1、 Introduction

The importance and development process of cultural teaching in international Chinese education were discussed, and the necessity and challenges of developing cultural teaching syllabus were pointed out. This article introduces the development background, purpose, and content of the "Reference Framework for Teaching Chinese Culture and National Conditions in International Chinese Education", as well as its position and significance in the development of cultural teaching syllabus.

2、 The distinctive advantages of the Reference Framework

The "Reference Framework for Teaching Chinese Culture and National Conditions in International Chinese Education" has obvious advantages in content coverage, classification and arrangement, and functional scope. In terms of content, the framework includes 3 primary cultural projects, 31 secondary cultural projects, and over 800 cultural points, meeting different educational needs. In terms of classification, a five layer structure is adopted, which systematically and innovatively combines Chinese culture and national teaching with international Chinese education, from learners' cognitive level to cultural point examples. Functionally, the framework aims at teaching and focuses on learner centeredness, providing cultural teaching content ranging from knowledge-based to evaluative, suitable for language teaching and specialized cultural courses. In addition, the framework has openness, allowing teachers to adjust teaching content as needed, providing a practical and systematic reference for Chinese education.

3、 The unique perspective of the Reference Framework

In depth exploration of the unique perspective of the "Reference Framework for Teaching Chinese Culture and National Conditions in International Chinese Education" emphasizes the importance of combining individual and national perspectives, integrating synchronic and diachronic perspectives, combining cultural and cognitive perspectives, and integrating language and culture perspectives. The combination of individual perspective and national perspective is reflected in the design of the three major modules of social life, traditional culture, and contemporary China, emphasizing the interconnection between individual life and national level culture. The combination of synchronic and diachronic perspectives demonstrates the thinking of cultural content and teaching in the temporal dimension through the division of traditional culture and contemporary China into two major time modules. The combination of cultural and cognitive perspectives is reflected in the classification of teaching content, which is based on the characteristics of cultural content itself and the cognitive differences of learners, in order to meet the needs of learners at different stages. Finally, the perspective of language and culture integration emphasizes the importance of communicative culture in language teaching, especially in the social life module, highlighting the cultural elements of language communication, nonverbal communication, and interaction. These perspectives provide new perspectives and ideas for cultural teaching and research in international Chinese education.

4、 Subsequent research on the Reference Framework

The Reference Framework provides authoritative, systematic, scientific, and practical teaching references in international Chinese education, but there is still room for further research. Firstly, it is necessary to study the distribution and proportion of cultural projects in teaching to meet the needs of different learners. Secondly, the 'Reference Framework' should be combined with language proficiency standards to study the correspondence between cultural points and language proficiency. In addition, it is necessary to summarize and refine cultural concepts, and deeply explore cultural connotations and influences. Finally, it emphasizes the continuity of cultural inheritance from ancient to modern times, showcasing the continuity of Chinese culture and its prospects for the future.

5、 Conclusion

The Reference Framework provides a systematic solution to the issue of international Chinese education and cultural curriculum, with distinctive advantages and emphasizing important perspectives. However, there is a lack of cultural knowledge distribution, language level correspondence, and cultural concept extraction. Subsequent research needs to focus on cultural inheritance and cross-cultural awareness cultivation.