如何尽早尽快地让学习汉语的韩国学生了解中国？本文以四本韩国高中汉语课本中的中国文 化因素为研究对象，考察语言类教材中文化因素的选择、呈现与阐释，结合编写汉语教材与把汉语 作为第二语言教学的实践经验，提出基础汉语教材应设计十个左右的核心文化话题，以文化话题为 中心，选择具有代表性、贴近学生生活、能激发学生兴趣、富有时代气息的文化因素，以文化图片 和文化词汇的方式呈现，配少量文化语句对文化内容做进一步的阐释，帮助学生构建真实的文化认 知框架。其中，文化图片应具有典型性、多样性和真实性；文化词汇的呈现方式应以韩文、拼音、 汉字共现的方式贯穿始终；文化语句力求简单明了。本文特别强调高中汉语教科书应该加大力度对 韩国本土文化词汇的选择、呈现与阐释，帮助学习汉语的韩国学生积累韩国本土文化词汇和文化语 句。

How to make a Korean student who learns Chinese know China in no time? In this article, the author studies the Chinese cultural factors in four Chinese textbooks of the Korea high school, investigate the choosing, presenting and explaining of the cultural factors in language textbooks, also combines the experience of compiling the textbooks and teaching Chinese as second language pedagogy, the author proposes that ten central culture subjects should be put up in the basic Chinese textbooks, centering on the culture subjects, picking over some cultural factors which must have the representativeness, closing to students’ life, inspiring the interest in learning and the strong spirit of the times, all these would be presented in the way of culture pictures and vocabulary, adding some statements to further articulate the culture content, to help the students set up a full and actual cultural cognitive frame, and the culture pictures should be typical, multifarious and authentic, and the presentation modes should be in Korean, Pin Yin and Chinese character throughout the text, the statement should be simple and clear. This article emphasizes in the basic Chinese textbooks, and the high school Chinese textbooks should be more about matching the choosing, presenting and explaining of the local culture vocabulary, to help the students who learn Chinese accumulate local culture vocabulary and culture statement.

【摘要】
1. 绪论
2. 优点
3. 不足
4. 建议
5. 结论及余言
【参考文献】
【논문초록】

• 刘香君(中国广西师范大学国际文化教育学院副) | 유향군
• 吳世畯(한서대학교 항공융합학부 글로벌언어협력학과) | 오세준