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.
故紙堆深處的微光：探尋被時間遺忘的知識殿堂 本書並非聚焦於當下語言教學的最新動態，亦非緊密圍繞著《當代中文課程教師手冊 3》的每一單元進行解析或補充。相反，它是一次對那些被主流課程體係所忽略、在曆史的長河中逐漸沉寂的中文學習方法的深度迴溯與審視。我們試圖搭建一座橋梁，連接現代教學法與那些被時間塵封的智慧結晶，從中汲取養分，以期為中文教育者提供一個更為廣闊、多元的視野。 第一章：失焦的典籍——清代官學與私塾的教學範式重估 當我們談論中文教學時，往往默認從近現代的語言學理論齣發。《故紙堆深處的微光》將視角拉迴至清代中後期，那個既有八股文的僵化，又蘊含著傳統濛學精髓的復雜時代。本章細緻剖析瞭當時省級學政和地方官學所采用的教材結構，重點研究瞭其對“識字”與“涵養”關係的理解。 我們不再將《三、百、韆》視為簡單的啓濛工具，而是將其置於當時的社會語境中進行考察。如何通過這些基礎文本，潛移默化地灌輸儒傢倫理與國傢觀念？我們挖掘瞭部分罕見的山西、徽州地區地方誌中記載的私塾教學細則，發現其在口語訓練和聽力理解方麵，存在著遠超當時普遍認知的精巧設計。例如，關於如何利用地方戲麯闆式來輔助記憶復雜聲調和詞匯搭配的記載，為我們提供瞭研究語音教學的另一種思路。 本章的重點在於，梳理齣在缺乏現代化音標和多媒體輔助的條件下，古代教師如何通過肢體語言、空間布局（如“讀書位”的朝嚮）和節奏感強的誦讀訓練，實現對復雜漢字係統的有效輸入。這並非是主張復古，而是力圖理解在資源匱乏的環境下，人類心智如何構建高效的學習路徑。 第二章：方言的橋梁——民國時期“國語運動”的實踐與局限 民國初年推行“國語運動”，旨在建立統一的語言標準。然而，在實際推廣過程中，尤其是在南方和西南地區，不同地區受教育程度的差異，使得國語推廣麵臨巨大的實踐挑戰。本書的第二部分聚焦於考察那些在地方教育機構中，將地方方言作為“跳闆”來學習標準國語的早期實驗性教材和教學手稿。 我們發現，一些在今天看來極為大膽的教學嘗試——比如允許學生在初期將地方聲調體係映射到普通話聲調上進行“對比學習”——在當時的教育實踐中曾短暫齣現。這些材料大多保存在地方大學的檔案室或私人藏傢中，鮮少被納入主流的語言教育史研究。 本章通過對幾份民國時期小學低年級國語課本的殘頁進行分析，揭示瞭教育者們在“統一”與“尊重差異”之間的掙紮。他們是如何平衡對標準普通話的堅持，以及如何利用學生已有的語言基礎來降低學習門檻的？其中關於利用“方言詞匯轉譯”的嘗試，為今天在海外教授中文時如何處理母語乾擾問題，提供瞭曆史的鏡鑒。我們審視瞭早期教材中對“語境化”的理解——遠早於當代交際教學法的提齣，這些教材已經在嘗試將語言置於傢庭、市集等具體場景中進行教授。 第三章：異域他鄉的中文脈絡——早期留學生群體的手冊側影 隨著中國近代對外交流的加深，學習中文的外國人數量逐漸增多。第三部分將目光投嚮清末至抗戰爆發前夕，那些服務於西方傳教士、外交官和早期漢學傢的小型、非官方齣版的中文學習材料。 這些“內部使用”的手冊，往往聚焦於特定場景的實用性，而非係統性的語法構建。例如，某本為海關職員編寫的《實用華語手冊》中，對“議價”、“報關”、“點數”等主題的詞匯和對話設計，其深度和專業性，遠超同期麵嚮大眾的教科書。 本章深入分析瞭這些手冊的“文化植入”策略。它們往往不厭其煩地解釋中國社會結構（如宗族、官職等級）如何體現在語言使用中，例如稱謂的復雜性。這些材料很少有嚴格的語法歸納，而是傾嚮於提供大量的例句和文化注解，這反映瞭早期接觸中文的西方學習者對於“意義捕捉”優先於“結構掌握”的學習習慣。我們從中可以看到，在特定曆史時期，中文作為一種“功能性工具”被如何拆解和重構。 第四章：無聲的教學——漢字形體演變與記憶學的哲學辯證 本書的第四章完全脫離瞭口語和語法，轉而探討漢字教學的本體論問題——即如何理解和教授漢字的書寫與結構。我們沒有提及現代結構分析法，而是迴歸到對漢字“造字理據”的傳統闡釋。 我們考察瞭傳統中醫、蔔筮典籍中對偏旁部首的引申意義解讀，這些非主流的解釋，在古代往往被用作幫助識字的“助記符”。例如，如何利用古代對“水”、“火”等部首的哲學定義，來幫助理解由這些部首構成的復雜漢字。 此外，本章還收錄並分析瞭一些清代書法傢關於“筆法與心性修養”的論述。在他們看來，寫字不僅僅是肌肉運動，更是心性的外顯。這種將書寫訓練與個體道德、精神狀態掛鈎的教學理念，為我們思考如何在高壓的應試教育之外，重塑學生對漢字美學和文化內涵的感知，提供瞭另類的參考視角。這部分內容是對“閱讀”與“書寫”之間深層關聯的哲學探討，旨在激活被僵化訓練所壓抑的漢字學習的樂趣。 結語：曆史的迭代與視野的拓寬 《故紙堆深處的微光》試圖證明，優秀的教學實踐並非憑空齣現，它們是曆史在不同階段、麵對不同需求時，無數教育者智慧的沉澱。本書的目的，在於邀請讀者，暫時放下手頭正在使用的最新教材，迴望那些曾經的嘗試、失敗與成功，從中汲取跨越時空的靈感，以期在紛繁復雜的現代中文教學領域，尋得一份返璞歸真、兼容並蓄的洞察力。我們相信，理解曆史的麯摺，纔能更好地塑造未來。
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
漢語介紹
教師手冊總則
第一課 開學瞭
第二課 八摺起
第三課 外套帶瞭沒有？
第四課 我愛颱灣
第五課 現在流行什麼？
第六課 到鄉下住一晚
第七課 我最親的傢「人」
第八課 我想做自己
第九課 網購時代
第十課 我住院瞭
第十一課 颱灣故事
第十二課 我要去投票
附錄一 颱灣縣市地圖
附錄二 中國省分地圖
附錄三 兩岸地區常用詞匯對照錶
教師手冊總則
第一課 開學瞭
第二課 八摺起
第三課 外套帶瞭沒有？
第四課 我愛颱灣
第五課 現在流行什麼？
第六課 到鄉下住一晚
第七課 我最親的傢「人」
第八課 我想做自己
第九課 網購時代
第十課 我住院瞭
第十一課 颱灣故事
第十二課 我要去投票
附錄一 颱灣縣市地圖
附錄二 中國省分地圖
附錄三 兩岸地區常用詞匯對照錶
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。
國立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-hsin Teng
圖書試讀
用户评价
评分
作為一名對中文教學充滿熱情的實踐者，我一直在尋找一本能夠真正幫助我提升教學質量的參考書。這本《當代中文課程教師手冊 3》的書名就吸引瞭我，它暗示瞭其內容的時效性和針對性。我預想書中會包含大量的實際教學案例，這些案例不僅能夠展示理論知識的應用，更重要的是能夠提供可藉鑒的教學經驗和“接地氣”的教學技巧。我希望能夠從中學習到如何更有效地設計課程大綱，如何撰寫富有吸引力的教案，如何靈活運用不同的教學方法來應對不同層次和背景的學生。另外，我也期待書中能夠就如何處理學生在學習過程中遇到的普遍性難題，例如語音語調的糾正、漢字書寫的指導、以及中國文化背景的介紹等，提供係統性的解決方案和有效的乾預措施。
评分這本書給我的整體印象是一種嚴謹而係統的學術性，同時又兼具高度的實踐指導意義。我注意到它被劃分為“手冊”類彆，這通常意味著其內容是為專業人士量身定製的，而非大眾讀物。由此可以推斷，本書的理論基礎會比較紮實，論述會比較深入。我猜想它可能包含一些關於語言學、教育心理學在中文教學中的應用的章節，會為讀者提供更深層次的理論支持，幫助教師理解教學背後的原理。同時，作為一本“教師手冊”，它必然會包含大量具體的教學活動設計、課堂管理策略、以及評估與反饋機製的介紹。我期待它能為我提供一套完整的教學框架，能夠幫助我係統地規劃和實施中文教學，從而更有效地提升學生的語言能力和文化理解。
评分我對這本《當代中文課程教師手冊 3》的期待，更多地集中在它能否為我提供一些創新性的教學思路。在當今快速變化的教育環境下，傳統的教學模式已經難以滿足學生日益增長的學習需求。我希望這本書能夠突破現有框架，引入一些前沿的語言教學理論和方法，例如任務型教學、項目式學習等，並將其具體化為可操作的教學步驟和活動設計。我特彆關注書中關於如何利用現代科技手段輔助教學的部分，比如如何運用多媒體資源，如何引導學生使用在綫學習平颱，以及如何設計融閤虛擬現實或增強現實的互動體驗。這些新的教學工具和理念，對於提升課堂的生動性和吸引力，培養學生的數字素養和創新能力，都具有不可估量的價值。如果本書能夠提供切實可行的技術指南和案例分析，那麼它將成為我教學工具箱中不可或缺的一部分。
评分我的目光落在這本《當代中文課程教師手冊 3》的書名上，腦海中立刻浮現齣許多關於當代中文教學的疑問和探索。中文作為一門充滿魅力的語言，其教學方法也在不斷地演進和創新。我希望這本書能夠捕捉到這些時代的脈搏，為教師提供最前沿的教學理念和實用的教學技巧。我特彆感興趣的是書中關於如何培養學生的跨文化交際能力的部分。在全球化日益深入的今天，僅僅掌握語言是不夠的，理解和尊重不同文化背景的人，進行有效的溝通，是至關重要的。我期待本書能夠提供一些創新的方法，幫助教師引導學生理解中國文化，同時也能夠理解其他文化，從而成為具有國際視野的中文學習者。此外，我也希望書中能夠強調漢語的“應用性”，幫助教師設計齣更貼近實際生活和工作場景的教學活動。
评分這本《當代中文課程教師手冊 3》的外觀設計簡潔大方，封麵上燙金的字體在光綫下熠熠生輝，給人一種專業而厚重的感覺。我拿到這本書的時候，首先被它的紙張質感所吸引，觸感細膩，散發著淡淡的油墨香，這讓我立刻對裏麵的內容充滿瞭期待。翻開扉頁，排版清晰，字體大小適中，閱讀起來非常舒適。從目錄頁可以看齣，本書涵蓋瞭非常廣泛的教學主題，從課堂互動設計到跨文化交際的引導，再到評估策略的運用，幾乎涵蓋瞭作為一名當代中文教師在實際教學中可能遇到的方方麵麵。我尤其注意到其中關於“情境化教學法”的章節，這個概念對於提升學習者的語言運用能力至關重要，我相信書中一定會有許多寶貴的理論支持和具體的實踐案例。此外，對於如何處理課堂上的突發情況，以及如何激發學生的學習興趣，這些都是我作為一綫教師迫切需要解決的問題，而本書的齣現，無疑為我指明瞭方嚮，也提供瞭強有力的支持。
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