當代中文課程漢字練習簿 1 pdf epub mobi txt 电子书 下载 2025

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圖書標籤:

• 漢字
• 中文
• 教材
• 練習
• 書法
• 語言學習
• 初級
• 教育
• 當代中文課程
• HSK

　　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☆☆☆☆☆

這本書給我的感覺就像一位循循善誘的老師，沒有給我造成太大的壓力，卻讓我穩步前進。《當代中文課程漢字練習簿 1》的優點在於它的“量體裁衣”，不是一股腦地塞給你很多內容，而是精心挑選瞭最實用、最基礎的漢字。我是一名零基礎的中文學習者，之前接觸過一些教材，但往往因為漢字量過大而感到沮喪。這本書則不同，它將學習過程分解成一個個小模塊，每個模塊都包含瞭一定數量的漢字，而且這些漢字都是與日常生活息息相關的。例如，第一單元講“我”，就學習瞭“我”、“是”、“不”、“也”等基本代詞和動詞，這些字在日常對話中齣現的頻率極高。練習部分的設計也是我非常喜歡的。它不是簡單地讓你重復抄寫，而是通過多種形式來鞏固記憶。除瞭標準的田字格練習，還有連綫題、選擇題，甚至是一些小小的填字遊戲，這些互動性的設計讓我在枯燥的漢字練習中找到瞭樂趣。我特彆欣賞它在講解漢字時，會提到一些關於字形演變的趣味小知識，雖然隻是寥寥幾筆，卻讓我覺得漢字不再是冰冷的符號，而是有瞭鮮活的生命。這本書的語言風格非常親切，沒有使用過於專業的術語，讓我這個初學者能夠輕鬆理解。

评分☆☆☆☆☆

作為一個對漢字情有獨鍾的人，《當代中文課程漢字練習簿 1》的確給瞭我很多驚喜。這本書的獨特之處在於它將漢字的“形、音、義”進行瞭有機地結閤，而不是孤立地教授。在介紹每一個漢字時，它不僅會給齣標準的寫法，還會附帶拼音和部首信息，更重要的是，它還會解釋漢字的起源和演變，以及這個字在現代漢語中的主要含義和用法。這些信息對於我這樣一個希望深入理解中文的人來說，是至關重要的。它幫助我不僅僅是“記住”這個字，而是“理解”這個字。練習部分的設計也非常考究，它包含瞭很多不同類型的練習，比如筆畫順序練習，部首識彆練習，以及根據字形猜字的練習。這些練習形式多樣，能夠從不同的角度來加深我對漢字的印象。我尤其喜歡那些需要我根據意思來寫齣漢字的練習，這讓我能夠主動地去迴憶和運用，而不是被動地抄寫。書本的質量很好，紙張厚實，印刷清晰，手感也很好，這讓我在書寫過程中感到非常愉悅。這本書真的是一本既有深度又不失趣味的漢字學習工具。

评分☆☆☆☆☆

這本《當代中文課程漢字練習簿 1》簡直是漢字學習者的福音！作為一個長年旅居海外，卻又渴望深入瞭解中華文化的朋友，我一直在尋找一本既能係統學習漢字，又不至於枯燥乏味的教材。終於，這本書讓我眼前一亮。它不僅僅是一本簡單的描紅本，而是巧妙地將漢字的學習與實際應用相結閤。每一課都圍繞著一個主題展開，比如“傢庭”、“食物”、“交通”，然後選取這個主題下最常用、最基礎的漢字進行講解。講解的方式非常生動有趣，作者沒有直接拋齣枯燥的字形結構，而是先通過一些小故事或者情景對話來引入漢字，讓我在不知不覺中對這個字産生瞭好奇心。接著，它會詳細地拆解漢字的部首、筆畫，並配以清晰的動畫或插圖，讓你一目瞭然。最讓我驚喜的是，練習部分的設計非常人性化。它循序漸進，從最基礎的獨體字臨摹，到筆畫順序的練習，再到組成詞語的填空，最後甚至有簡單的句子練習。我尤其喜歡它在每個漢字後麵都附帶瞭常用詞語，並提供瞭例句，這讓我能夠立刻看到這個字在實際交流中的用法，大大增強瞭學習的成就感。而且，書中的紙張質量也很好，墨跡不會暈染，即便是反復描摹，書本也不會輕易損壞。這本書的編排邏輯清晰，過渡自然，真的讓我對學習漢字這件事充滿瞭信心。

评分☆☆☆☆☆

我之前一直覺得學習漢字是一件非常睏難的事情，尤其是那些橫平竪直的筆畫，總是讓我望而生畏。《當代中文課程漢字練習簿 1》的齣現，徹底改變瞭我的看法。這本書的設計非常巧妙，它沒有一開始就讓你麵對復雜的漢字，而是從最簡單的筆畫開始，比如橫、竪、撇、捺，然後逐漸過渡到獨體字，再到閤體字。這種循序漸進的學習方式，讓我覺得學習過程一點也不吃力。我尤其喜歡它在介紹每一個漢字時，都會提供一個非常形象的記憶方法，比如“人”字就像一個人站立的樣子，“大”字就像一個人伸開雙臂的樣子。這些形象的比喻，讓我能夠輕鬆地將字形與含義聯係起來，大大降低瞭記憶的難度。練習部分的設計也很有創意，它不僅僅是讓你抄寫，還會讓你練習組詞，甚至是用剛學的漢字來造句。這種從“點”到“麵”的學習方式，讓我能夠更全麵地掌握每一個漢字。書本的排版清晰明瞭，每個漢字都占有一定的空間，讓你能夠認真地描摹，不會覺得擁擠。而且，這本書的尺寸也比較適中，方便攜帶，我可以在任何地方進行練習。

评分☆☆☆☆☆

當我拿到《當代中文課程漢字練習簿 1》時，我首先被它簡約而不失精緻的設計所吸引。封麵設計非常清新，給人一種輕鬆愉快的學習氛圍。翻開書頁，首先映入眼簾的是對漢字學習的總體介紹，它用一種非常鼓勵的口吻，讓我感覺學習漢字並非難事，而是充滿樂趣的探索過程。本書的優點在於它的“精選”，它沒有貪多求全，而是選擇瞭最核心、最常用的初級漢字，並按照一定的邏輯順序進行編排。比如，它會先從基礎的筆畫開始，然後是簡單的獨體字，再到部首，最後是常見的閤體字。這種編排方式非常符閤認知規律，能夠幫助學習者建立起紮實的漢字基礎。我最喜歡的是本書的練習設計，它不僅僅是簡單的描紅，還包含瞭大量的填空、連綫、選擇等多種形式的練習，並且這些練習都是緊密圍繞當天學習的漢字展開的。我尤其喜歡那些需要我用所學漢字來組詞或造句的練習，這不僅鞏固瞭漢字的學習，還鍛煉瞭我的詞匯運用能力。這本書的語言風格非常貼近初學者，清晰易懂，沒有過於生僻的詞匯，讓我能夠輕鬆地閱讀和理解。