近年来，随着中国和新西兰贸易往来不断增加，新西兰的汉语教育事业快速发展，汉语课也成为新西兰中小学热门课程之一。然而，新西兰初中的汉语教学还存在很多问题，特别是文化教学方面的问题。新西兰初中的文化教学缺乏固定的教材，导致教学无所依傍，且汉语教师志愿者一年更换一批，文化教学缺乏连贯性。尽管新西兰当地专门为汉语教学制定了《新西兰小初阶段汉语教学框架》，但是该教学框架中的文化项目零散，缺乏系统性，无法直接应用在实际教学中。

新西兰的外语教育强调，除了让学生掌握母语以外的语言，培养他们学习更多语言的能力以外，也要探索与母语文化有关的其他文化世界观，同时让学生了解多元文化，培养其多元文化意识。在此基础上，本研究试图结合新西兰“快乐学习”教育理念，以及目前在欧美地区流行的任务型教学法，设计任务型文化教学模式、文化任务清单和文化课课程安排表，以期为新西兰汉语课的文化教学提供新的思路与方法。

本研究在调查新西兰初中汉语教学情况的基础上，对当地的学校、教师、学生、常用教学方法进行分析，阐述任务型文化教学模式的必要性和可行性。本研究采用文献研究法、问卷调查法、课堂观察法、测试法与访谈法五种数据收集方法，收集实际教学过程中的研究数据；采用质性为主，量化辅助的数据分析方法，对收集到的数据进行分析。最后，根据分析结果，对任务型文化教学模式进行评估。从最终的教学评估来看，学生在课堂观察和后测环节的知识水平测试成绩良好。除此以外，通过分析调查问卷和访谈结果可知，学生和当地教师对任务型文化教学模式的评价良好。

研究结果显示，任务型教学与文化教学相结合具有可行性，任务型文化教学模式适合新西兰大部分初中学校的汉语教学，但是具体的教学实施有条件要求。除此以外，任务型文化教学还存在任务难度问题、课堂纪律问题和教师工作量问题等，以待今后学者加以补充研究。

    In recent years, with the increasing trade between China and New Zealand, Chinese education in New Zealand has developed rapidly, and Chinese course has become one of the popular courses in primary and secondary schools in New Zealand. However, there are still many problems in Chinese teaching of intermediate school in New Zealand, especially in culture teaching. The culture teaching lacks fixed teaching materials and the number of volunteers of Chinese teachers changes every year, and the cultural teaching lacks coherence. Although New Zealand has specially formulated New Zealand primary Chinese teaching framework for Chinese teaching, the cultural items in the framework are scattered and lack of systematicness, which can not be directly applied in practical teaching.

    Foreign language education in New Zealand emphasizes that in addition to helping students master languages other than their mother tongue and develop their ability to learn more languages, they should also explore other cultural world views related to mother tongue culture, and at the same time, let students understand multi-culture and cultivate their multi-cultural awareness. On this basis, this study attempts to design task-based cultural teaching mode, cultural task list and cultural curriculum schedule in combination with New Zealand's happy learning education concept and task-based teaching method which is popular in Europe and America, so as to provide new ideas and methods for cultural teaching of Chinese in New Zealand.

    Based on the investigation of Chinese teaching of intermediate school in New Zealand, this study analyzes the local schools, teachers, students and common teaching methods, and expounds the necessity and feasibility of Task-based culture teaching mode. This study uses five data collection methods: literature research, questionnaire survey, classroom observation, test and interview to collect the research data in the actual teaching process; qualitative and quantitative data analysis methods are used to analyze the collected data. Finally, according to the results of the research data, the task-based culture teaching model is evaluated. From the final teaching evaluation, students in the classroom observation and the knowledge level of the post test link test results are good. In addition, through the analysis of the questionnaire and interview results, we can see that students and local teachers have a good evaluation of Task-based culture teaching mode.

    The results show that the combination of task-based teaching and cultural teaching is feasible. The task-based cultural teaching model is suitable for the Chinese teaching in most intermediate schools in New Zealand, but the specific teaching implementation is conditional. Besides, there are also problems of task difficulty, classroom discipline and teachers' workload in Task-based culture teaching, so as to be supplemented by scholars in the future.