华文教学与研究

本研究将“产出导向法”（POA）理论应用于国际中文教育文化课程教学，构建“始于产出、终于产出”的循环教学模式，并以“广西非遗精粹”课程中“瑶族油茶习俗”单元为例开展教学实践。通过“驱动—促成—评价”三阶段的教学循环，围绕“撰写传播与创新方案”这一最终产出任务，构建“文化认知—语言习得—跨文化交际”三位一体的教学模式，实施语言、文化、交际多维促成的过程化教学设计。采用教学实验法，对52名中级水平汉语学习者进行对比研究。结果显示，实验组在汉语总体水平、阅读与写作能力及文化产出质量上均显著优于对照组，表明POA能有效促进文化理解与语言运用的深度融合，增强学生的文化传播与创新应用能力。研究发现，非遗资源的课程化需实现文化符号解码、语言材料转化、实践场景迁移的三阶跃迁，其核心在于通过阶梯式产出任务消解文化适应障碍，提升国际学生的文化认同感与汉语应用能力。

By applying the theory of Production-Oriented Approach(POA) to the teaching of cultural courses in international Chinese language education, this study constructs a cyclical teaching model that “starts and ends with production”. Taking as an example the unit of “Yao Ethnic Group's Oil Tea Custom” in the course “Essentials of Guangxi's Intangible Cultural Heritage”, it conducts teaching practice. Through the three-stage teaching cycle of “motivation — facilitation — assessment”, and centering on the final production task of “composing a heritage and innovation plan”, the study builds a trinity teaching model of “language acquisition — cultural cognition — intercultural communication”, and implements a process-oriented teaching design that integrates multi-dimensional facilitation of language, culture and communication. Using the teaching experiment method, a comparative study was conducted on 52 intermediate-level learners of Chinese. The results show that the experimental group significantly outperformed the control group in overall Chinese proficiency, reading and writing skills, and the quality of cultural production. This indicates that POA can effectively promote the in-depth integration of cultural understanding and language application, and enhance students' abilities in cultural communication and innovative application. The study finds that the curriculum-based development of intangible cultural heritage(ICH) resources requires the realization of a three-stage leap: cultural symbol decoding, language material transformation, and practical scenario transfer. Its core lies in resolving cultural adaptation barriers through stepped production tasks and improving international students' cultural identity and application abilities of Chinese.