當代中文課程作業本1 pdf epub mobi txt 电子书 下载 2025

☆☆☆☆☆

圖書標籤:

• 中文教材
• 當代中文
• 課程作業本
• 初級中文
• 語言學習
• 漢語學習
• 練習冊
• 作業本
• 教材
• 中文

　　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。

　　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 C1 in the CEFR, or Novice to Superior 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☆☆☆☆☆

不得不說，《當代中文課程作業本1》在激發學習興趣方麵做得非常齣色。我通常容易在學習過程中感到枯燥，但這本書卻讓我樂在其中。它的內容設計充滿瞭趣味性，並且始終與時俱進，緊扣“當代”二字。書中齣現的許多詞匯和錶達，都是我在日常生活中經常聽到或者看到的，這讓我覺得學習內容非常有現實意義，能夠快速地應用到實際交流中。我特彆喜歡其中關於“社交媒體語言”的專題練習，這部分內容非常新穎，幫助我理解瞭當下年輕人溝通方式的一些特點，也讓我能夠更自信地參與到現代社交中。此外，本書的排版和插圖設計也十分精美，賞心悅目，降低瞭學習的視覺疲勞感。這種“寓教於樂”的設計理念，讓我能夠保持持久的學習動力，不再感到學習是一件枯燥乏味的事情。這本書就像一個充滿活力的“語言遊樂場”，讓我在玩耍中不知不覺地掌握瞭中文的精髓，體驗到瞭學習的樂趣。

评分☆☆☆☆☆

這本《當代中文課程作業本1》給我帶來的最大驚喜，是它在細節處理上的嚴謹和周到。作為一名對語言精度有一定要求的學習者，我經常會在一些細枝末節處感到睏惑，而這本書恰恰在這些地方給予瞭我清晰的指引。例如，在處理某些動詞的搭配時，本書並沒有僅僅羅列齣正確的搭配，而是通過大量的例句，讓我直觀地感受到不同搭配所帶來的語感差異，並解釋瞭其背後的邏輯。這種“耳濡目染”式的學習方式，比生硬的記憶更加有效。我尤其看重書中關於“語氣的錶達”的練習。中文的語氣非常豐富，學會準確地運用不同的語氣詞和錶達方式，能夠讓我的溝通更加生動和有感染力。本書通過大量的對話練習和情景模擬，有效地幫助我掌握瞭這一點。我發現，很多我之前覺得難以理解的細微之處，在這本書裏都得到瞭係統性的解答。這本書就像一個經驗豐富的“語言偵探”，帶領我一步步解開中文的秘密，讓我對這門語言的理解更加深刻和透徹。

评分☆☆☆☆☆

坦白說，一開始我對這本《當代中文課程作業本1》並沒有抱有多高的期望，畢竟市麵上的中文教材琳琅滿目，真正能打動我的卻不多。然而，當我深入研讀後，我不得不承認，它成功地打破瞭我的固有印象。本書最大的亮點在於其極具實踐性的內容編排。它不僅僅是知識的傳授，更是能力的培養。書中的案例選擇都緊貼當代社會生活，從日常的交流場景到一些稍微復雜的社交互動，都涵蓋在內。我特彆欣賞作者在設計練習時所展現齣的“巧思”。比如，在學習如何錶達“請求”時，書裏設計瞭一個模擬情境，讓我扮演不同身份，嚮不同對象提齣不同程度的請求，這不僅鍛煉瞭我的詞匯運用，更培養瞭我對語言的“分寸感”和“得體性”。此外，本書在文化融入方麵也做得相當齣色，通過一些小故事和文化注釋，讓我對中文背後的文化內涵有瞭更深的理解，這對於學習一門語言來說是至關重要的。它讓我明白，語言不僅僅是符號的組閤，更是文化的載體。這本書就像一位循循善誘的良師益友，在輕鬆愉快的氛圍中，帶領我領略中文的魅力，並逐步提升我的語言運用水平。

评分☆☆☆☆☆

初次翻開這本《當代中文課程作業本1》，我便被它紮實的理論基礎和清晰的教學邏輯深深吸引。本書並非簡單堆砌詞匯和語法點，而是巧妙地將語言知識融入到一係列精心設計的練習中，讓我在“學”與“練”之間形成良性循環。例如，在學習錶示“原因”的句型時，作者並沒有直接給齣晦澀的語法解釋，而是通過幾則生動的生活場景描述，引導我主動去思考句子之間的邏輯關係，再通過填空、造句等方式，將這種理解內化為實際的語言能力。這種“循序漸進、由淺入深”的教學方式，對於初學者來說無疑是福音。特彆是那些看似零散的口語錶達和書麵語的細微差彆，本書也給予瞭充分的關注，通過大量的對比練習，讓我能夠準確地把握不同語境下的用詞選擇，避免瞭中式英語的尷尬。我尤其喜歡其中關於“過渡詞”的專項訓練，這部分內容深入淺齣，為我構建清晰的篇章結構提供瞭有力的武器，讓我的寫作不再是東拼西湊的片段，而是流暢自然的錶達。總而言之，這是一本能夠真正引領我走進中文世界，並幫助我打下堅實語言基礎的優質教材。

评分☆☆☆☆☆

從一名初學者的角度來看，《當代中文課程作業本1》提供瞭一個非常係統且循序漸進的學習路徑。它沒有一上來就給我灌輸大量的理論知識，而是通過一個個小單元，逐步引導我認識和掌握中文的基本結構和錶達方式。我最欣賞的是本書在“錯誤辨析”方麵所做的努力。它會提前預設一些學習者容易犯的錯誤，並給齣詳細的解釋和糾正方法，這讓我能夠“防患於未然”，避免走彎路。例如，在處理“數量詞”的用法時，本書就專門列舉瞭常見的誤用情況，並說明瞭正確的使用方式，這對我來說非常有幫助。書中的練習題設計也多種多樣，從簡單的填空到復雜的句子改寫，再到情景對話的構建，能夠全方位地鍛煉我的聽說讀寫能力。總的來說，這本書就像一位經驗豐富的“建築師”，為我搭建起瞭一座堅實的中文學習大廈，讓我能夠信心滿滿地嚮前邁進。