1 Introduction

Chinese textbooks play a crucial role in connecting teachers, teaching methods, and learners in international Chinese education. With the rise of the global Chinese language craze, their importance is becoming increasingly prominent. Although China has made progress in the construction of international Chinese textbooks, there are still shortcomings in terms of diversity and overseas adaptability, especially in adapting to the cultural background and language habits of overseas learners. As an important country in foreign language education, it is of great significance for the United States to study its local Chinese textbooks and understand global Chinese education. As a representative of Chinese language textbooks in the United States, "Chinese Listening, Speaking, Reading, and Writing" has undergone preliminary research, but lacks a systematic analysis of its cultural teaching philosophy. This study aims to analyze in depth the cultural teaching concepts and strategies of the Chinese textbook through the "Reference Framework for Teaching Chinese Culture and National Conditions in International Chinese Education", summarize the successful experience of classic Chinese textbooks abroad, provide theoretical support and practical reference for enhancing the overseas adaptability and influence of Chinese international textbooks, and promote cultural exchange and mutual learning between China and foreign countries.

2 Literature Review

The research on cultural teaching concepts and writing strategies of international Chinese textbooks can be summarized into three modes: multi perspective presentation and cross-cultural comparison, learner centered cultural content selection, and modernity and synchronicity. The research on the Chinese textbook focuses on language teaching theory and textbook writing practice, involving topics selection, vocabulary and grammar arrangement, etc. However, cultural teaching research is relatively weak and requires further systematic analysis and exploration.

3 Research Design

This chapter explores the concepts and strategies of the "Chinese Listening, Speaking, Reading, and Writing" textbook in cultural teaching. The research focuses on the distribution patterns and presentation strategies of cultural teaching content in textbooks. The fourth edition of "Chinese" serves as a research sample, with a focus on its "cultural literacy" module, enhancing visual appeal and learner engagement through illustrations, magazine style layout design, and "comparison and contrast" activities. The study used the "Reference Framework" to construct a coding scheme, combined with quantitative and qualitative analysis methods, to extract cultural information points from textbooks, describe the distribution of cultural project points, and summarize the key features and modes of cultural teaching through thematic analysis and case study methods, revealing their potential value in enhancing learners' cultural knowledge, understanding, awareness, and attitudes.

4 Research Results

The research results show that the "Chinese Listening, Speaking, Reading, and Writing" textbook has a relatively comprehensive distribution of cultural teaching content, but there is an imbalance phenomenon. Cultural projects in the field of social life have a relatively high proportion, focusing on social norms, behavior, and ideological concepts in Chinese communication. Traditional culture and contemporary Chinese projects complement each other, jointly showcasing the interweaving of ancient and modern China. Textbooks exhibit diversity in the selection and presentation of secondary cultural projects, particularly in terms of common themes such as language and culture, education, etc. However, some secondary cultural projects such as clothing and travel in social life, art projects in traditional culture, as well as political, media, and foreign relations projects in contemporary China are missing, which affects learners' comprehensive understanding of traditional and contemporary Chinese culture.

5 Discussions

The sample textbook meets the expectations of the Reference Framework in terms of the breadth and depth of cultural teaching content, providing a comprehensive and practical cultural learning experience. Quantitative analysis shows that the textbook covers multiple cultural themes, achieving full coverage of primary cultural projects and high coverage of secondary cultural projects. Qualitative analysis reveals that textbooks present cultural content through text, images, and cases, emphasizing the connection between ancient and modern times, learners, and community society. The cultural teaching philosophy and strategies of textbooks are reflected in two principles: "multidimensional integration" and "connection driven". The former constructs a three-dimensional and multi-level cultural teaching model by integrating language and cultural knowledge, traditional and modern culture, etc., while the latter establishes a close connection between learners and the target culture through strategies such as interactive participation and emotional connection. These strategies enhance the pertinence of cultural teaching and learners' sense of participation, making cultural content more vivid and authentic, and promoting the international dissemination of Chinese culture. At the same time, the integration of modernity and coherence in textbook development has expanded the cultural and teaching space, providing guidance for the development of multimodal foreign language textbooks. The textbook also emphasizes learner centeredness, promotes cultural resonance through seeking common ground while reserving differences, optimizes textbook design, and helps learners achieve deep cross-cultural understanding, becoming active participants in cross-cultural dialogue.

6 Conclusion

The content distribution and characteristics of the "cultural literacy" section in the Chinese textbook were studied, and the cultural teaching concepts of "multidimensional integration" and "connection driven" were proposed. It is suggested that the construction of international Chinese textbooks should integrate diverse cultural elements, create rich and diverse cultural backgrounds, and promote cultural understanding. At the same time, we should fully consider the diverse cultural environment overseas and local factors, design flexible and appropriate cultural presentation methods, and enhance the pertinence and adaptability of textbooks. In addition, attention should be paid to individual differences among learners, and teaching strategies should be adjusted according to local conditions to meet personalized needs. Future research can broaden the scope of analysis, adopt a comparative perspective, and deeply explore the performance and impact of textbooks in actual teaching, providing important references for the improvement of Chinese textbook writing and design, as well as the development of international Chinese education.