本文立足于文化传播的角度，以非汉语环境下的汉字书法教学为切入点，以意大利马 切拉塔大学孔子学院书法课学生为教学对象，研究了如何在书法教学中融入多种中华文化 元素。主要研究的问题是在意大利文化背景下什么样的书法教学模式更适合二语学习者、 以及如何将古诗、绘画、音乐等文化元素融入到针对二语学习者的书法课中。 本文采用的是教学日志分析法、访谈法和问卷调查法，记录和分析了在马切拉塔大学 孔子学院授课的一年中所作的教学日志，采访其他志愿者与当地教师借鉴教学经验，并对 书法课的教学对象发放问卷调查教学效果，通过这三种方法总结出适合非汉语环境下的书 法教学模式。 本文主要有六个部分，第一部分是绪论，介绍了文章的研究宗旨、研究综述、研究目 的、内容与研究方法;第二部分通过对马切拉塔大学各项情况的调查做了书法教学需求分 析，分析出了教学原则;第三部分分析了中西方诗歌、绘画、音乐的特点以及论证了这几 个传统文化元素在书法实践中结合的可能性;第四部分从教学目标、教学内容以及教学方 法三个方面对马切拉塔大学孔子学院书法课做了教学设计;第五部分通过几个案例来证实 教学设计的有效性;第六部分是对全文的总结反思。 本文在非汉语环境下针对二语学习者的书法教学模式上做出了积极的尝试，论证了多 种中华文化元素在书法课中的综合运用的可能性并给出了具体的实施步骤。文章在教学内 容上除了汉字知识与书法技能之外，也选择了古诗、绘画、音乐等方面的内容;在教学方 法上，??出了多文化元素综合教学法，与课堂氛围营造法、文化体验式教学法结合起来， 成为非汉语环境下针对二语学习者书法教学的特色教学法。 受不同文化背景的影响，针对非汉语环境下二语学习者的书法教学应当与对母语者的 书法教学区分开来，志愿者教师应当综合分析当地的历史、文化背景、教学环境、教师素 质与学生情况等等因素，探索出适合当地的教学模式。

Based on the perspective of cultural communication, this paper takes Chinese calligraphy teaching in non-Chinese environment as the starting point, and studies the calligraphy students in the Confucius Institute at the University of Macerata, Italy, and studies how to integrate various Chinese cultural elements into calligraphy teaching. The main research questions are what kind of calligraphy teaching mode is more suitable for L2 learners in the context of Italian culture, and how to integrate cultural elements such as ancient poetry, painting and music into the calligraphy class for L2 learners. This article uses the teaching log analysis method, interview method and questionnaire survey method, records and analyzes the teaching log made in the year taught in the Confucius Institute of Macerata University, interviews other volunteers and local teachers to learn from the teaching experience, investigates the teaching effect by issuing questionnaires to students in calligraphy class. Through these three methods, the calligraphy teaching mode suitable for non-Chinese environment is summarized. This paper has six parts. The first part is the introduction, which introduces the research purpose, research summary, content and research methods of the article. The second part analyzes the needs of calligraphy teaching through the investigation of the situation of Macerata University, and discusses the teaching principles. The third part analyzes the characteristics of Chinese and Western poetry, painting, music and demonstrates the possibility of combining these traditional cultural elements in calligraphy practice. The fourth part has made teaching design for the Confucius Institute calligraphy class, including teaching objectives, teaching content and teaching methods. The fifth part confirmed the effectiveness of the teaching design through several cases. The sixth part is the conclusion, summarizes the research achievements and shortcomings. In the non-Chinese environment, this paper makes a positive attempt on the calligraphy teaching mode of L2 learners, and demonstrates the possibility of comprehensive application of various Chinese cultural elements in calligraphy class and gives specific implementation steps. In addition to Chinese character knowledge and calligraphy skills, the article also selects ancient poetry, painting, music and other aspects. This article proposes three teaching methods , including comprehensive teaching method for various Chinese cultural elements，classroom atmosphere construction method and cultural experiential teaching method. These three teaching III methods have become innovative teaching methods for calligraphy teaching of L2 learners in a non-Chinese environment. Influenced by different cultural backgrounds, the calligraphy teaching of L2 learners in non-Chinese environment should be distinguished from the calligraphy teaching of native speakers. Volunteers should comprehensively analyze some factors，such as local history, cultural background, teaching environment, teacher quality and the situation about students, and explore a suitable local teaching model.