文化与语言的关系密不可分，汉语教学中文化教学不可或缺的观点已得到对外汉语学界的广泛认同。近年来，随着汉语热在海外“升温”、孔子学院发展壮大，对于海外汉语教学的相关调查研究不断丰富，文化教学的现状也是其中一个重要的关注点。在汉语教学的初级阶段，文化教学能起到激发学生学习兴趣，帮助学生理解语言知识，培养学生跨文化交际意识和能力等作用，因此对于初级阶段汉语教学中文化教学的研究有助于丰富汉语教学的理论，提升汉语教学的整体水平。 文化包罗万象，因其具有广泛性特征，针对不同阶段的学习者应提供哪些文化教学内容一直以来是一个值得商榷的问题。初级阶段的汉语学习者，学习哪些文化，采用什么样的文化教学方法，都可能因其自身水平有限而受到限制，这就需要汉语教师结合实际情况，合理利用教材等资源，挖掘特定的文化因素，采用恰当的方式方法将其融入课堂。 本文的调查和研究是在海外教学实践的基础上进行的，主要从教师、教材、学生三个方面入手，分析阐述了意大利马切拉塔地区高中汉语教学中文化教学的现状和存在的问题，接着从汉语教师志愿者的角度给出了相关改进建议。 本文共分为5章： 第一章绪论部分阐述了本文的研究背景及意义，并对汉语国际教育中的文化教学进行了概念界定，对文化教学的相关文献进行了综述，另外补充介绍了意大利地区的汉语教学研究。这一章中还确定了本文的研究内容和研究方法。 第二章简介了马切拉塔大学孔子学院2018年总体概况，并较为详细的从学生情况、师资情况、课程设置、教材使用等几个方面对比了笔者所任教的两所意大利高中，并介绍了两所学校的文化教学概况。 第三章为论文的主体调研部分，从对中意双方教师的访谈、对现行教材《快乐汉语（意大利语版）》的分析、对学生的问卷调查三个方面，揭示出目前该地区文化教学中存在有教师不确定文化教学内容和比重，教材中文化因素选取和分布存在不足，学生兴趣点和偏爱的文化教学方法与教师目前的认知有出入等问题。 第四章提供了两个教学实例，针对现存的问题，结合调查结果，从汉语教师的角度提出了四点改进建议。 第五章结语部分总结了本文调研所得到的主要结论，并指出本调研存在的不足。 附录部分除了包含访谈大纲和调查问卷，还附有笔者与意大利语母语者共同翻译的意大利教育部于2016年颁布的《意大利高中汉语教学大纲》（Il Sillabodella Lingua Cinese）中文化大纲部分，可供参考研制文化教学大纲。

The relationship between culture and language is inseparable, and the view that culture teaching is indispensable in Chinese teaching has been widely recognized by the academia of Chinese as a foreign language. In recent years, with the "warming up" of Chinese language in overseas countries and the development and growth of Confucius institutes, the research on the status quo of cultural teaching in overseas Chinese teaching has been enriched. In the primary stage of Chinese teaching, cultural teaching can stimulate students' interest in learning, help them understand Chinese knowledge, cultivate their awareness and capacity of intercultural communication. Therefore, the research on cultural teaching in the primary stage of Chinese teaching can help enrich the theory of Chinese teaching and improve the overall level of Chinese teaching. Culture is all-inclusive, because of its extensive characteristics, it has been a debatable issue to determine what kind of cultural teaching content for learners at different stages. The primary stage of Chinese learners, which culture to learn, what kind of cultural teaching method to use, may be limited by their own level, which requires the Chinese teacher combined with the actual situation, reasonable use of textbooks and other resources, mining specific cultural factors, using appropriate methods to integrate it into the classroom. The investigation and research of this paper is carried out on the basis of overseas teaching practice, mainly from three aspects of teachers, textbooks and students, and analyzes the status quo and existing problems of cultural teaching in Chinese teaching of high schools in marche, Italy, and puts forward relevant improvement Suggestions from the perspective of Chinese teacher volunteers. This thesis is divided into five chapters: The first chapter introduces the research background and significance, defines the concept of cultural teaching in international Chinese education, summarizes relevant literature on cultural teaching, and introduces the research on Chinese teaching in Italy. This chapter also defines the research content and methods of this paper. The second chapter introduces the general situation of Confucius institute in Macerata university in 2018, and compares the two Italian high schools taught by the author from the aspects of students' situation, teachers' situation, curriculum setting and textbook use in a more detailed way, and introduces the cultural teaching situation of the two schools. The third chapter for the paper main research parts, from both of china-italy teacher interviews, the current teaching material for the Chinese language (Italian) analysis, to student's questionnaire survey in three aspects, reveals the present situation of culture teaching in the region have not sure culture teaching content and specific gravity, teaching material selection and distribution of cultural factors, students interest and teachers' cognition from problems. In the fourth chapter, according to the existing problems, the author support 4 suggestions for improvement from the perspective of Chinese teachers. In addition, the author provides two positive teaching cases to verify the rationality and feasibility of the Suggestions. The conclusion of the fifth chapter summarizes the main conclusions of this research and points out the shortcomings of this research. In addition to the interview outline and questionnaire, the appendix also includes the cultural outline of the "Il Sillabodella Lingua Cinese" issued by the ministry of education of Italy in 2016, which was jointly translated by the author and Italian native speakers for reference.