Abstract: Foreign language teaching is essentially intercultural education, of which the teaching of Chinese cultural translation is a major part for contemporary college students. According to cognitive translatology, translators need to carry out cognitive operations at the conceptual level while facing cultural differences. In the teaching experiment of cultural translation, learners are guided to operate the frame initiated by native culture. Through frame correspondence, level adjustment, angle change, framework transplantation, we integrate the experiential, analytical, reflective intercultural education into the cultural discourse translation practice from Chinese into English to make the national culture rooted in China and integrated with multi-culture. Quantitative and qualitative methods verify that learners’ intercultural ability has been developed, including knowledge, cognition, attitudes and skills.