The formulation of the Common European Framework of Reference for Languages (CEFR), the practice of the Content and Language Integrated Learning (CLIL), and the development of the cultural representation analysis framework, all of these have provided the prerequisites and foundations for the construction of an assessment framework for the input of cultural contents in the basic stage of French language teaching for French majors, ranging from the measurement of foreign language proficiency to the exploration of classroom teaching, from the evaluation of test papers to the analysis of teaching materials. Meanwhile, Teaching Guidelines for French Majors in Undergraduate Programs in Regular Institutions of Higher Education (2022 Edition) has put forward specific goals for integrating cultural contents into undergraduate French teaching. However, cultural contents are not available objectively when teaching, and they need to be screened and constructed accordingly. Moreover, the integration of cultural contents should cover the whole teaching process and have a corresponding assessment system to measure the degree, contents, and effects of integration. In this sense, both apriority and posteriority in nature, this framework not only has a quantifiable and describable assessment mechanism, but also can update itself according to the assessment feedback.