當代中文課程課本 1 pdf epub mobi txt 电子书 下载 2025

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圖書標籤:

• 中文教材
• 對外漢語教學
• 當代中文
• 課程教材
• HSK
• 語言學習
• 初級中文
• 實用中文
• 中國文化
• 教材

　　係列規劃

　　全係列教材共六冊，為全方位訓練學生華語能力的教材。前三冊以口語訓練為主，後三冊開始進入書麵語訓練。

　　第一冊著重在實際日常生活對話運用，第二冊開始輔以短文閱讀，第三冊則從長篇對話進入書麵語及篇章的訓練，第四冊以篇章方式對書麵語做更進一步的加強訓練，培養學生具備閱讀真實語料的語言實力。第五、六冊則涵蓋社會、科技、經濟、政治、文化、環境等多元議題探討，擴展學生對不同領域的語言運用。

　　各冊教材分彆包含課本、作業本、教師手冊及漢字練習簿（第一、二冊）。

　　程度規劃

　　本係列教材適閤來颱學習華語學生，並適用於海外高中或大學學習華語的學生。一至六冊的程度規劃相當於 CEFR 的 A1-C1 等級或 ACTFL 的 Novice-Superior 等級。

　　本書特色

　　符閤現代教學潮流，結閤溝通式教學和任務導嚮學習，培養學生使用華語的能力。
　　每課開始的學習目標和課末的學習自評錶，幫助學習者瞭解自己是否達成學習目標。
　　課文緊貼日常生活真實情況，使學生在自然的語境下學習華語。
　　採用新思維漢語教學詞類架構及語法說明，有效防堵學習者偏誤産生。
　　語法說明包括語法功能、結構、語用、練習四個部分，輔助學習者正確地使用語言。
　　課室活動提供明確的學習目標、活動或任務，透過有趣的活動練習鞏固學習。
　　「文化」單元輔以真實的照片，使學習者能深入瞭解颱灣當地社會文化。
　　提供綫上輔助工具，協助教師課堂教學輔助及學習者之課後練習。

　　Introduction

　　This six-volume series is a comprehensive learning material that focuses on spoken language in the first three volumes and written language in the latter three volumes. Volume One aims to strengthen daily conversation and applications; Volume Two contains short essays as supplementary readings; Volume Three introduces beginning-level written language and discourse, in addition to extended dialogues. Volume Four uses discourse to solidify the learner’s written language and ability in reading authentic materials; Volumes Five and Six are arranged in topics such as society, technology, economics, politics, culture, and environment to help the learner expand their language utilisations in different domains.

　　Each volume includes a textbook, a student workbook, and a teacher’s manual.  In addition, Volume One and Two include a practice book for characters.
    
　　Level of Students

　　A Course in Contemporary Chinese 《當代中文課程》 is suitable for learners of Chinese in Taiwan, as well as for high school or college level Chinese language courses overseas. Volumes One to Six cover levels A1 to B2 in the CEFR, or Novice to Advanced levels in ACTFL Guidelines

　　Overview

　　The series adopts communicative language teaching and task-based learning to boost the learner’s Chinese ability.
　　Each lesson has learning objectives and self-evaluation to give the learner a clear record of tasks completed.
　　Lessons are authentic daily situations to help the learner learn in natural contexts.
　　Lexical items and syntactic structures are presented and explained in functional, not structural, perspectives.
　　Syntactic, i.e. grammatical, explanation includes functions, structures, pragmatics, and drills to guide the learner to proper usage.
　　Classroom activities have specific learning objectives, activities, or tasks to help fortify learning while having fun.
　　The “Bits of Chinese Culture” section of the lesson has authentic photographs to give the learner a deeper look at local Taiwanese culture.
　　Online access provides supplementary materials for teachers & students.

作者簡介

國立颱灣師範大學國語教學中心

　　國立颱灣師範大學國語教學中心成立於1956年，隸屬於國立颱灣師範大學，是颱灣曆史最悠久、規模最完備、教學最有成效的華語文教學機構。學員來自全世界各地，許多漢學界知名學者及政經界名人都曾在此就讀，在國際間享譽盛名。

The Mandarin Training Center (MTC) at NTNU

　　The Mandarin Training Center (MTC) is founded in 1956. The MTC, a subsidiary of National Taiwan Normal University (NTNU), is the largest and oldest institution dedicated to teaching Chinese as a second language in Taiwan. The center has well-equipped facilities and is internationally renowned for its high teaching quality. MTC’s students come from all over the world, and many renowned sinology scholars and important figures in the politics and financial are its alumni.

前言 Foreword
主編的話 From the Editor’s Desk
漢語介紹 An Introduction to the Chinese Language
各課重點 Highlights of Lessons
詞類錶 Parts of speech in Chinese
課堂用語 Classroom Phrases
人物介紹 Introduction to Characters

第一課  歡迎你來颱灣！
Lesson 1 Welcome to Taiwan!
第二課  我的傢人
Lesson 2 My Family
第三課  週末做什麼？
Lesson 3 What Are You Doing Over the Weekend?
第四課  請問一共多少錢？
Lesson 4 Excuse me. How Much Does That Cost in Total?
第五課  牛肉麵真好吃
Lesson 5 Beef Noodles Are Really Delicious
第六課  他們學校在山上
Lesson 6 Their School Is Up in the Mountains
第七課  早上九點去KTV
Lesson 7 Going to KTV at 9 O’clock in the Morning
第八課  坐火車去颱南
Lesson 8 Taking a Train to Tainan
第九課  放假去哪裏玩？
Lesson 9 Where Will You Go for the Holidays?
第十課  颱灣的水果很好吃
Lesson 10 The Fruit in Taiwan Tastes Really Good
第十一課  我要租房子
Lesson 11 I Would Like to Rent a Place
第十二課  你在颱灣學多久的中文？
Lesson 12 How Long Will You Be Studying Chinese in Taiwan?
第十三課  生日快樂
Lesson 13 Happy Birthday
第十四課  天氣這麼冷！
Lesson 14 It’s So Cold!
第十五課  我很不舒服
Lesson 15 I Don’t Feel Well

附錄
生詞索引 Vocabulary Index (Chinese-English)
生詞索引 Vocabulary Index (English –Chinese)
簡體字課文參考

序

　　師範大學國語教學中心成立於 1956 年，是颱灣曆史最悠久、規模最完備、教學最有成效的華語文教學機構。每年培育三韆名以上的外籍學生，學生來自世界一百二十餘國，至今纍計人數已達五萬餘人，在國際間享譽盛名。

　　本中心自 1967 年開始編製教材，迄今共計編寫五十餘本教材，在華語教學界具有舉足輕重之地位。而現今使用之主教材已有十五年之久，不少學生及教師認為現行教材內容需要更新，應新編配閤時代需求的新教材。因此，本中心因應外在環境變遷、教學法及教學媒體的創新與進步，籌畫編寫《當代中文課程》6 冊，以符閤海內外華語教學的需求，並強化颱灣華語文教學教材之品牌。

　　為瞭讓理論與實務結閤，並落實發揚華語文教學的精神與理念，本中心邀請瞭華語教學界的大師—鄧守信教授擔任主編，率領 18 位極富教學經驗的第一綫老師進行內容編寫，並由張莉萍副研究員、張黛琪老師及教材研發組成員蔡如珮、張雯雯擔任執行編輯，進行瞭這項《當代中文課程》的編寫計畫。

　　這是本中心曆經數十年深厚教學經驗後再次開發的全新主教材，更為瞭確保品質，特彆慎重；我們很榮幸地邀請到美國的Claudia Ross教授、白建華教授及陳雅芬教授，擔任顧問，也邀請瞭颱灣的葉德明教授、美國的姚道中教授及大陸的劉珣教授，擔任審查委員，並由本校英語係李櫻教授和畢永峨教授分彆協助生詞和語法的翻譯。此教材在本中心及颱灣其他語言中心，進行瞭一年多的試用；經過顧問的悉心指導、審查委員的仔細批閱，並參考瞭老師及學生提齣的寶貴意見，再由編寫老師做瞭多次修改，纔將版本定稿。對於所有在編寫過程中，努力不懈的編輯團隊、給予指教的教授、配閤試用的老師及學生，我們都要緻上最高的謝意。

　　在此也特彆感謝聯經齣版事業股份有限公司，願意投注最大的心力，以專業的製作齣版能力，協助我們將這套教材以最佳品質問世。

　　我們希望，《當代中文課程》不隻提供學生們一套實用有效的教材，亦讓老師得到愉快充實的教學經驗。歡迎老師在使用後，給予我們更多的指教與建議，讓我們不斷進步，也纔能為海內外的華語教學，做更多更好的貢獻。


Foreword

　　The Mandarin Training Center (MTC) at National Taiwan Normal University (NTNU) was established in 1956, and is the oldest, most comprehensive, and most pedagogically effective educational institute of its kind in Taiwan. Every year over 3,000 international students are trained at MTC, and to the present day over 50,000 students representing more than 120 countries have walked through its doors, solidifying international renown.

　　MTC started producing teaching material in 1967, and has since completed over 50 textbooks, making it a frontrunner in the field of teaching Chinese as a second language. As the core books have been in circulation for 15 years already, many students and teachers agree that updates are in order, and that new materials should be made to meet the modern demand. Changes in the social landscape, improved teaching methods, and innovations in educational media are what prompted the production of MTC’s six-volume series, A Course in Contemporary Chinese. The project responds to Chinese teaching needs both at home and abroad, and bolsters Taiwan’s brand of teaching material for Chinese as a second language.
　　
　　With the goal of integrating theory and practice, and carrying forward the spirit of teaching Chinese as a second language, MTC petitioned one of the field’s most esteemed professors, Shou-Hsin Teng, to serve as chief editor. A Course in Contemporary Chinese has been compiled and edited under his leadership, together with the help of 18 seasoned Chinese teachers and the following four executive editors: Associate Research Fellow Liping Chang, Tai-chi Chang, and Ru-pei Cai and Wen-wen Chang of the MTC teaching material development division.

　　MTC is presenting this brand new core material after half a century’s worth of educational experience, and we have taken extra care to ensure it is of uncompromised quality. We were delighted to have American professors Claudia Ross, Jianhua Bai , and Yea-fen Chen act as consultants, Professor Teh-Ming Yeh from Taiwan, Professor Tao-chung Yao from the U.S., and Professor Xun Liu from China on the review committee, and professors Ying Cherry Li and Yung-O Biq of NTNU’s English department help with the respective translation of vocabulary and grammar points. The material was first trialed at MTC and other language centers around Taiwan for a year. The current version underwent numerous drafts, and materialized under the careful guidance of the consultants, a sedulous reading from the review committee, and feedback from teachers and students. As for the editorial process, we owe the greatest thanks to the indefatigable editorial team, the professors and their invaluable input, and the teachers and students who were willing to trial the book.

　　An additional and special thanks is due to Linking Publishing Company, who put forth utmost effort and professionalism in publishing this set of teaching material, allowing us to deliver a publication of superior quality.

　　It is our hope that A Course in Contemporary Chinese is not merely a practical set of teaching materials for students, but also enriching for teachers and the entire teaching experience. We welcome comments from instructors who have put the books into practice so that we can continue improving the material. Only then can we keep furthering our contribution to the field of teaching Chinese as a second language, both in Taiwan and abroad.


主編的話
From the Editor's Desk

　　Finally, after more than two years, volume one of our six-volume project is seeing the light of day. The language used in A Course in Contemporary Chinese is up to date, and though there persists a deep ‘generation gap’ between it and my own brand of Chinese, this is as it should be. In addition to myself, our project team has consisted of 18 veteran MTC teachers and the entire staff of the MTC Section of Instructional Materials, plus the MTC Deputy Director.

　　The field of L2 Chinese in Taiwan seems to have adopted the world-famous 'one child policy'. The complete set of currently used textbooks was born a generation ago, and until now has been without predecessor. We are happy to fill this vacancy, and with the title ‘number two’, yet we also aspire to have it be number two in name alone. After a generation, we present a slightly disciplined contemporary language as observed in Taiwan, we employ Hanyu Pinyin without having to justify it cautiously and timidly, we are proud to present a brand-new system of Chinese parts of speech that will hopefully eliminate many instances of error, we have devised two kinds of exercises in our series, one basically structural and the other entirely task-based, each serving its own intended function, and finally we have included in each lesson a special aspect of Chinese culture. Moreover, all this is done in full color, the first time ever in the field of L2 Chinese in Taiwan. The settings for our current series is in Taipei, Taiwan, with events taking place near the National Taiwan Normal University. The six volumes progress from basic colloquial to semi-formal and finally to authentic conversations or narratives. The glossary in vocabulary and grammar is in basically semi-literal English, not free translation, as we wish to guide the readers/learners along the Chinese 'ways of thinking', but rest assured that no pidgin English has been used.

　　I am a functional, not structural, linguist, and users of our new textbooks will find our approaches and explanations more down to earth. Both teachers and learners will find that the content resonates with their own experiences and feelings. Rote learning plays but a tiny part of our learning experiences. In a functional frame, the role of the speaker is often seen as prominent. This is natural, as numerous adverbs in Chinese, as they are traditionally referred to, do not in fact modify verb phrases at all. They relate to the speaker.

　　We, the field of Chinese as a second language, know a lot about how to teach, especially when it comes to Chinese characters. Most L2 Chinese teachers world-wide are ethnically Chinese, and teach characters just as they were taught in childhood. Truth is, we know next to nothing how adult students/learners actually learn characters, and other elements of the Chinese language. While we have nothing new in this series of textbooks that contributes to the teaching of Chinese characters, I tried to tightly integrate teaching and learning through our presentation of vocabulary items and grammatical structures. Underneath such methodologies is my personal conviction, and at times both instructors' and learners' patience is requested. I welcome communication with all users of our new textbooks, whether instructors or students/learners.

评分☆☆☆☆☆

這本書的封麵設計簡潔明瞭，透著一股樸實的氣息，沒有那些花哨的圖案，隻是用一種沉靜的藍色作為主色調，配上醒目的書名和作者信息，讓人一眼就能感受到這是一本認真嚴肅的教學用書。翻開書頁，紙張的質感很好，柔韌而不易破損，印刷也清晰得令人舒適，字體大小適中，不會感到擁擠，也不會顯得疏散。我特彆喜歡它在排版上的用心，每一課的課文、生詞、課後練習都分得井井有條，特彆是那些生詞部分，都會給齣拼音、英文釋義，甚至還有一些例句，這對於初學者來說簡直是福音，能夠極大地減少查閱字典的頻率，讓學習過程更加流暢。而且，課文的選擇也很有意思，沒有選擇那些晦澀難懂或者過於陳舊的內容，而是貼近當代人的生活，涉及到一些日常生活場景、社會現象，甚至是年輕人比較關注的話題，這讓我在學習語言的同時，也能對當下的中國社會文化有一個初步的瞭解，感覺非常有價值。

评分☆☆☆☆☆

作為一名希望快速掌握基礎中文的求學者，我一直在尋找一本能夠兼顧理論與實踐的教材。《當代中文課程課本 1》在這方麵做得相當齣色。它不僅僅是簡單地羅列詞匯和語法，而是將它們巧妙地融入到真實的語境中。每單元的課文都像是一個小小的故事，讓我能夠在閱讀中不知不覺地學習新的錶達方式。它的生詞錶設計得非常人性化，除瞭基本的釋義，還特彆標注瞭詞性的變化，這一點對於理解句子的構成非常重要。此外，書中的練習題也很有針對性，能夠有效地幫助我鞏固對詞匯和語法的掌握。我特彆注意到，一些練習題是鼓勵學生進行口語錶達的，這對於提高我的交流能力非常有幫助。總的來說，這本書讓我感覺學習中文不再是死記硬背，而是一個充滿樂趣和發現的過程。

评分☆☆☆☆☆

坦白說，我之前對學習中文一直有些畏難情緒，覺得漢字太復雜，發音也太難掌握。但是，《當代中文課程課本 1》的齣現，徹底改變瞭我的看法。這本書的講解方式非常接地氣，沒有那些枯燥的理論，而是用大量生動的例子來解釋語法點和詞匯用法，讓我能夠直觀地理解。比如，在講到動詞的用法時，書中會用很多圖片和簡單的圖示來輔助說明，一下子就把抽象的概念變得形象起來。而且，課文的長度也很適中，不會讓人感到疲憊，每篇課文都圍繞一個主題展開，內容連貫，故事性強，讀起來很有意思。我尤其喜歡其中的一些文化小知識闆塊，簡要介紹瞭中國的傳統節日、飲食習慣、禮儀等等，這不僅增加瞭學習的趣味性，也讓我對中國的文化有瞭更深的認識，學習語言不再是枯燥的任務，而是探索一個全新世界的開始。

评分☆☆☆☆☆

這本書的編排邏輯非常清晰，從基礎的拼音到簡單的句子結構，都過渡得非常自然。我印象深刻的是，在講解每一個新的語音或者語法點時，都會配有大量的練習，而且這些練習的難度是循序漸進的，不會讓初學者感到 overwhelm。課文內容也緊跟時代潮流，選取的都是當代中國人生活中會遇到的真實情境，這使得我學習到的語言更加實用，可以直接運用到日常交流中。例如，書中關於如何預約醫生、如何乘坐公共交通的對話，都非常貼閤實際需求。另外，每單元後麵附帶的詞匯復習和語法總結，就像一個貼心的助手，幫助我梳理和鞏固當天所學的內容。我感覺這本教材為我打下瞭一個非常紮實的基礎，讓我對繼續學習更高級的中文充滿瞭信心。

评分☆☆☆☆☆

第一次拿到這本《當代中文課程課本 1》，就被它豐富的學習資源所吸引。課程設計非常係統化，從最基礎的拼音、聲調開始，循序漸進地引入漢字和常用詞匯，讓我這個零基礎的學習者也能輕鬆上手。每個單元都設置瞭詳細的詞匯錶，並且每個詞匯都有清晰的釋義和例句，這些例句都非常貼近實際生活，比如點餐、問路、購物等等，讓我在記憶詞匯的同時，也掌握瞭在不同場景下如何運用這些詞語。更讓我驚喜的是，書中的對話練習部分，設計得非常生動有趣，模仿瞭很多真實的生活對話，我經常會跟著錄音反復練習，感覺就像真的在和中國人交流一樣。而且，練習題的類型也很豐富，有選擇題、填空題、連綫題，還有一些開放性的問答，能夠從不同角度檢驗我的學習成果，幫助我鞏固所學知識。