近年来，英国的中文教育事业蓬勃发展，中文课程已经成为英国中小学重 要的外语课程之一。然而，英国北爱尔兰地区小学的中文课仍存在许多问题， 尤其在文化教学方面表现突出，如教学存在缺乏固定的教材、师资流动性大、 文化教学目标不明确等。这些问题导致北爱尔兰的中文教学无法建立在稳固的 基础之上，文化教学也因此缺乏连贯性和系统性。2022 年《国际中文教育用中 国文化及国情教学参考框架》(以下称《参考框架》)推出，给各个学段的文 化教学提供了参考性的文化教学内容。该《参考框架》的推出为英国北爱尔兰 地区小学的中国文化教学指出了新的方向，为教师们提供了更为系统和有序的 教学指引，有助于提升教学质量和学生的学习效果。

《参考框架》根据学习者的认知水平对文化教学内容进行了划分，使其在 应用中更符合学生的学习水平，同时“社会生活”“当代中国”“传统文化” 三个板块也为北爱尔兰小学的文化课提供了具体的教学思路。英国北爱尔兰小 学在课程安排上希望学生能探索学习不同文化内容，培养学生的多元文化意 识。鉴此本研究希望把《参考框架》中的文化教学内容与北爱尔兰地区小学中 文课的实际情况结合，搭建“文化-语言”文化教学模式，为北爱尔兰小学阶段 中文课的文化教学提出新的解决思路。

本研究将对北爱尔兰笔者所任教的小学、参与课堂的教师和学生等对象进 行调查与分析，以证明“文化-语言”文化教学模式的适用性和必要性。本研究 将通过问卷调查、课堂观察记录和访谈等方法进行数据收集，构建“文化-语 言”索引表，并根据分析结果对 “文化-语言”教学模式进行评估。从最终的 教学评估来看，“文化-语言”文化教学模式符合学生的学习顺序和学习习惯， 学生在文化知识、文化理解方面有所提升，在跨文化交际和文化态度方面也得 到了一定的锻炼。通过访谈和问卷调查可知，该文化教学模式被学生和当地教 师所认可。同时，该文化教学模式还存在如何控制难度，如何平衡语言和文化 难度，如何保证学生参与度等问题，以待进一步研究。

In recent years, Chinese language education in the UK has grown rapidly, with Chinese lessons now integral to primary and secondary school foreign language curricula. However, challenges persist in elementary school, particularly in cultural education. The lack of fixed materials and clear teaching objectives has resulted in inconsistent teaching. The launch of the "Framework of Reference for Chinese Culture and Society in International Chinese Education" in 2022 addresses this, offering guidance for cultural teaching across all education levels. This framework has also revitalized Chinese culture teaching in Northern Irish elementary schools.

The Reference Framework categorizes cultural content based on learners' cognitive levels, benefiting Chinese culture teaching in Northern Irish primary schools. Its sections on "Social Life," "Contemporary China," and "Traditional Culture" offer specific teaching ideas. Northern Irish elementary schools aim to foster multicultural awareness, prompting this study to merge the Framework's cultural content with actual Chinese language teaching situations. The goal is to devise a cultural teaching model and lesson schedule, offering fresh approaches to cultural education.

Drawing from an investigation into Chinese language lessons in Northern Irish elementary schools, this study examines school, teacher, and student dynamics. It discusses the necessity and viability of a culture-driven language learning model. The study gathers research data during actual teaching. Based on analysis, it evaluates the Chinese culture teaching model. Results show students' strong performance in knowledge tests and improved cultural understanding. However, challenges such as difficulty, balancing cultural and linguistic content, and ensuring student participation persist, requiring further research for future scholars to address.