【摘要】 国际中文教材是中文国际传播的重要载体，肩负着新时代塑造国家形象、传播中国文化的重要使命。随着大量本土中文教材的出现，各国教材有关中国文化的内容选取及呈现方式对中国形象的“他塑”“合塑”应引起足够的重视。同时，教材能否满足需求以提高具有特定文化背景的中文学习者跨文化交际能力，也是考察本土中文教材适用性的重要指征。文章选取美国本土中文教材《中文听说读写》和法国本土中文教材《你说吧》作为对象，采取定量和定性研究相结合的方法，对两国教材中呈现的中国文化因素进行对比分析和深入研究。依据教育部中外语言交流合作中心2021年研制的《国际中文教育用中国文化和国情教学参考框架》，使用质性分析软件Nvivo12.0对两套教材进行编码分析。研究发现：美国教材《中文听说读写》的呈现内容以社会生活和当代中国为主，法国教材《你说吧》的呈现内容以当代中国和传统文化为主。两套教材在中国形象塑造和教材适用性方面均存在瑕疵，亟待改进。关于美法两套本土中文教材的分析为其他国家和地区的教材编写提供了启示：加强国内外教材编写合作，塑造真实全面的中国形象；发挥综合型国际中文教材优势，实现文化因素编排系统化及资源建设数字化；各国本土国际中文教材的文化内容选取要注重“古今结合，以今为主，以古为辅”的编写原则，以多元视角展现中国文化；注重目的语文化与本族语文化的对比，扩展多元文化以培养学习者跨文化交际能力和国际视野。更多还原

【Abstract】 International Chinese textbooks are crucial carriers for the global dissemination of the Chinese language, shouldering the vital mission of shaping national image and spreading Chinese culture in the new era. With the emergence of numerous local Chinese textbooks, sufficient attention should be paid to how the selection and presentation of Chinese cultural elements in textbooks of various countries influence the “ other-shaped” and “co-shaped” images of China. Meanwhile, whether textbooks can meet the needs of enhancing cross-cultural communication competence among Chinese learners with specific cultural backgrounds is also a key indicator for evaluating the applicability of local Chinese textbooks. The study selected two local Chinese textbooks: Integrated Chinese(U.S.) and Nǐ shuō ba(France) as the objects, and adopted a combination of quantitative and qualitative research methods to compare and analyze the Chinese cultural elements presented in the textbooks of the two countries and conduct in-depth research. Guided by the Reference Framework for Teaching Chinese Culture and National Conditions in International Chinese Education(developed in 2021 by the Center for Language Education and Cooperation, Ministry of Education), the study used the qualitative analysis software Nvivo 12.0 to code and analyze the two textbooks. The findings reveal that Integrated Chinese(U.S.) primarily focuses on social life and contemporary China, while Nǐ shuō ba(France) centers on contemporary China and traditional culture. Both textbooks have deficiencies in shaping China’s image and in their applicability, which urgently require improvement. The analysis of these two local textbooks in the U.S. and France offers insights for textbook compilation in other countries and regions: Strengthening domestic and international cooperation in textbook compilation to shape a truthful and comprehensive image of China; leveraging the advantages of comprehensive international Chinese textbooks to achieve systematic arrangement of cultural elements and digital development of resources; adhering to the compilation principle of “integrating ancient and modern elements, with priority given to the modern and supplementation from the ancient” when selecting Chinese cultural content for local international Chinese textbooks, so as to present Chinese culture from diverse perspectives; emphasizing the comparison between target-language culture and native-language culture, and expanding multicultural content to foster learners’ cross-cultural communication competence and international perspective.更多还原