文化教学是语言教学不可分割的一部分，汉语教材中的文化内容是帮助学习者了解中国文化、培养学习者跨文化交际能力的重要教学载体。过去学界对汉语教材文化部分的研究缺乏一定的评估系统和标准，而当前《国际中文教育用中国文化和国情教学参考框架》的出版为文化教学和教材编写提供了新的范式和研究依据。因此，本文聚焦国别化汉语教材，选取美国具有代表性的国别化汉语教材《中文听说读写level1》为研究对象，依据《国际中文教育用中国文化和国情教学参考框架》对该教材的文化项目进行统计分析，同时结合学生问卷和教师访谈，评估其作为国别化汉语教材的针对性和实用性。

首先，笔者对教材文化项目进行了统计分析，发现该教材现有文化项目的编排有以下特点。第一，在话题选取方面，社会生活类占比最大，当代中国类次之，传统文化类比重最小。第二，在等级分布方面，中级文化项目数量最多，高级文化项目次之，初级文化项目最少。第三，社会生活类二级文化项目分布较均衡且注重文化项目的复现，而传统文化和当代中国类二级文化项目分布不平衡且不注重文化项目的复现。在此基础之上，本文进而通过学生问卷和教师访谈了解教材使用者对教材文化项目的评价，得出该教材在文化内容编写上体现出文化项目体量适中、难易适度、具有趣味性、呈现方式多样化等优点，但也存在针对性不强、缺乏中美文化对比，实用性不足、缺乏当代文化，课文及练习中的文化项目不足等缺点。

基于上述统计结果，本文在教材编写、文化教学及《参考框架》本土化三个方面给出了建议。在教材编写方面，建议增加交际性文化项目、增加对比性文化项目、增加高级阶段文化项目和增加文化项目的螺旋式复现；在文化教学方面，建议教师要增强文化教学的敏感度、考虑文化教学的层次性和注意教学方法的灵活性；在《参考框架》本土化方面，建议结合学习者的中文水平细化各阶段文化教学的内容及目标、增强高级阶段文化项目的交际功能和补充文化项目类型。本研究将有益于推动国别化汉语教材评估研究的发展，促进国别化汉语教材的编写，助力美国高校教师更好地开展文化教学并丰富《参考框架》的应用研究。

Cultural teaching is an integral part of language teaching, and the cultural content in Chinese textbooks is an important teaching carrier to help learners understand Chinese culture and cultivate their cross-cultural communication ability. In the past, there was no certain system and standard for the study of the culture part of Chinese teaching materials. The publication of The Framework of Reference for Chinese Culture and Society in International Chinese Language Education provides a new paradigm and research basis for culture teaching and the compilation of teaching materials, and makes it possible for more detailed research in the field of culture teaching. Therefore, this paper focuses on the country-specific Chinese textbook, selects the representative American country-specific Chinese textbook Integrated Chinese 1 as the research object, and makes a statistical analysis on the cultural items of the textbook according to the teaching content and teaching objectives of the advanced stage (college and adult) of the The Framework of Reference for Chinese Culture and Society in International Chinese Language Education. At the same time, combined with the questionnaire of students and the interview of teachers, the pertinence and practicability of it as a country-specific Chinese textbook are evaluated.

First of all, the author makes a statistical analysis of the cultural items in the teaching material and finds that the arrangement of the existing cultural items in the teaching material has the following characteristics. First, in terms of topic selection, social life accounts for the largest proportion, followed by contemporary China, and traditional culture has a smaller proportion. Second, in terms of grade distribution, the number of intermediate cultural projects is the largest, followed by the senior cultural projects, and the primary cultural projects are the least. Third, the secondary cultural projects of social life are more balanced and focus on the reproduction of cultural projects; However, the distribution of secondary cultural projects of traditional culture and contemporary China is unbalanced and does not pay attention to the reproduction of cultural projects. On this basis, this paper further understands the evaluation of textbook users on the cultural items of Integrated Chinese 1 through student questionnaires and teacher interviews, and concludes that the compilation of cultural content in this textbook shows the advantages of moderate size, moderate difficulty, fun, and diversified presentation methods of cultural items. At the same time, it is found that the textbook also have shortcomings such as weak pertinence, lack of comparison between Chinese and American culture, lack of practicability, lack of contemporary culture, and lack of cultural items in the texts and exercises.

Based on the above statistical results, this paper gives suggestions in three aspects: textbook compilation, cultural teaching and localization of Reference Frame. In the compilation of teaching materials, it is suggested to add communicative cultural items, comparative cultural items, advanced cultural items and spiral reproduction of teaching materials cultural items. In the aspect of culture teaching, it is suggested that teachers should enhance the sensitivity of culture teaching, consider the hierarchy of culture teaching and pay attention to the flexibility of teaching methods. In terms of the localization of Reference Frame, it is suggested to refine the content and objectives of cultural teaching in each stage, enhance the communicative function of cultural projects in advanced stage and supplement the types of cultural projects according to the Chinese level of learners. This study will be beneficial to promote the development of country-specific Chinese textbook evaluation research, promote the compilation of country-specific Chinese textbook, help American college teachers better carry out cultural teaching and enrich the applied research of the Reference Frame.