本文讨论地域文化在作为专门用途汉语教学的旅游汉语教学中的应用，分为理论研究与实践研究两个部分。

理论研究部分，本文首先肯定地域文化对旅游汉语教学的价值，表现在使教学情境、教学任务具体化，助力语言教学；增加学生亲密度，降低情感屏障；丰富文化教学，传播中国文化，讲好中国故事三个方面。提出旅游汉语教学中地域文化的六条应用原则，即适当性原则、目的性原则、实用性原则、丰富性原则、综合性原则、可感性与体验性原则。参考《旅游资源分类、调查与评价》《国际中文教育用中国文化和国情教学参考框架》分析地域文化的分布与构成；讨论选择地域文化点时应达到的必要条件和其他条件。本文指出地域文化具有服务于语言教学和用于文化教学两种功能；用于文化教学的地域文化教学目标可以分为接触并感受、了解、理解和表达四个层级的目标。提出地域文化的四种应用类型，分别是作为通过话语传达的教学内容、作为通过话语反映的教学内容、营造教学环境以及设计成教学活动或课后任务；并提供详细的应用案例，总结各专题地域文化应用类型。最后提供可供教师参考的地域文化应用步骤。

实践研究部分，本文以福州地域文化为例，进行“基于福州地域文化的旅游汉语教学研究”。分析与旅游汉语六个专题相关的福州地域文化，运用理论研究部分提出的应用理论整理各专题福州地域文化的应用类型与具体方法。最后以福州大学留学生为教学对象，完成教学设计与教学实践。实践结果显示“基于福州地域文化的旅游汉语教学设计”为学生提供了丰富的、具体的情境，能够吸引学生注意力，利于提高学生学习效率；但由于教学实践在线上开展故缺乏实景亲身体验的机会，有时课堂还存在任务复杂、任务多、任务难度高的问题。经过理论与实践研究，本文认为“地域文化在旅游汉语教学中的应用研究”具有一定推广借鉴的价值；而从地域文化小切口进入，通过全方位、深度挖掘地域文化，可以让旅游汉语教学更加具体、情境化。但本文仍存在不足，如未能讨论“通用型”旅游汉语与“地域型”旅游汉语的关系与协作模式，对地区文化资源管理、教师文化知识储备、教师教学能力有较高的要求。

This article discusses the application of regional culture in Tourism Chinese Teaching, which is divided into two parts: theoretical research and practical research.

In the theoretical research section, this article first affirms the value of regional culture in Tourism Chinese Teaching, which is manifested in making teaching situations and tasks more specific, and assisting language teaching; increasing student intimacy and reducing emotional barriers; enriching cultural education, spreading Chinese culture, and telling Chinese stories well. This article proposes six application principles of regional culture in Tourism Chinese Teaching, namely appropriateness principle, purposefulness principle, practicality principle, richness principle, comprehensiveness principle, and perceptibility and experiential principle. Refer to “Classification, Investigation and Evaluation of Tourism Resources” and “The Framework of Reference for Chinese Culture and Society”, this article analyzes the distribution and composition of regional culture; discusses the necessary conditions and other conditions that should be met when selecting regional cultural points. This article points out that regional culture has two functions: serving language teaching and being used for cultural teaching. The objectives of regional cultural teaching for cultural education can be divided into four levels of objectives: contacting and experiencing, knowing, understanding, and expressing. This article also proposes four types of application for regional culture, which are teaching content conveyed through discourse, teaching content reflected through discourse, creating teaching environment, and designing as teaching activities or after-school tasks. Furthermore, it provides detailed application cases, and summarizes the types of cultural applications in various thematic regions. Finally, thie article provides the steps of regional culture application for teachers to refer to.

In the practical research section, this article takes Fuzhou regional culture as an example to conduct research on Tourism Chinese Teaching based on Fuzhou regional culture. It analyzes the Fuzhou regional culture related to the six topics of Tourism Chinese, and uses the applied theories proposed in the theoretical research section to organize the application types and specific methods of Fuzhou regional culture in each topic. Finally, the teaching design and teaching practice were completed with international students from Fuzhou University as the teaching targets. The experiment result shows that the Tourism Chinese Teaching designing based on Fuzhou regional culture provides students with rich and specific contexts, which can attract their attention and improve their learning efficiency. However, due to the online implementation of teaching practices, there is a lack of opportunities for real-life experience, and sometimes there are problems with complex, numerous, and difficult tasks in the classroom.

Based on the theoretical and practical research, this article believes that the  research of regional culture application in Tourism Chinese Teaching has certain promotion and reference value. By entering through a small perspective of regional culture and exploring regional culture comprehensively and deeply, one can make Tourism Chinese Teaching more specific and contextualized. However, there are still some shortcomings in this article, such as the failure to discuss the relationship and collaborative models between “universal” Tourism Chinese Teaching and “regional” Tourism Chinese Teaching which has high requirements for regional cultural resource management, teacher cultural knowledge reserves, and teacher teaching abilities.