国际中文教育文化教学是对外弘扬优秀中华文明的重要途径， 文化教材作为文化教学开展过程中的基本依据， 决定着语言与文化的传播效果。 目前， 文化教材种类多样、 内容丰富， 但还存在着一些语言难度过高、 教材内容未能紧密联系实际等问题， 需要对现有文化教材进行分析， 深究文化教材编写中需要改进的问题。

《中国文化》 作为一部经典的文化教材， 被广泛应用于国际中文教学中， 具有一定代表性， 因此， 本文选取该教材为研究对象， 从教材的设计出发， 对该教材的编排体系、 课文内容、 练习设计等方面进行研究， 并将该教材与《国际中文教育用中国文化和国情教学参考框架》 进行对比， 深入分析教材中包含的文化项目。 研究结果显示， 《中国文化》 具有诸多优点， 如编排体系严谨、 内容详实， 练习题立足课文内容的同时又具有拓展性， 而且教材选取了丰富的中国传统文化材料作为教学内容。 同时， 我们也发现， 《中国文化》存在教材定位不够明确、 语言难度偏高等问题， 教材在“社会生活” 与“当代中国” 板块中选取的文化项目数量较少， 在跨文化意识与插图设置方面存在不足之处。 本文在研究结果基础上， 为国际中文教育文化教材的编写提出了建议， 如文化教材需要明确自身定位、把握好语言难度等， 同时也提出文化教材需要注重完善教材文化项目的选取， 增强跨文化意识， 与时俱进改进教材中的插图设置。 希望本研究能为文化教学发展贡献绵薄之力。

International Chinese education and cultural teaching is an important way to promote the excellent Chinese civilization. As the basic basis of cultural teaching, cultural teaching materials determine the effect of language and culture communication. At present, there are various kinds and rich contents of cultural teaching materials, but there are still some problems such as too difficult language and the content of teaching materials is not closely related to reality. It is necessary to analyze the existing cultural teaching materials and explore the problems that need to be improved in the compilation of cultural teaching materials.

As a classic cultural textbook, Chinese Culture has been widely used in international Chinese teaching and is representative to a certain extent. Therefore, this paper chooses this textbook as the research object and studies its arrangement system, text content, exercise design and other aspects from the perspective of textbook design. It also compares the textbook with the Reference Frame for Teaching Chinese Culture and National Conditions in International Chinese Education, and deeply analyzes the cultural items contained in the textbook. The research results show that "Chinese Culture" has many advantages, such as a rigorous arrangement system, detailed content, exercises based on the content of the text at the same time is extensible, and the textbook selects rich Chinese traditional culture materials as the teaching content. At the same time, we also found that "Chinese Culture" has problems such as unclear positioning of the textbook and high language difficulty. The number of cultural items selected in the "Social life" and "Contemporary China" sections of the textbook is small, and there are shortcomings in cross-cultural awareness and illustration Settings. On the basis of the research results, this paper puts forward some suggestions for the compilation of international Chinese educational and cultural textbooks, such as the need for cultural textbooks to clarify their positioning and grasp the language difficulty, etc. At the same time, it also suggests that cultural textbooks should pay attention to improving the selection of cultural items in textbooks, enhance cross-cultural awareness, and improve the illustration Settings in textbooks with The Times. I hope this study can contribute to the development of cultural teaching.