Chinese Language Education. Secondly, the interpretations of these “forms” and “pronunciations” in six different sets of international Chinese elementary comprehensive textbooks are annotated with the corresponding meanings of Chinese characters as referenced in the Modern Chinese Dictionary (7th Edition). Finally, this paper introduces an ordering model that sequences “elementary teaching meanings” based on commonality and difficulty. This research can facilitate various applications, including textbook compilation and the realm of international Chinese education, text grading through meaning analysis, and decision-making regarding the significance of meanings in compiling dictionaries tailored for foreign learners of Chinese.