随着中国国际影响力的不断提升和中俄两国关系的不断升温，中文教学在俄罗斯各大、中、小学教育中的重要性也日益凸显。中国文化和国情教学是国际中文教育中不可忽视的内容，本文所阐述的教学实践与研究是针对俄罗斯大学中文零基础的俄语母语者的、独立于语言本体教学之外的初级中国文化课程，对具体的文化教学主题进行设计、实践与分析。

第一章的主题是绪论，主要陈述了选题缘起、研究意义、研究方法以及国内外研究现状。其中研究综述部分对文化教学、文化教学设计、区域国别中文教学、俄罗斯中文教育的历史和现状进行了阐述，并从语言和文化两个角度对中俄两国进行了对比。

第二章对伊尔库茨克国立理工大学学生的中文学习情况进行了背景调查，在课程开设前期发放了《俄罗斯大学中文学习者眼中的中国文化调查问卷》，对伊尔库茨克国立理工大学的总体中文开设情况、贝加尔金砖学院中文开设情况、中文师资情况和中国文化课程需求情况进行了介绍。

第三章是论文的重点部分之一，即“初级中国文化课程的教学设计”，根据学校课程开设情况和课程要求、前期调查问卷结果和以及中国文化研究等理论进行了为期一学年的共18个文化主题的教学设计。从教学目标、教学原则即中国传统文化与现当代文化相结合原则、中国文化与俄罗斯文化对比原则、学术性与趣味性相结合原则以及实用性原则共四个原则、教学内容的选取与设置和具体文化主题教学设计大纲等几个方面进行了详细阐述。

第四章是文化教学案例实践与分析。笔者从18个文化主题中选择了4个具有代表性的文化主题，分别是：汉服（文化体验活动）、中国传统乐器（中国优秀传统文化代表）、中国品牌和软件（前期调查问卷中学生选择的最感兴趣的文化主题和中国现当代文化代表）、中俄文化对比（中俄文化差异体现）。对以上四个案例的教学实践过程进行了详细的阐述，并在教学后进行了分析与反思。

第五章是课程评估与反思。从学生课后调查问卷《中国文化课程学生喜好度调查问卷》、学生访谈和学生期末PPT展示成果等三个方面来进行课程的评估，从优缺点两个主要方面来进行教学的反思。

在以上研究基础上，结语部分陈述了本研究的创新之处，并从教学设计和教师两个角度提出对俄中国文化课程教学的建议，以期为对俄中国文化教学提供有意义、有价值的参考。

With the increasing influence of China in the global world and the gradually closing relations between China and Russia, the importance of Chinese language teaching in Russian universities and schools is becoming more and more prominent. Culture teaching plays a crucial part when talking about Chinese language education. The teaching design described in this paper is a primary Chinese culture course for Russian native speakers who have no basic knowledge of Chinese language and culture in Russian universities, which is independent of the language teaching.The course is designed, practiced, and analyzed with respect to specific topics of culture teaching.

The first chapter is mainly about the introduction, which introduces the origin of the topic, the significance of the topic and the research methodology. This chapter also provides an overview of the history and current status of culture teaching, teaching Chinese in regional countries, the history and current situation of Chinese language education in Russia and a comparison between China and Russia from the perspective of language and culture.

The second chapter provides a background survey on the Russian students who study Chinese language at Irkutsk National Research Technical University (INRTU), according to the questionnaire on Chinese culture, introduces the overall Chinese language curriculum at INRTU, Chinese language course at Baikal BRICS College, Chinese language faculty in BRICS College, and the situation of demands for Chinese culture course.

Chapter Three is one of the key parts- "Teaching Design of the Primary Chinese Culture Course", in which a total of 18 cultural topics were designed for one academic year based on the university's current curriculum and requirements, the results of the pre-course questionnaire, and the theories of Chinese cultural studies. It is elaborated in detail in terms of teaching objectives, teaching principles,which are: the combination of traditional and contemporary Chinese culture, the contrast between Chinese and Russian culture, the combination of informative and entertaining characteristics, and the principle of practicality. As well as the selection and setup of the teaching content and the syllabus of teaching design for specific cultural themes.

Chapter Four is the practice and analysis of cultural teaching cases. The author chose four representative themes from the 18 cultural themes: Hanfu (cultural experience activities), Traditional Chinese music instruments (representative of traditional Chinese culture), Chinese brands and applications (the theme that students chose to be most interested in and representative of contemporary Chinese culture in the questionnaire), and China-Russia cultural comparison (embodiment of culture differences between these two countries). The teaching practice process of the above four cases is elaborated in detail and analyzed and reflected after teaching.

Chapter Five is course evaluation and reflection. The course is evaluated from three aspects: students' post-course questionnaires, students' interviews and students' final presentation of results. The reflection of teaching from two main aspects: strengths and weaknesses,.

The last chapter is a conclusion of the study, which includes the innovations of the study and the suggestions for Chinese culture course teaching in Russia, from the perspectives of teaching design and teachers. The goal is to provide not only meaningful enlightenment but also some valuable advice for the teaching of Chinese culture in Russia.