Chinese as a second language (CSL) learning has attracted more attention and supporting learners with adaptive resources becomes difficult. Some online systems recommended pre-designed resources from existing databases while the resources could not match learners' context. Designing resources dynamically according to learners' needs could be a solution while it's time-consuming. Targeting this problem, we proposed a "content-structure" loosely coupled model. Based on the model, we developed an automatic resource generation system and used it in a university. One class was chosen and the students were randomly assigned to the experimental (22 students) and control group (21 students). They participated in the course all the same except the resources generation method. During the learning process, the online behaviors were recorded for behavioral analysis and the learners' learning outcome and perceptions were measured by tests and questionnaires. Results showed that the system played positive roles in improving learners' learning outcome and perceptions. Moreover, we found that learners in experimental group participated more actively and there's evidence that the system could help learners better reflect on their needs. The results revealed the effectiveness of the system in supporting CSL learners' contextualized learning. This design will provide inspiration for future context-aware CSL learning research.