This study conducted an integrated analysis of learning objectives in the 2022 revised high school ‘Chinese’ textbooks using Bloom’s Revised Taxonomy and the Common European Framework of Reference for Languages (CEFR). The analysis revealed that textbooks are heavily concentrated on the ‘application’ cognitive process, accounting for 88.8%, with ‘understanding’ being extremely limited. Learning objectives overwhelmingly rely on the ‘can-do’ format (93.9%), lacking diversity, and the CEFR level is dominated by A1 level (centrality 1.000). In terms of language skills, spoken production (0.698) and spoken interaction (0.565) are central, while listening (0.203) and reading (0.048) remain peripheral. Cultural element analysis showed a primary focus on knowledge, understanding, and awareness (0.079 each), with attitudes and skills (0.066 each) being relatively underdeveloped. However, differences were observed among publishers: Dongyang Books reflected A2 level more relatively, and Chinebooks included more ‘understanding’ categories and A1-A2 levels. Based on these findings, the study proposed specific improvement directions for future textbook development, including balancing A1 and A2 levels, incorporating diverse cognitive processes, diversifying performance verbs, expanding listening and reading skills, and enhancing intercultural communication competence.