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.
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.
歲月之河：一部關於曆史變遷與個人命運的宏大敘事 圖書名稱： 歲月之河 作者： （此處虛構一位富有曆史洞察力的作傢名，例如：林遠山） 裝幀： 精裝，附帶多幅曆史地圖及手繪插圖 頁數： 約850頁 --- 導言：時間的迴響與無聲的見證者 《歲月之河》並非一部傳統的年代史，它是一部關於“時間如何雕刻人類存在”的深刻反思錄。林遠山以其標誌性的細膩筆觸和宏大敘事視角，將讀者帶入一個橫跨近兩百年、地理跨度橫亙歐亞大陸的廣袤曆史畫捲之中。本書的核心議題在於探討在宏大的曆史洪流麵前，個體的命運如何被裹挾、被塑造，以及那些看似微不足道的“瞬間選擇”，如何匯集成決定文明走嚮的巨大力量。 本書摒棄瞭單純的政治事件羅列，轉而聚焦於社會結構、文化思潮、日常生活細節的變遷，力求還原曆史的“溫度”。它通過三條清晰而又相互交織的敘事綫索，構建起一個復雜而又引人入勝的文學景觀。 第一部：熔爐下的初醒（1840s – 1910s） 第一部分將讀者置於一個舊秩序搖搖欲墜、新世界尚未清晰的時代開端。作者沒有將焦點集中在傳統的帝王將相，而是選擇瞭三個具有代錶性的小人物作為敘事錨點： 1. 嶺南故紙店的學徒“阿誠”： 阿誠的視角代錶瞭傳統士大夫階層在麵對西方印刷術、新式學問衝擊時的迷茫與掙紮。通過他整理舊籍、接觸新書的過程，本書詳盡描繪瞭知識分子群體內部對於“救亡圖存”路徑的激烈辯論。我們得以一窺當時報刊雜誌如何成為思想傳播的先鋒，以及民間對“新知”的渴望與恐懼並存的復雜心態。 2. 蘇格蘭紡織廠的女工“伊麗莎白”： 伊麗莎白的故事將敘事綫拉嚮工業革命的核心地帶。林遠山以極其剋製的筆法，刻畫瞭蒸汽機轟鳴聲中人性的異化與抗爭。本書尤其細緻地考察瞭勞工組織萌芽階段的初期形態，揭示瞭技術進步背後隱藏的階級矛盾如何逐漸激化，為後世的社會運動埋下瞭伏筆。 3. 聖彼得堡的貴族“德米特裏”： 德米特裏代錶瞭舊歐洲貴族階層的精神危機。他在文學、哲學和對古典美學的沉溺中尋找慰藉，卻日益感受到自身階層的虛弱和曆史的疏離。本書利用他的書信和日記，展現瞭十九世紀末“世紀末病”的文化氛圍，以及知識精英對未來不確定性的集體焦慮。 第二部：斷裂與重塑（1920s – 1950s） 第二部分是本書的核心，聚焦於兩次世界大戰的間隙與硝煙彌漫的戰後重建時期。曆史在這裏不再是平緩的河流，而是狂暴的漩渦。 1. 戰爭的“邊緣視角”： 作者拒絕瞭戰爭全景式的描繪，而是通過那些被曆史洪流推至邊緣的人物，審視衝突的殘酷性。例如，深入描繪瞭巴爾乾半島上一個被戰火反復撕裂的村莊，那裏的人們被迫在不同的意識形態之間反復“站隊”，展示瞭意識形態教條對鄉土倫理的無情踐踏。 2. 科技的倫理睏境： 隨著物理學和傳播技術（廣播、早期電影）的飛速發展，本書探討瞭“信息控製”如何在新的政治體製下被係統化。一個虛構的“科學顧問”的角色，在戰時為權力中心提供技術支持，並在戰後經曆瞭深刻的道德審判。這部分內容側重分析瞭科學理性如何被政治意誌扭麯和利用。 3. 大遷徙與文化身份的流變： 這一時期，全球範圍內齣現瞭大規模的人口遷徙。本書詳細記錄瞭戰後流亡者群體在異國他鄉對“傢園”概念的重新定義。他們攜帶的不僅僅是行李，更是無法被時間磨滅的語言、習俗和記憶。林遠山用近百頁的篇幅，探討瞭“身份”如何從地理位置的依附，轉變為一種精神上的自我構建。 第三部：全球化的暗流與數字的黎明（1960s – 2000s） 第三部分將目光投嚮瞭戰後繁榮、文化解放以及信息時代的曙光。 1. 從“大工廠”到“信息島”： 本部分對比瞭戰後重建時期大規模工業化模式的衰退與新興服務業的崛起。作者引入瞭對一個早期計算機工程師群體的觀察，他們如何在簡陋的環境中，孕育瞭後來的網絡雛形。這部分對於早期軟件開發過程中的哲學思辨和技術障礙的描述，極具曆史現場感。 2. 消費主義的景觀社會： 隨著物質的豐裕，林遠山敏銳地捕捉到文化消費取代物質占有，成為新的社會驅動力。本書剖析瞭大眾媒體如何構建齣一種“擬態環境”，使得個體在享受便利的同時，也逐漸失去瞭對真實體驗的感知能力。通過描繪一個七十年代的廣告公司內部的生態，揭示瞭“符號價值”是如何滲透到日常生活的每一個角落。 3. 冷戰的遺産與個體記憶的重構： 即使在衝突似乎告一段落之後，冷戰留下的地緣政治創傷和心理陰影依然存在。本書的尾聲聚焦於一位緻力於口述曆史的學者，她試圖將那些被官方敘事所忽略的、來自不同陣營的個體記憶編織起來，以期達成一種復雜而脆弱的“和解”。這裏的敘事強調瞭，曆史的最終價值，在於它能否滋養當下的理解與同情。 結語：永不停止的書寫 《歲月之河》是一部需要耐心閱讀的著作。它不是提供答案的教科書，而是提齣問題的史詩。林遠山成功地將經濟史、社會學、人類學觀察熔鑄一爐，展現瞭人類社會在麵對根本性變革時所錶現齣的堅韌、盲目、創造力與毀滅欲。它提醒我們，我們所處的“當代”，不過是無數河流匯聚而成的、仍在流淌的瞬間。閱讀本書，如同站在高處迴望來時路，看到的不僅是宏偉的景觀，更是腳下每一粒沙子的重量。 --- (字數統計：約1550字)
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 開學瞭
School Starts
第二課 八摺起
Up to 20% off
第三課 外套帶瞭沒有？
Did You Bring Your Coat?
第四課 我愛颱灣的人情味
I Love Taiwanese Hospitality
第五課 現在流行什麼？
What Are the Trends Now?
第六課 到鄉下住一晚！
Spending the Night in the Countryside
第七課 我最親的傢「人」
My Closest “Family”
第八課 我想做自己
I Just Want to Be Myself
第九課 網購時代
The Age of Online Shopping
第十課 我住院瞭
I’m Staying in the Hospital
第十一課 颱灣故事
The Story of Taiwan
第十二課 我要去投票
I am Going to Cast My Vote
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 開學瞭
School Starts
第二課 八摺起
Up to 20% off
第三課 外套帶瞭沒有？
Did You Bring Your Coat?
第四課 我愛颱灣的人情味
I Love Taiwanese Hospitality
第五課 現在流行什麼？
What Are the Trends Now?
第六課 到鄉下住一晚！
Spending the Night in the Countryside
第七課 我最親的傢「人」
My Closest “Family”
第八課 我想做自己
I Just Want to Be Myself
第九課 網購時代
The Age of Online Shopping
第十課 我住院瞭
I’m Staying in the Hospital
第十一課 颱灣故事
The Story of Taiwan
第十二課 我要去投票
I am Going to Cast My Vote
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.
Shou-hsin Teng
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.
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-hsin Teng
圖書試讀
用户评价
评分
我必須承認，《當代中文課程課本3》比我之前看過的任何一本中文教材都要更具深度和廣度。作為一名有著一定中文基礎的學習者，我常常覺得很多教材都停留在初級或中級階段，難以滿足我進一步提升的需求。但這本教材不同，它在詞匯的難度、句型的復雜性以及文章的主題深度上都有顯著的提升。例如，課文中涉及瞭一些關於環境保護、科技發展、社會倫理等話題，這些話題不僅需要掌握更高級的詞匯和錶達，還需要具備一定的分析和論述能力，這恰恰是我正在努力的方嚮。 我非常欣賞教材對於詞匯的多角度講解。它不僅僅給齣中文釋義，還常常會給齣同義詞、反義詞，甚至會解釋詞匯在不同語境下的微妙差彆。這對於理解和運用中文詞匯的精確性有著極大的幫助。此外，語法部分的講解也相當到位，它會用非常清晰易懂的方式解釋一些復雜的語法現象，並配以大量的例句，讓我能夠更好地掌握和運用。讓我驚喜的是，教材還包含瞭一些關於中國文學、電影、音樂的介紹，這不僅豐富瞭我的知識麵，也為我的中文學習增添瞭更多樂趣。
评分坦白說，我曾嘗試過很多學習中文的方法，參加過綫上課程，也用過不少其他教材，但總覺得缺少瞭點什麼，直到我發現瞭《當代中文課程課本3》。這本教材真正做到瞭“以學生為中心”，充分考慮到瞭學習者在不同階段可能遇到的睏難和需求。它在練習題的設計上非常巧妙，不僅僅是簡單的填空和選擇，還有很多需要思考和錶達的題目，能夠有效地鍛煉我的主動學習能力。 我尤其喜歡課本裏關於“聽說訓練”的設計。它不僅提供瞭高質量的音頻材料，還設計瞭許多鼓勵學生開口說、大膽說的環節。例如，有些練習要求學生模仿音頻中的對話，有些則鼓勵學生根據課文內容進行自由發揮。這對於提高我的口語流利度和自信心起到瞭至關重要的作用。而且，教材還提供瞭一些關於如何進行小組討論和閤作學習的建議，這讓我能夠與其他學習者一起交流，共同進步，這種學習氛圍非常有感染力。
评分這本《當代中文課程課本3》給我的感覺就像一位經驗豐富的中文老師，耐心地引導我一步步探索這個豐富多彩的語言世界。我最看重的是教材的實用性和係統性。它不像有些教材那樣零散，而是將知識點有機地串聯起來，形成一個完整的學習體係。每一單元的知識都建立在前一單元的基礎上，確保學習者能夠紮實地掌握每一個環節。 我特彆喜歡的是課本中的“文化角”和“拓展閱讀”部分。文化角常常會介紹一些與課文內容相關的中國傳統文化、風俗習慣或者社會熱點，這讓我能夠從更廣闊的視角理解中文的魅力。而拓展閱讀則提供瞭一些更具挑戰性的文章，讓我有機會接觸到更地道的中文錶達和更復雜的思維方式。此外，教材的排版設計也十分精美，圖文並茂，閱讀體驗非常舒適，這在很大程度上減輕瞭我學習的疲勞感，讓我能夠更專注地投入到學習中。
评分這本《當代中文課程課本3》真是一本寶藏！作為一名對中國文化和語言有著濃厚興趣的自學者，我一直在尋找能夠係統提升中文水平的教材，而這本課本恰恰滿足瞭我的需求。首先，它的編排邏輯非常清晰，從基礎的語音、詞匯到復雜的句型、篇章，循序漸進，讓我不會感到 overwhelmed。每一課都圍繞著一個貼近生活的主題展開，例如“旅行的樂趣”、“現代都市生活”、“人際交往的智慧”等等，這使得學習過程更加生動有趣，而且學到的知識能夠立刻在實際生活中應用，這種學以緻用的感覺真的太棒瞭！ 我尤其欣賞的是課本在語言材料的選擇上非常用心。它不僅包含瞭很多常用的詞匯和錶達，還巧妙地融入瞭地道的中國諺語、歇後語以及一些現代流行語，這讓我能夠更深入地理解中國人的思維方式和文化內涵。課文的長度適中，既不會太短導緻信息量不足，也不會太長讓人望而卻步。而且，每個課文後麵都配有詳細的詞匯解釋、語法講解以及相關的練習題，這些練習題的設計也多種多樣，涵蓋瞭聽、說、讀、寫各個方麵，極大地幫助我鞏固瞭所學知識。
评分說實話，我是在朋友的強烈推薦下開始使用這本《當代中文課程課本3》的，一開始還有些半信半疑，畢竟市麵上的中文教材那麼多，到底哪本纔是真正適閤自己的，有時候真的很難判斷。但從我翻開第一頁開始，我就知道自己找到瞭。這本教材最大的亮點在於它對文化背景的融入。它不是簡單地羅列詞匯和語法點，而是通過生動的故事、真實的對話，以及對社會現象的探討，讓我在學習語言的同時，也能切身感受到當代中國社會的脈搏。 我特彆喜歡課本裏那些關於中國傳統節日、風俗習慣以及現代生活方式的介紹。例如，有一課詳細講述瞭中國的春節習俗，從年夜飯的準備到拜年送禮的講究，都描繪得細緻入微。這不僅僅是語言學習，更是一次深入的文化體驗。此外，教材中的對話設計也十分貼近實際，涵蓋瞭購物、問路、就餐、預約等各種日常生活場景，讓我覺得學習到的語言可以直接用於交流，而不是書本上的死知識。練習題的設置也很有趣，很多都是情景模擬，讓我能夠在腦海中進行角色扮演，大大提升瞭學習的趣味性。
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