当皎洁明月照耀古今中外不同维度的心灵世界，反映不同民族文化视野的时候，它映照出的不单单是一个审美的艺术世界，而是具有了充满意蕴、凝聚了一个民族群体意识和相对完整的特定文化意义。在中国人眼里，月是乡情、理想的寄托，又是悲欢离合、人世无常的见证者和宽慰人；而在西方人眼里，月可以是美丽圣洁的，又可以是象征死亡与癫狂的噩兆。同样将月描绘为女神，同样是爱情与孤独的象征，却有着不同的文化阐释。本论文试图在对外汉语文化教学已有的研究基础上，从中西月文化的比较入手，结合美国约翰·卡罗尔大学中秋节汉语文化课堂教学情况，探索中国月文化对外汉语的教学方案和教学视角。通过中秋月文化教学，营造月意象意境的审美体验，让学习者超越自身文化的有限性，打开中西诗意文化碰撞交流的窗口。以期以“月”为切入点，在月文化的比较和教学中感知中西文化的共通性和独特性，管中窥豹，体会中国独特的诗词意境的世界。 本文主要从六个方面进行研究： 第一章绪论部分概述对外汉语相关的文化教学、节日教学和诗词教学的研究现状，并简略说明本论文的研究方法和创新之处； 第二章主要是对中西月意象进行归纳阐述，并在此基础上简要分析差异背后的原因； 第三章从语言层面、思维层面举例分析说明中国月文化教学的意义； 第四章结合美国约翰·卡罗尔大学的汉语教学情况，通过具体问卷调查报告，分析月文化汉语教学的可行性和有效性； 第五章主要探索汉语初级、中高级水平学习者月文化教学的教学方案并提供相关教学设计和反思； 第六章结语部分说明本论文的结论和研究的不足处。

As the effulgence of the moon has shone down upon diverse spirits across realms and eras, reflected uniquely by each culture, what is illuminated is not merely aesthetic appreciation, as these reflections are imbued with meaning, together expressing the collective consciousness of entire cultures. In Chinese eyes, the moon evokes nostalgia for home, is a refuge for idealism, and symbolizes the vicissitudes of life, bearing witness and offering comfort in a capricious world. In Occidental eyes, the moon can be a symbol of beauty and purity, yet may also be an ill omen, symbolizing death or insanity. Both cultures characterize the moon as a goddess, both associate it with love and loneliness, yet differences in interpretation exist. Based upon the existing body of research on the teaching of Chinese as a foreign language, this research investigates methods for teaching subtle and foreign elements of Chinese culture in the classroom, via the comparison of Chinese and Occidental moon culture, using the moon as a point of common contact, during Mid-Autumn Festival at John Carroll University. Through a universal aesthetic appreciation for the moon, students can cross the boundaries of their own cultural constructs and open a window through which a connection to Chinese culture can be made. This paper contains six main sections: 1. The first chapter introduces the current academic literature regarding cultural teaching, festival teaching, and poetry teaching related to teaching Chinese as a foreign language, and briefly explains the research methods and innovations of this thesis; 2. The second chapter summarizes portrayals of the moon in Chinese and Occidental cultures, and briefly analyzes the reasons behind the differences; 3. The third chapter analyzes Chinese moon culture teaching from both linguistic and psychological perspectives; 4. The fourth chapter examines the specific didactic environment of John Carroll University via quantitative and qualitative surveys to analyze the general feasibility and effectiveness of teaching about Chinese moon culture; 5. The fifth chapter explores the practical organizational aspects relevant to teaching Chinese culture to beginner, intermediate, and advanced level learners; 6. The last chapter concludes with the thesis of this essay and a reflection on the limitations of the research.