在全球化语境与“一带一路”倡议推动下,跨文化教学日益成为国际中文教育的重要议题。本文基于泰国曼谷国际学校的教学实践,选取《拉玛坚》中的哈努曼与《西游记》中的孙 悟空两位神话人物为文化对比核心,通过比较文学、符号学与跨文化教育理论构建“本土一比 较一实践”的教学模式。研究发现,以本土熟悉人物为教学切入点,不仅显著提升学生语言习得与文化认同能力,也有效促进其跨文化迁移与批判性思维发展。文章提出基于IB PIP框架下
的课堂实施路径,并探讨项目式学习、角色扮演等形式对文化内化的推动作用。研究结论为国际学校中文课堂提供了一种融合本土适应与全球胜任力的文化教学新范式,具有理论创新性与实践可复制性。
In the context of globalization and the advancement of the "Belt and Road" Initiative, cross-cultural teaching has become an increasingly my important topic in international Chinese education. This study, based on classroom practices in an international school in Bangkok, Thailand, selects the mythological figures Hanuman from the Ramakien and Sun Wukong from Journey to the West as the core of cultural comparison. It constructs a "Local-Comparative-Practical " teaching model through the lens of comparative literature, semiotics, and intercultural education theory. The findings indicate that using culturally familiar figures as an entry point significantly enhances students' language acquisition and cultural identity, while also promoting intercultural transfer and critical thinking. The paper outlines an implementation path under the IB PYP framework and explores how project-based learning and role-playing contribute to cultural internalization. The research offers a new paradigm of cultural teaching for international Chinese classrooms----one that integrates local relevance with global competence, demonstrating both theoretical innovation and practical replicability.
