面对日益复杂的国际环境，在国际社会间构建良好的中国国家形象，讲好“中国故事”，具有重要的战略意义。作为对外汉语教学的主要载体，汉语教材所传达的文化信息与中国国家形象的输出直接相关。在编写汉语教材时，教材编写者为了提升话题的可讨论度往往会引入一些中国文化因素，其中不乏一些会引起外国学习者的不解、质疑，乃至产生抵触情绪的文化因素。这些文化因素通过教材交际性练习题进行话题输出，从语言教学的角度来说，这种话题输出确实能够通过观点碰撞刺激学习者的语言表达，提升汉语交际能力，但从文化输出的角度来说，也会对学习者认识中国产生消极影响。

以往学界对汉语教材文化内容的讨论只停留在“选什么”和“如何选”上，缺乏对“应避免选择什么”问题的研究，从学习者视角展开的关于“为什么不能选”的论述更是凤毛麟角。因此，本文重点关注那些可能使学习者对中国和中国文化产生消极评价，阻碍跨文化交际进行的带有负面导向的文化因素。本文认为，尽管汉语教材交际性练习中的文化因素的负面导向会引发文化负面效应，但是在教学中这种文化负面效应恰恰是诸如讨论、辩论等交际性练习题在提升学习者话语输出方面的教学策略。因此，本文并不针对交际性练习题文化因素的负面导向做进一步的价值判断，而是从引发学习者话语输出的角度探究相应的教学策略。

本文在第一章绪论部分叙述了本题研究展开的背景信息和研究的主要内容目标和方法，并在第二章文献综述部分梳理了本研究在文化与文化教学、文化因素及其分类、汉语教材文化取向等方面的相关理论支撑和前期研究基础，明确了本研究在理论和实践上的研究意义，并对“文化因素的负面导向”以及“文化负面效应”进行了界定，希望通过对汉语教材交际性练习题中文化因素负面导向的探讨，从反面考察汉语教材文化因素的选择和呈现的问题，为对外汉语文化教学提出建议。

在第三章本文先期对三十本具有代表性的中高级汉语教材交际题中的文化因素进行提取,共筛选出符合以上判定标准的交际性练习题1495道，约占全部教材练习题的36%。其中，包含文化因素的交际性练习题共计238道，约占目标教材全部交际性练习题的15.9%，包含文化因素负面导向的交际性练习题94道，约占目标教材全部交际性练习题的6.3%，约为包含文化因素的交际性练习的39.4%。然后通过对汉语母语者发放问卷,完成对所提取文化因素的正负向度的判定。并同时展开对教师的访谈和对学习者的问卷调查，验证上文被汉语母语者认定为带有负面导向的文化因素引发文化负面效应的可能性，并将调查结果作为全文的参考和例证。在第四章和第五章，本文对所提取文化因素在教材交际性练习题中的话题输出方式、话题指向以及与课文的关联性进行分析，结合对汉语教师和学习者的调查访谈结果，探究交际性练习题不同的话题输出方式和话题指向与文化负面效应之间的内在关联。在第六章，本文从信息差的角度对文化负面效应的成因进行分析，并在第七章从引发话语输出的角度为汉语教师在对外汉语课堂中文化因素的教学策略提出建议。

笔者谨以此文，就汉语教材交际性练习中的文化因素导向问题以及对学习者产生的文化负面效应加以考察、总结和分析，并提出自己的思考和建议，以期抛砖引玉，有更多的专家和学者关注到此问题，在帮助学生“说好中国话”的同时也能讲好“中国故事”。

In the face of the increasingly complex international environment, it is of great strategic significance to build a good national image of China and tell a good "China story" among the international community, which is the most direct and effective way to spread Chinese language internationally. As the main carrier of teaching Chinese as a foreign language, the cultural information conveyed by Chinese teaching materials is directly related to the export of China's national image. However, the discussion on the cultural content of Chinese textbooks in the past only stayed on "what to choose" and "how to choose", and there was a lack of research on "what should be avoided". The discussion on "why not to choose" from the perspective of learners was even rare. Therefore, this paper focuses on those cultural factors with negative orientation that may cause learners to have negative evaluation on China and Chinese culture and hinder cross-cultural communication, and discusses the selection and presentation of cultural factors in Chinese teaching materials from the negative side.

In the introduction part of Chapter 1to Chapter 3, this paper extracts cultural factors from 30 representative sets of communicative questions in middle and advanced Chinese textbooks, and determines the positive and negative aspects of the extracted cultural factors by issuing questionnaires to native Chinese speakers. At the same time, interviews with teachers and questionnaires of learners are conducted to verify the possibility of negative cultural effects caused by negative cultural factors identified by Chinese native speakers above, and the survey results are used as references and examples for the full paper. The author made statistics on the number of communicative exercises in 30 selected advanced Chinese textbooks, and a total of 1495 communicative exercises meeting the above criteria were selected (see Appendix 4), accounting for about 36% of the exercises in all textbooks. Among them, there were 238 communicative exercises containing cultural factors, accounting for 15.9% of the total communicative exercises in the target textbook, and 94 communicative exercises containing negative cultural factors (see Appendix 5), accounting for 6.3% of the total communicative exercises in the target textbook, and 39.4% of the communicative exercises containing cultural factors. In Chapter 4 and Chapter 5, this paper analyzes the topic output mode, topic direction and correlation degree with texts of the extracted cultural factors in the communicative practice questions of textbooks, and explores the internal correlation between the topic output mode, topic direction and negative cultural effects by combining the survey and interview results of Chinese teachers and learners. In Chapter six, this paper analyzes the causes of negative cultural effects from the perspective of poor information, and in chapter seven, it puts forward suggestions for the compilation of communicative exercises in Chinese textbooks and teachers' teaching strategies of cultural factors in Chinese as a foreign language classroom.

In this paper, the author investigates, summarizes and analyzes the cultural factors in the communicative exercises in Chinese textbooks and the negative cultural effects on learners, and puts forward his own thinking and suggestions.