新西兰的汉语课已经遍布全国大部分中小学，学生对中国越来越感兴趣，了解中华文化的欲望也越来越强烈。然而，由于各校文化教学普遍缺乏合适的文化教材，再加上学校自主性较强，导致各校文化教学内容随意性很大，因此新西兰的中华文化推广期待教师根据学校及学生情况开发出合适的校本文化课程。针对这类现象，本文研究者对对外汉语文化教学课程开发的相关研究进行了梳理，并且在新西兰吉斯伯恩中心小学进行了实地调查、课程开发设计与实施，期望通过此研究探讨多元文化环境下的中华文化课程设计开发实施的思路、原则、方法及注意事项等内容。 本文首先通过阅读大量相关文献资料、了解当地语言和教育政策奠定了研究基础。其次通过调查当地中华文化推广环境，了解学校的政策和资源，采访学生、教师及校方来全面了解背景与需求。最后，我们选择吉斯伯恩中心小学3~6年级的学生作为研究对象。根据实际情况，制定了三大课程目标、确立了五大课程原则，设计了以比较中华神话和毛利神话为主体的课程内容，选择了适合课程和学生的教学方式和手段，并制定了符合实际且科学有效的评价测试方式。此外，我们还对课程开发的整个过程进行了评价、反思、总结和调试。

Chinese lessons have been taught in most elementary and secondary schools in New Zealand. Students are becoming more and more interested in China, and their desire to understand Chinese culture is becoming stronger and stronger. However, there is a general lack of appropriate cultural textbooks in cultural teaching in various schools. In addition, the great autonomy of schools leads to the arbitrariness of teaching contents. Therefore, the promotion of Chinese culture in New Zealand expects teachers to develop appropriate school-based cultural courses according to the situation of schools and students. In view of these phenomena, the researcher of this paper sorted the relevant research on the development of Chinese culture curriculum for foreigners out, and conducted a field survey, curriculum development design and implementation at Gisborne Central Primary School in New Zealand. It is hoped that through this study, the ideas, principles, methods and precautions for the development and implementation of Chinese culture curriculum under the multicultural environment will be explored. Firstly, this paper lays a foundation for research by reading a large number of relevant literature and understanding the local language and education policy. Secondly, we fully understood the background and needs by investigating the local Chinese culture promotion environment, getting acquainted with the school's policies and resources and interviewing students, teachers and the school. Finally, we chose the students of grade 3 to 6 in Gisborne Central Primary School as the research object. According to the actual situation, three major curriculum objectives and five major curriculum principles have been formulated. The curriculum content, which is mainly based on the comparison of Chinese myths and Maori myths, has been designed. The teaching methods and means suitable for the curriculum and students have been selected, and a practical, scientific and effective evaluation and testing method has been formulated. In addition, we also evaluated, reflected, summarized and debugged the whole process of the curriculum development.