本研究旨在探討如何因應短期研習班「既遊且學」的特性，納入華裔學習者聽說讀寫能力不均及具有雙邊文化認同感的特質，設計出具有針對性的教學設計原則與教學模式。
研究過程首先進行文獻分析，再採用調查研究與案例分析並行的方法：發放問卷調查華裔學生的文化學習需求，以實際教學過程進行案例分析，分析對象是T大華裔短期研習班，教學過程中研究者結合兩項教學模式進行文化教學，並向學習者進行教學結果調查。本研究最後整合上述各項分析結果，歸納出對華語課中文化教學的結論與建議。
本研究結果發現：
一、華裔學習者是同時具有「學習中文」與「文化認同」需求的雙文化學習者，因此進行文化教學時，可引導其對雙邊文化價值觀的差異進行反思與認同感選擇，協助同時發展中文能力與文化觀念。
二、華裔學習者對文化主題具有興趣強弱之偏好：「飲食>歷史傳說>傳統技藝>節慶>美學>風俗習慣>思想>人際禮儀>宗教信仰>其他」，教師在選擇文化教學內容時，可參考此排序來選擇教學主題。
三、華裔短期研習班的文化教學設計可透過華裔學習者的興趣偏好及當地情境資源進行教學主題的篩選，再根據研習班的課程型態進行文化教學模式的組織與安排，使教學能遵循「課室學習與文化體驗相結合」、「從物質文化提升至精神文化」、「強調學習者的主動參與和經驗交流」、「強調活潑多元的學習活動」，以及「以文化為媒介，強調聽說能力和讀寫能力的相輔相成」五項原則。

The purpose of this study is to discuss how to design the specific teaching guidelines and modes of culture issues based on the feature “learning by traveling” of short-term program and the characters of lacking four learning skills and biculture identities of Chinese heritage.
The methodologies used in this study are documentary analysis, survey and case study. The survey is to outline the culture learning need of Chinese heritage, case study has been carried out by actual teaching, and the subjects are fourteen Chinese heritage studies in T University. The researcher combined two teaching modes to teach cultures issues. Learners are interviewed after teaching. Finally researcher integrated all the results and provided suggestions of culture teaching.
The results found are ：
1.Chinese heritage students are bicultural learners who have the needs of learning Chinese and seeking culture identities. Thus when teaching culture issues, teachers should guide them to re-think and choose from the bicultural differences to help them develop culture identities.
2.Chinese heritage students have their inclination of cultural topics, listed by the ranking: food, legend, traditional handwork, festival, art, custom, thought, manner, religion and others. Teachers could use this sequence to choose the topics.
3.Selecting cultural topics and teaching modes in short-term program for Chinese heritages can be designed based on learners’ preferences, local resource and the curriculum type. Teaching culture issues should follow five rules, first the combination of classroom learning and culture experiencing; second, transition from surface culture to spiritual culture; third, emphasizing active participation and exchanging experiences among learners; fourth, highlighting multi activities, and the last, using culture as media, focusing on four learning skills.

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