当前中华文化体验课正在全球范围内如火如荼地开展着，然而在课程数量与日俱增的背后我们可以看到参差不齐的课程质量。由于缺乏中华文化教学大纲和中华文化体验课教学方法方面的指导，许多教师面临中华文化体验课教学设计和教学实践时常常表现得茫然无措，把中华文化体验课上成手工课的大有人在，显然这种盲目照搬一语背景下手工课教学的方法无益于中华文化体验课教学的可持续发展。
       为了解决上述问题，笔者开始致力于中华文化体验课教学方法研究。通过查阅相关资料笔者发现，乐高教学模式可以被应用于中华文化体验课之中解决教师的教学设计存在盲目性和随意性的问题。因此，笔者将乐高教学模式的“联系、建构、反思、延续、评价”五个教学环节应用到中华文化体验课课堂教学之中。
       笔者先是结合教学案例和客观事实分析了乐高教学模式在中华文化体验课中应用的具体应用情况，发现将乐高教学模式应用至中华文化体验课之中具有一定程度上的可行性，有利于突出中华文化体验课的二语教学特征，提升课堂管理的紧张度和参与度以及明确并揭示文化知识的深层含义。同时笔者也通过问卷调查、访谈和测试学生成绩等方法进行了一系列教学效果调查。我们发现应用乐高教学模式前的中华文化体验课教学效果较差，存在教师的教学设计与实践具有盲目性和随意性，课堂秩序混乱以及学生对中华文化知识的掌握程度较差这三个显著问题，这进一步论证了将乐高教学模式应用于中华文化体验课之中改善教学效果的必要性及可行性。
       通过对比分析应用乐高教学模式前的中华文化体验课教学效果和教学实践后的教学效果，我们发现应用乐高教学模式确实能够改善教学效果。与此同时，我们也发现乐高教学模式在中华文化体验课中的应用具有一定的局限性。因此笔者就乐高教学模式在中华文化体验课中应用的各个环节给出了相应的建议及解决对策。此外，笔者还使用问卷调查了其他几位应用过乐高教学模式于中华文化体验课之中的教师的看法，发现教师们对乐高教学模式的评价较好，乐高教学模式能够帮助到他们上中华文化体验课，具有有效性。但是，乐高教学模式在选择文化主题和教学机智两方面能为教师提供的帮助较小。由此本文提出了两点建议，一是加快中华文化教学大纲建设，二是希望各教师培养单位能为新手教师多提供教学实践机会。
        通过上述研究笔者希望能够在为一线教师提供具体教学实践参考的基础上，也能从一线教师解决教学实际问题的角度出发为中华文化教学大纲建设提供一种新的思路。

      At present, Chinese cultural experience courses are being carried out in full swing around the world. However, behind the increasing number of courses, we can see the uneven quality of the courses. Due to the lack of guidance on the Chinese cultural syllabus and the teaching methods of the Chinese cultural experience class, many teachers often be at a loss when facing the teaching design and teaching practice of the Chinese cultural experience class. Many people who turn the Chinese cultural experience class into a manual class obviously, this kind of manual teaching method under the background of blind copying is not conducive to the sustainable development of Chinese cultural experience teaching.
      In order to solve the above problems, the author began to devote herself to the research of teaching methods of Chinese cultural experience class. By consulting related materials, the author found that the Lego teaching model can be applied to the Chinese cultural experience class to solve the blindness and randomness of the teacher's teaching design. Therefore, the author applies the five teaching links of Lego's teaching model of "5C" to the classroom teaching of Chinese cultural experience class.
      The author first analyzed the specific application of Lego teaching model in Chinese cultural experience class based on teaching cases and objective facts, and found that the application of Lego teaching model to Chinese cultural experience class has a certain degree of feasibility, which is conducive to highlighting Chinese culture. Experience the characteristics of second language teaching in the class, enhance the tension and participation of classroom management, and clarify and reveal the deep meaning of cultural knowledge. At the same time, the author also conducted a series of teaching effect surveys through questionnaire surveys, interviews, and tests of student performance. We found that the teaching effect of the Chinese cultural experience class before the application of Lego teaching mode was poor. There were three significant problems: the blindness and randomness of the teacher's teaching design and practice, the disorder of the classroom and the poor grasp of the Chinese cultural knowledge by the students. This further demonstrates the necessity and feasibility of applying the Lego teaching model to the Chinese cultural experience class to improve the teaching effect.
      By comparing and analyzing the teaching effect of Chinese cultural experience class before the application of Lego teaching model and the teaching effect after teaching practice, we found that the application of Lego teaching model can indeed improve the teaching effect. At the same time, we also found that the Lego teaching model has certain limitations in the application of the Chinese culture experience class. Therefore, the author gives corresponding suggestions and solutions for all aspects of the application of the Lego teaching model in the Chinese culture experience class. In addition, the author also surveyed the views of several other teachers who have applied Lego teaching mode in Chinese cultural experience classes through questionnaires, and found that teachers have better evaluations of Lego teaching mode, and Lego teaching mode can help them learn Chinese culture. Experience class is effective. However, the Lego teaching model can provide less help to teachers in terms of choosing cultural themes and teaching wit. Therefore, this article puts forward two suggestions. One is to speed up the construction of Chinese culture syllabus, and the other is to hope that each teacher training unit can provide more teaching practice opportunities for novice teachers.
      Through the above-mentioned research, the author hopes to provide a new reference for the construction of the Chinese cultural syllabus from the perspective of solving practical teaching problems for teachers on the basis of providing specific teaching practice references for teachers.