本文通过对《发展汉语—初级读写（II）》的文化词语进行研究，得出规律，并给出教材修改建议与教师教学建议。首先，本文综合之前已有研究，对本文中所需要的文化词语概念进行了界定，认为文化词语是在汉语教学中，在文化层面具有一定的中国的特色，同时学习者母语中缺少相同或类似的说法，因而导致学习者理解起来具有一定困难的词汇。之后，本研究使用了调查法和访谈法对教材文化词语进行界定，从教材的163个词语中筛选出了37个词语作为教材文化词语的最终界定结果；使用了张高翔的文化词语四分法对文化词语进行分类，将文化词语分为了物态文化词语、制度文化词语、行为文化词语和心态文化词语四类；并根据词汇在两种语言中本义与引申义的异同，使用同质性与异质性两种概念，对文化词语的性质进行研究，最终得出结论：物态文化词语、行为文化词语和制度文化词语以及同质性的熟语的跨文化意义相对较弱，教学难度较小，初级教材收录的文化词语应以这部分词汇为主；熟语之外的同质性文化词语具有中等程度的跨文化意义，具有一定的教学难度，初级教材不宜收录过多这部分的文化词语；传统思想文化词语和异质性的熟语的跨文化意义较强，教学难度大，初级教材应减少或尽量避免收录这部分词汇。在此基础上，本文给出了相应的教师教学建议，比如，对于物态文化词语，教师应采取实物或图片等直观方式讲解；对于制度文化词语，教师应使用学生的母语简略介绍一下这类文化词语涉及的背景及内容，使学生有一个大概的了解；对于行为文化词语，教师应采用视频和图片的方式讲解节日的来源及有关习俗，并与对应的物态文化词语结合起来进行成组讲解等等。最后，本文使用了课堂观察法，选取了两个较典型的文化词语“书法”和“端午节”，通过观看已有的文化词语教学视频，来验证本研究的结论。

This paper examines the cultural words in Developing Chinese - Elementary Reading and Writing (II), draws patterns, and gives suggestions for revising the textbook and for teachers' teaching. In particular, the survey and interview methods are used to define the cultural words in the textbook, Zhang Gaoxiang's four divisions of cultural words are used to classify the cultural words, and the nature of the cultural words is studied according to the similarities and differences between the original and derived meanings of the words in the two languages, using both the concepts of homogeneity and heterogeneity. The final conclusion is that the intercultural significance of material, behavioural and institutional cultural words and homogeneous familiar words is relatively weak and less difficult to teach, so primary textbooks should mainly include these words; homogeneous cultural words other than familiar words have a moderate degree of intercultural significance and are moderately difficult to teach, so primary textbooks should not include too many of these words; traditional thought cultural words and heterogeneous familiar words have strong intercultural significance and are difficult to teach, so primary textbooks should reduce or avoid including these words.