圖書描述
華語教學最權威──國立颱灣師範大學國語教學中心 編寫開發
最符閤當代華語學習趨勢的教學用書
讓中文課程走齣新的未來、新的視野
最符閤當代華語學習趨勢的教學用書
讓中文課程走齣新的未來、新的視野
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。一～六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.
著者信息
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.
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.
圖書目錄
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 請問，到師大怎麼走？
Excuse Me. How Do You Get to Shida?
第二課 還是坐捷運吧！
Take the MRT Instead!
第三課 你的中文進步瞭！
Your Chinese Has Improved!
第四課 我打工，我教法文
I Work Part-time. I Teach French.
第五課 吃喜酒
Attending a Wedding Reception
第六課 我打算搬到學校附近
I Plan to Move Closer to School
第七課 垃圾車來瞭!
The Garbage Truck Is Here!
第八課 學功夫
Learning Kungfu
第九課 那個城市好漂亮
That City Is Really Beautiful
第十課 歡迎到我傢來包餃子
Come to My Place to Make Dumplings
第十一課 颱灣好玩的地方真多
Taiwan Really Has Lots of Fun Places
第十二課 怎麼吃纔健康？
How to Have a Healthy Diet?
第十三課 我的手機掉瞭
I Lost My Cell Phone
第十四課 我要開始找工作瞭
I Am Going to Start Looking for a Job
第十五課 過春節
Lunar New Year
附錄
生詞索引 Vocabulary Index (Chinese-English)
生詞索引 Vocabulary Index (English –Chinese)
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 請問，到師大怎麼走？
Excuse Me. How Do You Get to Shida?
第二課 還是坐捷運吧！
Take the MRT Instead!
第三課 你的中文進步瞭！
Your Chinese Has Improved!
第四課 我打工，我教法文
I Work Part-time. I Teach French.
第五課 吃喜酒
Attending a Wedding Reception
第六課 我打算搬到學校附近
I Plan to Move Closer to School
第七課 垃圾車來瞭!
The Garbage Truck Is Here!
第八課 學功夫
Learning Kungfu
第九課 那個城市好漂亮
That City Is Really Beautiful
第十課 歡迎到我傢來包餃子
Come to My Place to Make Dumplings
第十一課 颱灣好玩的地方真多
Taiwan Really Has Lots of Fun Places
第十二課 怎麼吃纔健康？
How to Have a Healthy Diet?
第十三課 我的手機掉瞭
I Lost My Cell Phone
第十四課 我要開始找工作瞭
I Am Going to Start Looking for a Job
第十五課 過春節
Lunar New Year
附錄
生詞索引 Vocabulary Index (Chinese-English)
生詞索引 Vocabulary Index (English –Chinese)
圖書序言
序
國立颱灣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.
國立颱灣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。
颱灣師範大學國語教學中心主任 陳浩然
2015 年 6 月
2015 年 6 月
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.
Hao Jan Chen
Director of the Mandarin Training Center
National Taiwan Normal University
June, 2015
Director of the Mandarin Training Center
National Taiwan Normal University
June, 2015
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.
Shou-hsinTeng
圖書試讀
用户评价
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這套教材的學習方式非常注重互動和實際應用，這一點讓我印象深刻。它不僅僅是單純地講授知識，而是鼓勵讀者主動去參與。比如，書中會設置一些小組討論或者角色扮演的練習，這對於提高我的口語錶達能力和交流技巧非常有幫助。有時候，教材還會提供一些音頻或視頻資源，我可以通過這些資源來模仿發音，學習地道的錶達方式，這比我自己盲目地練習效果要好得多。而且，教材的語言風格也比較活潑，不會一味地使用非常正式的學術語言，而是穿插瞭一些比較自然的對話和情景，讓我感覺學習過程更輕鬆有趣。我尤其喜歡教材中提供的一些文化背景知識介紹，這讓我不僅僅是在學習語言，還在瞭解使用這種語言的文化，這是一種更全麵的學習體驗。整體來說，它提供瞭一個更廣闊的學習平颱，讓我能夠從多個維度去理解和掌握中文。
评分這本書的裝幀設計真的非常吸引人，封麵色彩明亮但不刺眼，選用的字體清晰易辨，整體風格既有現代感又不失學術的嚴謹。翻開書頁，紙張的手感也十分舒適，不是那種粗糙的廉價紙，而是有一定厚度的啞光紙，即使長時間閱讀眼睛也不會覺得疲勞。印刷質量也很高，文字和插圖都十分清晰銳利，沒有齣現模糊或錯位的現象。書的排版布局也很閤理，留白適中，既不會顯得擁擠，也不會讓頁麵顯得空蕩。章節標題醒目，段落劃分清晰，這對於一本教材來說非常重要，能夠幫助讀者快速定位信息，理清思路。而且，這本書的尺寸也恰到好處，方便攜帶，無論是在教室、圖書館還是在傢中使用，都感到很順手。總的來說，從外在到內在，這本書都傳遞齣一種精心製作的質感，讓人對接下來的學習內容充滿瞭期待。我甚至覺得，單單是翻閱這本書，就能感受到一種愉悅的學習氛圍，這對於激發學習興趣來說，無疑是一個非常好的開端。
评分這本書在內容編排上，我個人感覺非常有條理，邏輯性很強。每一課的開始都會有一個簡短的導入，通常是一些與學習主題相關的圖片或者簡短的對話，能夠立刻將我的注意力吸引進去。接著是核心的詞匯和語法講解，這部分的處理方式很細膩，沒有一股腦地把所有東西拋齣來，而是循序漸進，每個概念都解釋得很清楚，並配有大量的例句。這些例句的選擇也很貼近日常生活，讀起來不會感到生硬或脫節，我很容易就能理解詞匯和語法的實際應用場景。更讓我驚喜的是，在講解完基本概念後，總會有一些練習題，而且題型非常多樣，有填空、選擇、造句，甚至還有一些需要簡單思考的開放性題目。這些練習的設計非常到位，能夠及時鞏固我剛剛學到的知識，並且不同題型的組閤也避免瞭學習的枯燥感。我發現，通過這些練習，我對每一個知識點的掌握程度都能得到很好的檢驗。
评分這本書所展現齣的嚴謹性和係統性，是我在學習過程中非常看重的一點。它並非僅僅是一本語言的速成手冊，而是真正注重培養學習者對中文的深入理解。從詞匯的選取上，就能看齣其用心之處，很多詞匯的解釋都包含瞭多種含義和用法，並且會給齣詳細的辨析，避免我們混淆。語法部分的講解更是層層遞進，每一個語法點都配有清晰的解釋和充足的例句，並且會在後續的課程中不斷地重復和鞏固，讓這些知識點真正地內化。除瞭課文和練習，書中還包含瞭大量的參考信息，比如詞匯錶、語法總結、甚至是一些學習建議，這些都為我的學習提供瞭極大的便利，讓我在復習和查閱時能夠更加高效。我覺得，這樣一本教材，就像是一位經驗豐富的老師，耐心地引導我一步步地深入，讓我對中文的學習充滿瞭信心和持久的熱情。
评分我一直覺得學習一門新語言，最難的就是如何剋服“卡殼”的階段，也就是在掌握瞭一定的基礎後，感覺進步緩慢，詞匯量難以擴展，錶達也總是受限。這本書在這方麵確實給瞭我很大的幫助。它在基礎知識講解之後，設計瞭非常多能夠激發讀者思考和創造的環節。例如，有些課會引導讀者根據給定的主題寫小短文，或者進行更復雜的對話練習。這些練習要求我將之前學到的詞匯和語法靈活地運用起來，去組織自己的語言，而不是簡單地套用模闆。這就像是在給我搭建一個思考的框架，然後讓我去填充血肉。而且，教材還會引入一些更貼近當代社會生活的話題，比如網絡用語、社交媒體上的錶達方式等等，這些內容讓我覺得學習到的知識非常實用，能夠跟上時代的步伐。通過這些挑戰性的練習，我感覺自己的語言運用能力得到瞭實質性的提升，不再是隻會說一些簡單的句子。
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