How to integrate cultural teaching into language teaching and enable cultural teaching to feedback language teaching? This has always been a hot issue in the field of Chinese international education. With the rise of the global “Chinese fever”, cultural teaching, especially holiday culture teaching, is increasingly receiving attention from the academic community and Chinese language teachers. Because language integration cannot be separated from cultural integration, festival customs are also closely related to local culture and language.However, the current problems in holiday culture teaching are: the domestic holiday culture is increasingly weakening, foreign holiday activities are becoming vague, the Fossilization of Language Level of Chinese Second Language Learners. In order to solve this problem, the paper theoretically integrates the technical line of dualistic relations in philosophy of language, the theory of "linguistic community" of ternary relations, and the theory of "experience and interaction" in cognitive linguistics. Taking festival culture as the research object, it constructs the “5C” model of “cultural linguistic community”, which is called “5C” MCLC (“5C” Model of Cultural Linguistic Community) for short. The teaching method of Chinese international education festival culture “5C” based on the “culture language community”.The route of this model language is “language materials - language scaffolding - language interaction - language group communication - language communication inside and outside class”, and the route of culture is “cultural information - Cultural identity - cultural development - cultural innovation - cultural communication”. This “5C” model forms a dual track parallel learning model for holiday culture that enhances both “language” and “culture”, that is, the construction of a complete “culture language community”.In practice, the article combines specific classroom teaching of Chinese international education to monitor the practical application effect of this model. In Chapter 3, the extension of this model is mainly tested, which starts from the reading teaching of “Water Margin”. By sorting out the Hangzhou dialect and Zanhua festival customs in classic works such as “Water Margin”, the “cultural language community” of Hangzhou dialect and local culture is constructed. Many times, language understanding barriers are actually cultural barriers. When conducting Chinese language teaching, incorporating holiday culture classroom teaching into the reading of classical masterpieces can make language classroom teaching more effective. In addition, by analyzing the influence factors of “gender, role, cultural background, function, Cultural conflict, classroom environment, cultural understanding, festival ceremony” on the construction of the festival “culture language community” classroom for reading Water Margin classics, this paper puts forward some thoughts and suggestions on the relationship between festival custom teaching and Chinese international education, as well as processing strategies.After constructing a theoretical model, the article uses empirical research to verify the effectiveness of this model in Chinese international education in Chapter 4. The empirical research mainly adopts methods such as classroom observation, recording, teacher-student interviews, and questionnaire surveys. Classroom observation mainly includes classroom record sheets, audio, and student interviews, with the purpose of monitoring the classroom teaching effectiveness of the “5C” model of the “Cultural Linguistic Community” MCLC (“5C” Model of Cultural Linguistic Community), and improving this model accordingly. To truly improve the level of cultural and language teaching in Chinese international education.The article uses empirical research methods to test the effectiveness of theoretical construction, including the concepts of inheritance and innovation, “learning by doing”, immersive teaching, cultural exchange and integration, and the combination of cultural teaching and language teaching. The proportion (adjust the proportion of the elements of the 5C model. In the language classes of junior college students, the proportion of teachers’ “language materials”, “language scaffolding”, “language interaction”, “cultural information” and “Cultural identity” is higher, while in the culture classes of senior college students, the proportion of “language group communication”, “language communication inside and outside class”, “cultural innovation” and “cultural communication” is higher) The model is improved in terms of emotions (increasing the frequency of teacher-student interaction in the classroom, creating a harmonious and equal classroom atmosphere, enabling students to learn Chinese in a safe emotional state), teacher-student relationships, and a sense of festive rituals, aiming to make it more comprehensive and achieve the goal of truly integrating theory and practice.In short, the goal of Chinese international education is to “spread Chinese culture and cultivate the ability to communicate in Chinese”. Festival culture is an important component of Chinese culture and an important part of teaching Chinese as a foreign language. The article constructs a 5C “MCLC” model with the intention of applying it to actual classroom teaching of Chinese international education. From the empirical research on Huachiew Chalermprakiet University and other institutions in Thailand, the feasibility is verified, and from the empirical research, the conclusion that “language teaching is integrated into cultural teaching, and language acquisition in cultural teaching” can maximize the teaching effect of Chinese international education.
如何在语言教学中融入文化教学并使文化教学反哺语言教学？这是国际中文教育界历来的热点问题。随着全球“汉语热”的兴起，文化教学特别是节日文化教学，越来越受到学界和汉语教师的关注。因为语言融合离不开文化融合，节日习俗也与当地的文化和语言密切相关。然而目前节日文化教学存在的问题是：国内节日文化意识日益淡化、国外节日活动流于虚化、汉语二语学习者水平“石化”。为了解决这个问题，文章从理论上融合语言哲学的二元关系的技术线路和三元关系的“语言共同体”理论以及认知语言学的“体验、互动”理论，以节日文化为研究对象，构建“文化—语言共同体”的“5C”模型，简称“5C”MCLC（“5C”Model of Cultural—Linguistic Community），即基于“文化—语言共同体”的国际中文教育节日文化“5C”教学方法。此模型语言的线路为“语料——语言支架——语言互动——语言小组交际——课内外语言交流”，文化的线路为“文化信息——文化认同——文化发展——文化创新——文化传播”。这个“5C”模型形成一种双轨并行的“语言”和“文化”共同提高的节日文化学习模式，即完整的“文化—语言共同体”的构建。文章在实践上，结合具体的国际中文教育课堂教学，监测运用此模型的实际效果。在第三章主要检测此模型的外延，即从《水浒传》的阅读教学出发，通过对《水浒传》等经典名著中的杭州方言和簪花节日习俗的梳理，构建杭州方言和地方文化的“文化—语言共同体”，很多时候语言理解的障碍其实就是文化障碍。在进行汉语教学时，把节日文化的课堂教学放到古典名著的阅读中，可以让语言课堂教学更加有效果。此外，通过对构建《水浒传》名著阅读的节日“文化—语言共同体”课堂的影响因素“性别、角色、文化背景、功能、文化冲突、课堂环境、文化理解、节日仪式”等外延的分析，对节日习俗教学与国际中文教学之间的关系以及处理策略等提出了思考和建议。文章在构建5C模型后，在第四章采用实证研究的方法验证此模型在国际中文教育中的效果。实证研究主要运用了课堂观察、录音、师生访谈和问卷调查等方法，其中课堂观察包括课堂记录单、音频和学生访谈等环节，作用是监测此“文化—语言共同体”的“5C”模型，简称“5C”MCLC（“5C”Model of Cultural—Linguistic Community）的课堂教学效果，并据此对模型进行改进，真正提高国际中文文化教学和语言教学的水平。文章通过实证研究的方法，检验理论建构的效果，在理念（传承与创新理念、“做中学”理念、沉浸式教学理念、文化交流与融合理念、文化教学与语言教学结合理念）、比例（调整5C模型构成要素的比例，在大学低年级的语言班，教师的“语料”、“语言支架”、“语言互动”、“文化信息”和“文化认同”的比例高一点，而在大四年级的文化班，“语言小组交际”、“课内外语言交流”、“文化创新”和“文化传播”的比例高一些）、情感（提高课堂师生互动频率，营造和谐平等的课堂氛围，使学生能在一种安全的情感中学习汉语）、师生关系、节日仪式感等方面对此模型加以改进，力图使其更加完善，从而达到理论与实践真正得以结合的目的。总之，国际中文教育的目标是“传播中华文化，培养运用汉语进行交际的能力”。节日文化是中华文化的重要组成部分，也是国际中文教学的重要内容。文章建构5C“MCLC”模型，意在把它运用到实际的国际中文教育的课堂教学之中。从对泰国华侨崇圣大学等院校的实证研究中，得到可行性验证，并从实证研究中得出“语言教学中融入文化教学，文化教学中习得语言”的教学模式，可以最大限度地在国际中文教育中取得良好教学效果的结论。
