笔者于2022年3月-12月在北京师范大学国际中文教育学院所开设的线上奖学金项目中担任了两个学期的汉语教师，所任教班级为柬埔寨本土教师班。该论文题目的选择基于两方面，一是目前学界对柬埔寨本土教师群体这一教学对象、以及微课作为一文化导入环节的研究尚有不足；二是笔者在教学实践中面临学生文化知识背景欠缺、课文对学生文化水平的要求较高等问题。因此，笔者针对教材中具有代表性的单元进行微课的设计制作，作为文化导入环节加以应用，考察文化导入微课的教学效果。本文的研究内容主要围绕以下几个方面展开：
第1章绪论部分介绍了选题缘起及研究意义，总结了本论文的研究方法，并详细阐述了与本文相关的理论基础。第2章为文献综述，从微课的相关研究、文化导入研究、微课在汉语教学中的应用研究、以及目前学界对柬埔寨的汉语教学研究四个方面展开。
第3章是运用微课进行文化导入的总体设计。这部分总结了运用微课进入文化导入的依据，并且从五个方面展示了此次微课教学的总体设计。
第4章展示了文化导入微课具体案例。围绕“文化历史”单元的四课内容，对微课教学内容、文化知识测试卷、微课件、微教案等进行设计和开发。
第5章是对微课应用教学效果的考察。通过分析《文化知识测试卷》、《微课应用效果评价问卷》，笔者认为，在汉语教学中将微课作为文化导入环节能够取得良好的教学效果，即通过微课学习，能够帮助学生掌握文化知识、理解课文内容、降低话题讨论难度、激发学习汉语和中华文化的兴趣。
第6章则是从微课的设计、制作与应用三方面对在汉语教学中应用微课进行文化导入提出建议，为今后针对柬埔寨本土教师班的授课教师在应用微课作为文化导入环节时提供参考，丰富微课在汉语教学领域的研究成果。

From March to December 2022, the author worked as a Chinese teacher for two semesters in the online scholarship program set up by the School of International Chinese Education in a university in Beijing. The class he taught was composed of local Cambodian teachers.The selection of the title of this paper is based on two aspects. First, the current academic research on the teaching object of Cambodian native teachers and the way of cultural introduction of micro-lessons is still insufficient. Second, in the teaching practice, the author is faced with the problems of lacking students' cultural knowledge background and the text's higher requirement for students' cultural level. Therefore, the author designed and made micro lessons for representative units in the textbook, applied them as the link of culture introduction, and investigated the teaching effect of culture introduction micro lessons. The research content of this paper mainly focuses on the following aspects:
The first chapter introduces the origin and research significance of the topic, summarizes the research methods of this paper, and elaborates the research theories related to this paper. The second chapter is a literature review, which is carried out from four aspects: the relevant research of micro-lessons, the research of cultural introduction, the application status of micro-lessons, and the current academic research on Chinese teaching in Cambodia.
The third chapter is the overall design of culture introduction with micro-lessons. This part first summarizes the basis of using micro-lessons to enter culture introduction. And it shows the overall design of the micro-class teaching from five aspects.
The fourth chapter shows the specific cases of culture introduction micro-class. Centering on the four lessons of the unit of "History and culture", the teaching content of micro-class, cultural knowledge test paper, micro-courseware and micro-teaching plan are designed and developed.
The fifth chapter is the investigation of micro-class teaching effect. Through the analysis of Cultural Knowledge Test Volume and Micro-class Application Effect Evaluation Questionnaire, the author believes that in Chinese teaching, taking micro-class as the link of culture introduction can achieve good teaching effect. Micro-class learning can not only help students master cultural knowledge and understand the text content, but also reduce the difficulty of topic discussion in practice. To stimulate interest in Chinese language classes and Chinese culture.
The sixth chapter puts forward suggestions on the application of micro lessons in Chinese teaching from the three aspects of design, production and application of micro lessons, so as to provide reference for local teachers in Cambodia when using micro lessons as a link of culture introduction in the future, and enrich the research results of micro lessons in the field of Chinese teaching.