随着中意两国之间的交流与合作日益加深，中文教育在意大利也展现出前所未有的生机与活力，汉语被意大利学生认为是继英语之后最有前途的外语。但目前意大利汉语课程设置的一般情况仍是重语言而轻文化，缺乏面向意大利学习者的权威的文化教材，汉语教师组织文化课程教学的实际经验不足，满足不了学生对于学习了解中国文化的需求。那么，如何在丰富的中国文化中选择文化教学的内容，如何把握文化涉入的深度，如何将文化内容融入到学生感兴趣的话题中，以及如何把文化教学内容通过各种教学活动呈现给学生，成为了亟需解决的问题。2018年9月至2019年7月，笔者于在意大利马切拉塔孔子学院进行了为期十个月的汉语教学工作，本论文的研究基于笔者负责的高级汉语课程中国文化知识教学不足的问题，设计了适合中高级汉语水平学习者的文化专题教学方案，并根据自身教学实践以及学生反馈，对在意大利开展文化教学提出了教学建议，希望能为更多的海外汉语教师提供可借鉴的实践案例和教学参考。本论文共分六章。第一章绪论部分，主要介绍了论文研究的选题源起、研究意义和研究方法，并对汉语教学中文化的定义及分类、语言教学与文化教学的关系、以及国内外文化教学研究现状进行了综述。第二章是对中国文化专题课教学背景的介绍，主要包括马切拉塔孔子学院基本情况，马切拉塔大学中文专业和孔子学院高级汉语课程教学情况以及文化教学中存在的问题。第三章是前端分析，通过对高级汉语课程学习者特点和使用的语言教材中的文化内容进行调查和分析，为实施教学做准备。第四章是中国文化专题教学总体设计，通过前端分析，确定教学模式、教学目标、教学流程，选择教学内容和教学方法。第五章以“饮食”和“神话”两个文化专题为例，展示了教学案例设计和具体实施过程，并通过课堂观察、学生反馈、教师自我反思等方式，对教学效果进行分析和评价，并以此为基础对意大利中高级阶段文化专题教学提出教学建议。第六章结语部分对本论文研究的全过程进行了回顾和总结，反思不足之处，并提出改进设想。

With the deepening of exchanges and cooperation between China and Italy, Chinese education in Italy has also shown unprecedented vitality. Chinese is considered by Italian students to be the most promising foreign language after English. However, the current general situation of Italian Chinese language curriculum still emphasizes language over culture, lacking authoritative cultural textbooks for Italian learners. Chinese language teachers lack practical experience in organizing cultural curriculum teaching, which cannot meet students' needs for learning and understanding Chinese culture. So, how to choose the content of cultural teaching in the rich Chinese culture, how to grasp the depth of cultural involvement, how to integrate cultural content into topics of interest to students, and how to present cultural teaching content to students through various teaching activities have become urgent problems that need to be solved.The author conducted a ten-month Chinese language teaching work at the Confucius Institute in Macerata Ital, from September 2018 to July 2019. The research in this paper is based on the issue of insufficient involvement of Chinese cultural knowledge in the advanced Chinese language course that the author is responsible for. A cultural thematic teaching plan is designed for learners of intermediate and advanced Chinese language proficiency, and based on their own teaching practice and student feedback, teaching suggestions are proposed for conducting cultural teaching in Italy, I hope to provide practical cases and teaching references for more overseas Chinese language teachers to learn from.This paper is divided into six chapters. The first chapter is an introduction, which mainly introduces the origin of the research topic, research significance, and research methods. It also provides a summary of the definition and classification of culture in Chinese language teaching, the relationship between language teaching and cultural teaching, and the current research status of cultural teaching at home and abroad. The second chapter is an introduction to the teaching background of Chinese culture thematic courses, mainly including the basic situation of the Confucius Institute at Macerata, the teaching situation of the Chinese language major at Macerata University and the advanced Chinese language courses at the Confucius Institute, as well as the problems in cultural teaching. Chapter 3 is a front-end analysis, which prepares for the implementation of teaching by investigating and analyzing the characteristics of learners in advanced Chinese courses and the cultural content in the language textbooks used. Chapter 4 is the overall design of Chinese culture thematic teaching. Through front-end analysis, the teaching mode, teaching objectives, teaching processes, and selection of teaching content and methods are determined. Chapter 5 takes the cultural themes of "diet" and "mythology" as examples to demonstrate the design and implementation process of teaching cases. Through classroom observation, student feedback, and teacher self-reflection, the teaching effectiveness is analyzed and evaluated, and teaching suggestions are proposed for the cultural thematic teaching in Italy's middle and advanced stages. The conclusion of Chapter 6 provides a review and summary of the entire research process of this paper, reflecting on the shortcomings, and proposing improvement ideas.