本文从功能角度对通用型教材《新实用汉语课本（第一册）》（第2版）与本土化教材《意大利人学汉语（基础篇）》进行对比研究。首先，在总结目前已有的六套功能大纲的基础上，整合出包含128项功能项目的总表，并以此为标准对意大利初级汉语学习者进行交际功能项目学习需求的调查，得出功能项目需求等级表，发现以“打招呼”、“喜欢（爱）/不喜欢”、“感谢”、“要求”、“问候”等为代表的34项功能项目的需求程度最高；然后，通过对比《新实用汉语课本（第一册）》（第2版）与《意大利人学汉语（基础篇）》中功能项目的数量、选取、安排、出现次数以及功能项目和语言形式的结合等情况，分析两本教材的优点与不足；最后从本土化教材编写、《意大利人学汉语（基础篇）》教材使用和课堂教学等方面提出参考建议。 结合意大利初级汉语学习者功能项目需求的调查对《新实用汉语课本（第一册）》（第2版）与《意大利人学汉语（基础篇）》两本教材进行对比分析后，本文得出以下结论：（1）两本教材选取的功能项目种类基本能满足学习者的需求，但《意大利人学汉语（基础篇）》中“表达感情”类的功能项目种类偏少；（2）《新实用汉语课本（第一册）》（第2版）功能项目的总数量和平均数量都较多，每课新教授功能项目数量的变化波动也大，没有《意大利人学汉语（基础篇）》安排得那么均衡。（3）两本教材在功能项目的排序上都能遵循由易到难、由近及远、循序渐进的原则，但《意大利人学汉语（基础篇）》前半部分安排的功能项目中学习需求高的项目占比不多；（4）两本教材中学习需求高、语言表现形式又复杂灵活的功能项目的出现次数均较少。之后，本文对比了两本教材共有功能项目所选用的语言形式，并重点对语言形式有差异、语用有差别以及现实语用性不强三种情况进行了具体分析。由此，提出8条相关参考建议：（1）功能项目的选取要立足于学习者的实际需求；（2）功能项目的编排要符合语言习得规律；（3）与功能结合的语言形式要具有真实性；（4）教材编写要体现“本土化”，更要重视“中国化”；（5）可根据实际情况，酌情对教材内容进行删改；（6）对同一功能项目的不同语言形式进行总结对比，并在语言操练时设定多样的角色身份；（7）要在交际练习中设置真实而具体的情景；（8）要多设计有趣味性的课堂交际活动。

From the perspective of function, this article researches the general-purpose textbook "New Practical Chinese Textbook (Volume I)" and the country-based textbook " Il Cinese per gli Italiani (Corso base)". First of all, on the basis of summing up the six existing functional syllabus , a total table containing 128 functional items was integrated and used as a standard to investigate the needs of communicative function learning for Italian elementary Chinese learners. According to the project requirement level table, it was found that the 34 functional projects represented by “greet”, “like(love)/dislike”, “thank you”, “request”, “greeting”, etc. having the highest level of demand; Then compared the two the selection, number, sorting, number of occurrences of functional items in "New Practical Chinese Textbook (Volume I) and " Il Cinese per gli Italiani (Corso base)", as well as the combination of functional items and language forms, etc. And analyze the advantages and disadvantages of the two textbooks. Finally, it proposes reference from three aspects：the preparation of localized textbooks, the use of "Il Cinese per gli Italiani (Corso base)" and teaching. After comparing and analyzing the two textbooks based on a survey of the needs of Italian Elementary Chinese learners' functional projects, we reached the following conclusions: (1 ) The types of functional items selected in the two textbooks can basically meet the needs of learners. The types of functional items in the "Expressive Feelings" class in "Il Cinese per gli Italiani (Corso base)" are too few; (2) The total number and average number of functional items in "New Practical Chinese Textbook (Volume I)" are more, and the number of new professor function items in each class fluctuates heavily. There is no such balance as " Il Cinese per gli Italiani (Corso base)" (3) The two textbooks can follow the principles of easy-to-hard, near-to-far, and step-by-step in the ranking of functional items. However, there are not many projects with high learning demand in the functional programs arranged in the first half of " Il Cinese per gli Italiani (Corso base)"; (4) There are fewer appearances of the functional items in the two textbooks with high learning requirements and complex and flexible language expressions. Afterwards, this paper compares the language choices used in the two functional projects of the two textbooks, and focuses on the specific analysis of three situations: the differences in language forms, differences in pragmatics, and the fact that the actual pragmatics are not high. Therefore, the eight related reference suggestions are proposed: (1) The selection of functional items should be based on the actual needs of the learners; (2) The arrangement of functional items must conform to the rules of language acquisition; (3) The language forms combined with functions must be Authenticity; (4) Textbook preparation should reflect “localization”, and more attention should be paid to “Chinese characteristics”; (5) Contents of teaching materials can be modified according to actual conditions; (6)Summarize and contrast the different language forms of the same function item, and set various role identities in language exercises; (7) Set realistic and concrete situations in the communication exercises; (8) Design more interesting classroom communication activities.