汉语学习兴趣在世界范围内的上升，导致了对外汉语教材研究与开发的大量需求。目前针对对外汉语教材的研究主要集中在由中国机构出版或国外与中国机构合作编写的对外汉语教材上，很少有针对海外汉语教材及其如何根据当地需要培养中国文化意识的研究。

基于此，本研究以英国海尼曼公司（Heinemann）出版的本土汉语教材《进步》为研究对象，考察国别化汉语教材里中国文化内容，旨在揭示非中国出版商编写的教科书中所描绘的中国文化形象。本研究基于Moran（2004）提出的文化五层分类，以及周小兵、谢爽和徐霄鹰（2019）的中国文化点框架，对《进步》中的文化内容进行编码，并记录其文化内容呈现的强度，以探究《进步》教材对于中国文化的偏好和侧重。此外，本研究亦分析《进步》教材中的文本、图片及活动，意在分析该教材中潜在的文化及意识形态。

通过分析，本研究发现《进步》中的文化内容大部分由文化产品和文化实践组成。具体而言，《进步》注重呈现中国的基本国情以及中国人民的日常生活。此外，《进步》描绘了快速发展的中国形象，塑造了独立及经济自由的新自由主义个体形象，但对少数民族及其传统的呈现不足。

The increasing interest in Chinese language learning has led to a great demand for the development and research of Chinese as foreign language (CFL) textbooks. Current studies have been concentrated on CFL textbooks produced by or with Chinese institutions, yet few of them explore overseas CFL textbooks, and how these textbooks, which are localized in the CFL pedagogical needs in their countries, cultivate Chinese cultural awareness.

Under this circumstance, this research investigated Chinese cultural contents in the UK-produced localized CFL textbook Jinbu published by Heinemann, aiming to reveal the images of Chinese culture depicted in textbooks compiled by non-Chinese publishers. Based on Moran's (2004) Five Dimensions of Culture and Zhou, Xie & Xu's (2019) Chinese Cultural Points Framework, this research coded the cultural contents in Jinbu and marked the degree of representation to find out what cultural contents were preferred and emphasized in this textbook. Then, this research examined the texts, pictures, and activities in the textbooks, trying to explore the implicit culture and hidden ideology.

This research found that cultural products and cultural practices took up most parts of Jinbu's cultural contents. To be specific, Jinbu focused on presenting the basic conditions of China and the daily life of Chinese people. In addition, Jinbu depicted the rapid development of China, portrays neoliberal characters who were independent individual and enjoyed a financial freedom, yet provided inadequate introduction of Chinese minority ethnic groups as well as their traditions.