异文化理解教育是在承认各国文化平等的基础上，通过有目的、有计划地实施教育，促进不同文化的相互理解，消除不同文化因不了解和不理解所产生的矛盾和冲突，实现世界和平和发展的的教育。随着全球化的推进，来自不同文化背景的人与人之间交流与合作的机会增加，使得异文化理解教育的重要性更加凸显。本文选取北京市某中学异文化理解教育课程，通过分析其实施过程，评价该课程的有效性，以期对我国相关研究提供参考。本文共分为五章。第一章为绪论，通过问题的提出、概念界定、文献综述三部分内容，论述本研究的必要性。第二章为我国实施国际理解教育的必要性，充实了本研究的理论基础。第三章为异文化理解教育的实施过程的分析。重点对学生的活动进行了分析。分析显示，学生的异文化理解能力经历了四个阶段，第一阶段：学生否定异文化，第二阶段：学生客观判断本国文化和异文化，第三阶段：对异文化中好的部分有意借鉴，第四阶段：对不理解的异文化，从文化的视角进行分析，并能互相理解、尊重包容异文化。第四章通过对设计者访谈内容的分析及与未实施该课程的5个平行班的比较分析评价该课程的效果。第五章为本文的总结和展望部分。

Education about foreign culture must be based on the premise that all cultures are of equal value. Foreign culture classes seek to promote mutual understanding between different cultures (as well as eliminating the conflict caused by intolerance and misunderstanding) by purposefully and thoughtfully crafting a syllabus that encourages world peace and harmonious development. The changes that globalisation has brought about have increased opportunities for interaction and co-operation between people from different cultural backgrounds — thus making the importance of education about foreign culture even more pronounced. This document uses foreign culture classes from different elementary schools in Beijing as the basis for both an analysis of the way in which cultural education is implemented, as well as an evaluation of their effectiveness. It is hoped that this document will serve as a reference for further national research within this field.This document is divided into five chapters in total. The first chapter serves as an introduction, which can be divided into three segments that systematically assert the necessity of the study: a presentation of the problems implicit in cultural education, a series of definitions of the concepts discussed, and a summary of the document’s content. The second chapter serves as the theoretical basis for this research, and is a summary of the main theories behind foreign culture education. The third chapter is an analysis of the way in which foreign culture education is implemented. It focuses mostly on analysing students’ psychological activity throughout the education process. The analysis shows that students’ understanding of foreign culture undergoes four different stages. Stage 1: Students reject the notion of foreign culture. Stage 2: Students make an objective evaluation of the difference between their own culture and another country’s culture. Stage 3: Students intentionally draw inspiration from the elements of the foreign culture that interest them. Stage 4: Students analyse from a cultural perspective the foreign cultures that they are yet to understand, thus developing a tolerance of and respect for said foreign culture. The fourth chapter of this article evaluates the overall effectiveness of foreign education classes by conducting both an analysis of an interview with the course’s designer about the content of the course, as well as a comparative analysis of five different class groups (of the same grade) who have yet to implement the course into their curriculum. The fifth chapter serves as the article’s conclusion, and features the writer’s predictions for future development within the field.