当前对美国AP中文项目的研究多集中在课程的教学理念、模式与AP测试方面，AP中文课程中的文化教学“教什么”和“怎么教”的具体教学实践仍需进一步研究和探索。

本研究以三名美国华裔高中生为研究对象，根据AP中文课程和考试中的相关理念、要求和评分标准，结合美国华裔高中生的学习特点和需求，开设了以语言及文化输出为导向的AP中国文化课。教学内容选取了“中国概况”“中国传统文化的成就与贡献”“中国的社会关系”“中国与世界的相互联系”四大AP中国文化考试内容区块下、学生最感兴趣的且具代表性的13个中国文化主题；采用了讲授法、问答法、情境法、视听法、文化对比法、文化体验法进行教学设计和实施，以期帮助学生顺利完成AP中文考试中的中国文化陈述报告题。通过展示教学设计与教学过程、分析学生的作业与成绩、结合学生对本门课的评价，检验学生在完成中国文化陈述报告时的语言教学与文化教学的效果，同时针对笔者在线上中国文化教学实践中存在的问题提出相关的改进建议。

本论文共有五章。第一章为绪论，包括选题缘起、研究意义、内容及研究方法，同时梳理了国际中文教育中的文化教学研究、美国AP中文课程和考试、美国华裔青少年中文教学的研究现状和成果。第二章是关于AP中国文化课的设计，介绍了教学对象的基本情况及其学习需求，阐述了本门课的设计依据和教学目标、教学内容、教学原则、教学环节与方法的选定。第三章从受学生好评的“先哲与典籍”“游在中国”“礼多人不怪”三个文化主题中各选出一个代表课，以其完整的教案详细展示教学设计和教学过程。第四章按照AP中文考试中“中国文化陈述报告”的口语评分标准分析教学效果，并结合学生对本门课的评价和建议，反思文化教学的内容和教学方法。第五章为结语。

本研究的结论如下：1.兼顾考试和学生需求的文化主题内容具有较强的针对性；2.语言和文化并重的教学有助于学生顺利完成中国文化陈述报告；3.多样的教学方法效果显著，讲授法、视听法和文化体验法最受学生欢迎；4.中英双语教学素材资源更适于AP中国文化课教学。

此外，还提出以下建议：1.应根据教学对象的学习需求和具体的课程培养目标确定文化教学内容；2.教学中酌情扩展词汇和中国文化知识，同时注意增加词汇的复现；3.建议多种教学方法交叉组合使用，重视深层文化的教学；4.首选制作精良且具有中英双语字幕的教学素材资源；5.作业应提供词汇清单和优秀作业范本，并丰富作业形式。

The current research on the AP Chinese program is mostly focused on the teaching philosophy, model and AP test, but the specific teaching practice of "what" and "how" to teach culture in the AP Chinese program still needs further research and exploration.

By referring to the concepts and requirements of the AP Chinese course and exam, and taking into account the learning needs and characteristics of three Chinese American high school students, this study developed a language and culture export-oriented Chinese culture course in order to help the three students successfully complete the presentation report of introducing Chinese culture on the AP Chinese exam.The content includes the four major cultural areas commonly found on the AP Chinese exam, namely, “Overview of China” “Achievements and Contributions of Traditional Chinese Culture” “Social Relations in China” and “Interconnections between China and the World” from which 13 cultural topics are selected as most interesting to students and most representative of Chinese culture. The teaching methods mainly use the lecture method, question and answer method, contextual method, audio-visual method, cultural comparison method, and cultural experience method.By showing the teaching design and teaching process, analyzing students' assignments and grades, and combining students' evaluations of the course, we examine the effectiveness of language teaching and culture teaching when students complete their Chinese culture presentation reports, and at the same time make relevant suggestions for improvement in response to the problems that exist in the author's online Chinese culture teaching practice.

There are five chapters in this essay. The introductory part of the first chapter includes the origin of the topic, the significance of the study, the content and the research method, and also compares the current situation and results of the research on culture teaching in international Chinese education, the AP Chinese curriculum and examination in the United States, and the Chinese language teaching for Chinese youth in the United States. Chapter 2 is about the design of the AP Chinese culture course, introducing the basic profile of the students and their learning needs, covering the design basis of the course and the setting of teaching objectives, teaching contents, teaching principles, teaching sessions and methods. Chapter 3 presents complete and detailed teaching design and process, with representative lessons selected from the three most popular cultural themes, namely “Philosophers and Texts,” “Traveling in China,” and “Rites of Passage”. Chapter 4 analyzes the effectiveness of the teaching according to the oral scoring criteria of the “Chinese Culture Presentation” in the AP Chinese exam, and reflects on the cultural teaching contents and methods with reference to the students' evaluation and suggestions of the course. Chapter 5 is the conclusion.

 The conclusions of this study are as follows:1. The content of the cultural topics is highly relevant to the test and students' needs; 2. The teaching of both language and culture helps students successfully complete the Chinese culture presentation; 3. The variety of teaching methods is effective, with lecture, audio-visual and cultural experience methods being the most popular among students; 4. The bilingual teaching materials are more suitable for teaching AP Chinese culture courses.

In addition, the following suggestions are made: 1. The content of cultural teaching should be determined according to the learning needs of the teaching subjects and the specific training objectives of the course; 2. Vocabulary and Chinese cultural knowledge should be expanded as appropriate and the recurrence rate of vocabulary should be increased; 3. It is recommended that multiple teaching methods be used in a cross-combination, with emphasis on the teaching of deep culture; 4. Well-produced teaching materials with bilingual subtitles should be preferred; 5. Assignments should be provided with vocabulary lists and good examples of assignments, and enrich the form of assignments.