为了提升有关马来西亚华人教育中的中华文化教学，本文以马来西亚马六甲武吉波浪华文小学课后辅导班学生为教学对象，按照体验式教学理论，融合了当地华人文化特色之“二十四节令鼓”，结合自己的书法特长与武术基础，进行了“二十四节气文化”的本土化教学设计和实施，创造了自己独特的教学模式。
    通过访谈和调查问题，该教学模式有助于学生在面对繁忙的课业同时，达到良好的课外文化体验学习的效果。家长均表示，学生通过该模式，能轻松兼愉快的学习课外知识，掌握中华文化中节气文化的常识，身心愉快，提升学习效率。
    本文通过实践，得出以下结论：
    第一，节气文化体验式教学大幅度提升了学生在短时间内的学习兴趣。体验式教学具有可操作性，能够有效的帮助教师在教学过程中解决学生无法集中于该课程、对该课程不感兴趣等学习问题。小学生在课堂上所接触到的课本知识均已课堂讲授、课本传授的教学模式进行传授，学生在学习过程中难免心生厌倦与枯燥；中华文化中的二十四节气文化与现今社会不存在直接性的连接，若将其按照课堂内容，以“教师讲学生听”的模式进行教学，将会使得学生在面对陌生的知识领域时心生抗拒。故，体验式教学能够将历史悠久的节气文化内容生活化。
    第二，节气文化体验式教学设计中的文化知识应以生活体验为主。通过各方面的采访，收集到的需求特点，设计出了适合于马来西亚华文小学学生的二十四节气文化教学方案，形成别具一格的本土化文化教学。其中了解到，马来西亚华人子弟在面对自己孩子课业的压力下，除学生的身心健康发展作为重视度高的内容，其余者都会优先考虑孩子的课业成绩。笔者抓住这点，将所学养生观融入于二十四节气文化教学中，有效敦促、提醒不同时节应当如何应对等基本常识以后，学生家长更愿意让孩子前来参加课程体验。

     第三，节气文化体验式教学设计应遵循融合性等原则。笔者融合了二十四节令鼓、书法教学，作为二十四节气文化教学的导入媒介。其原因是：二十四节令鼓在马来西亚人心目中举足轻重。二十四节气与节日节庆的关联、二十四节令鼓、书法、节气养生等相融合的多样化课堂设计，解决了学生因觉得课程无趣而无心上课、学生上课过目而忘的学习问题，并大幅度增强了华人子弟对中华文化的认识和自信心、也增加了一些非华人子弟和家长对中华文化的亲和度对中华文化有了一定的了解和认可。

In order to improve the teaching of Chinese culture in Malaysian Chinese education, this article takes the after-school remedial class students of Bukit Lang Chinese Primary School in Malacca, Malaysia as the teaching object, and according to the experiential teaching theory, integrates the "twenty-four festival drums" with local Chinese cultural characteristics. The localized teaching design of "The 24 Solar Terms 
Culture" was carried out. This study mainly has the following conclusions: This study mainly has the following conclusions:

Firstly, combining the novelty and innovation of Chinese culture in Malaysia to carry out experiential teaching is operable, and can effectively help teachers solve learning problems such as students being unable to concentrate on the course and not interested in the course during the teaching process. The textbook knowledge that elementary school students come into contact with in the classroom has been taught in the teaching mode of classroom lectures and textbooks. Students will inevitably feel bored and during the learning process; If it is taught in accordance with the content of the classroom and taught in the mode of "teacher lectures and students listen", it will make students resist when facing unfamiliar knowledge fields. Therefore, experiential teaching can bring the long-standing cultural content of solar terms to life, and greatly enhance students' interest in learning in a short period of time.

Second, the cultural knowledge in the experiential teaching design of solar term culture should be based on life experience. Through various interviews and collected demand characteristics, a 24-solar-solar cultural teaching program suitable for Malaysian Chinese primary school students was designed to form a unique localized cultural teaching. Among them, we learned that under the pressure of their children's 
academic work, Malaysian Chinese children will give priority to their children's academic performance, except for the physical and mental health of students as a high priority. The author seizes this point and integrates the health-preserving concepts learned into the cultural teaching of the twenty-four solar terms. After effectively urging and reminding how to deal with different seasons and other basic common 
sense, parents of students are more willing to let their children come to participate in the course experience.

Third, the experiential teaching design of solar terms culture should follow the principles of integration. The author combines the twenty-four solar terms drum and calligraphy teaching as the introduction medium for the twenty-four solar term cultural teaching. The reason is: the twenty-four festival drums play an important role in the minds of Malaysians. The connection between the twenty-four solar terms and 
festivals, the twenty-four solar terms drums, calligraphy, solar term health preservation and other diversified classroom designs have solved the learning problems of students who feel that the courses are boring and have no interest in class, and students who have forgotten the class. It has greatly enhanced the understanding and self-confidence of Chinese children to Chinese culture, and also made some non-Chinese children and parents more familiar with Chinese culture. With a certain 
understanding and recognition.