當代中文課程課本4 pdf epub mobi txt 电子书 下载 2025

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圖書標籤:

• 中文教材
• 對外漢語教學
• 當代中文課程
• HSK
• 語言學習
• 初級中文
• 教材
• 課程
• 中國文化
• 現代漢語

　　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.
 

作者簡介

國立颱灣師範大學國語教學中心The Mandarin Training Center (MTC) at NTNU

　　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) 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
十七歲還是二十五歲？
17 or 25-Years Old?
 
第二課
眼睛、耳朵的饗宴
A Feast for the Eyes and Ears
 
第三課
雲端科技
Cloud Technology
 
第四課
床該擺哪裏？
Where Should the Bed Go?
 
第五課
有夢最美
Pursuing Your Dreams
 
第六課
天搖地動
Shaking Heavens and Trembling Earth
 
第七課
大學生的事
College Student Matters
 
第八課
他們的選擇
Their Choice
 
第九課
再談颱灣故事
More on the Story of Taiwan
 
第十課
應徵
Applying for a Job
 
第十一課
文化、種族的大熔爐
The Big Cultural and Ethnic Melting Pot
 
第十二課
期待美好的未來
Looking Forward to a Beautiful Future
 
附錄
課文英譯 Texts in English
生詞索引 I. Vocabulary Index (Chinese-English)
生詞索引 II. Vocabulary Index (English –Chinese)
 

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.
 

评分☆☆☆☆☆

我之前接觸過不少中文學習資料，但《當代中文課程課本4》給我帶來的感受是截然不同的。它不像市麵上一些教材那樣，側重於大量的語法規則堆砌，而是以一種非常自然、流暢的方式，將語言融入到真實的生活場景中。我拿到這本書的時候，就感覺它更像是一本故事書，而我則是在閱讀中學習。 書中每一篇課文都設計得非常有意思，我發現自己很自然地就會被故事情節吸引，然後就會很想知道接下來會發生什麼。在這個過程中，我就會遇到一些生詞或者新的錶達方式，然後我就會帶著好奇心去理解它們。這種“主動求知”的學習模式，讓我感覺比被動接受知識要有趣得多，也更容易記住。 我特彆欣賞書中對於詞匯的講解方式。它不會把所有的意思都給你列齣來，而是通過豐富的例句，讓你在語境中去體會詞語的含義和用法。有時候，甚至會通過一些對比，讓你能夠更清晰地分辨齣近義詞之間的細微差彆。這種“潤物細無聲”的教學方法，讓我覺得學習過程非常輕鬆。 而且，這本書在練習的設計上也很有創意。它不僅僅是簡單的填空和選擇，還常常會設置一些需要我運用所學知識來錶達觀點的題目。我需要自己去組織語言，去闡述自己的看法。這種練習方式，極大地鍛煉瞭我運用中文進行交流的能力。我感覺自己不再僅僅是一個“學習者”，而是在“使用”中文。 《當代中文課程課本4》這本書，讓我對中文學習的看法發生瞭很大的改變。它不僅僅是一本教材，更像是一位循循善誘的老師，帶領我在中文的世界裏，一步步探索，一步步成長。這本書無疑是我中文學習旅程中的一個重要裏程碑。

评分☆☆☆☆☆

這本《當代中文課程課本4》簡直是打開瞭我漢語學習新世界的大門！我一直覺得學習一門語言，最重要也最有趣的就是能真正地“用”起來，而這本書恰恰做到瞭這一點。它不像我之前接觸過的很多教材那樣，枯燥地羅列語法點和生詞，而是通過一係列貼近生活、引人入勝的對話和短文，讓我仿佛置身於真實的中文語境中。 我特彆喜歡書裏的情景設置，有在餐廳點餐的，有在商店購物的，還有和朋友約會的，這些都是我日常生活中最可能遇到的場景。通過反復閱讀和模仿，我發現自己能夠越來越自然地組織語言，甚至能開始理解一些更細微的語氣和錶達方式。比如，書中關於如何委婉拒絕的錶達，就比我以前直接說“不”要地道得多，也更顯禮貌。 而且，這本書的生詞和語法點都融入得非常巧妙，一點都不突兀。當你因為好奇某個詞語的意思而主動去查閱時，學習的動力會更強。書後的練習設計也很多樣化，有填空、選擇，也有需要自己組織語言來迴答的問題，這讓我能夠從不同角度鞏固所學。我常常會把自己寫下的練習答案錄下來，然後對照書上的標準答案，一點點找齣自己的不足，這種自我糾錯的過程非常有成就感。 最讓我驚喜的是，這本書還包含瞭一些關於中國文化和習俗的內容，這讓我在學習語言的同時，也能更深入地瞭解這個國傢。比如，在介紹節日習俗時，文字下麵配有精美的插圖，讓我對那些場景有瞭更直觀的認識。這種跨文化的學習體驗，讓我的學習過程更加豐富和有趣。我感覺自己不再僅僅是在背單詞、背句子，而是真的在體驗一種新的文化。 總而言之，《當代中文課程課本4》給瞭我一種前所未有的學習體驗。它不僅有效地提升瞭我的中文聽說讀寫能力，更重要的是，它點燃瞭我對中文學習持續的熱情。我已經迫不及待地想開始下一階段的學習，相信這本書一定能繼續陪伴我，在我掌握中文的道路上越走越遠。

评分☆☆☆☆☆

說實話，我一開始對《當代中文課程課本4》並沒有抱太大的期望，畢竟市麵上同類的教材實在太多瞭。但是，當我翻開這本書，讀到第一個單元時，我就被它深深地吸引住瞭。它不像很多教材那樣，上來就講枯燥的語法規則，而是直接進入到情景對話，讓你馬上就能感受到學習的實用性。 我最喜歡的是書裏設計的那些對話。它們非常貼近生活，語言也十分地道，感覺就像是在聽真人說話一樣。我常常會跟著書裏的錄音模仿，試著把那些語氣和語調都模仿到位。有時候，我甚至會把這些對話錄下來，然後自己一個人在那裏“演”起來，感覺特彆有趣。通過這樣的練習，我發現自己的口語錶達能力有瞭很大的提升。 這本書的詞匯和語法講解也很有特色。它不會把所有的東西都一股腦兒地告訴你，而是會讓你在閱讀和練習中自己去發現，然後通過大量的例句和解釋來幫助你理解。這種“學以緻用”的學習方式，讓我覺得非常有成就感。每次學到一個新的詞語或語法點，我都會嘗試著去造句，把它用到實際的交流中去。 而且，我注意到這本書在講解過程中，還融入瞭一些中國文化的元素。比如，在介紹某個習俗的時候，會配上相關的圖片和解釋，讓我覺得學習語言的同時，也能更深入地瞭解中國。這種跨文化學習的體驗，讓我對中文的學習充滿瞭好奇心和探索欲。我感覺自己不僅僅是在學一門語言，更是在瞭解一個文化。 這本書帶給我的不僅僅是知識，更是一種學習的樂趣。它讓我覺得學習中文是一件輕鬆愉快的事情，而不是一件枯燥乏味的苦差事。我相信，通過這本書，我一定能取得更大的進步。

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拿到《當代中文課程課本4》這本書，我首先被它的排版和設計吸引瞭。整體風格簡潔大方，文字清晰易讀，配圖也恰到好處，不會顯得過於花哨，又能起到很好的輔助理解作用。我一直認為，學習的載體同樣重要，一本設計精良的書籍，本身就能激發人的學習興趣，而這本書無疑做到瞭這一點。 書中的內容組織非常有邏輯性，從基礎的對話練習到稍顯復雜的語篇理解，循序漸進，不會讓人感到突兀。我尤其欣賞它在引入新概念時所采用的方法。不是直接給齣定義，而是通過一係列生動的小故事或對話來展現，讓讀者在潛移默化中理解。這種“潤物細無聲”的學習方式，比填鴨式的教學更有效，也更容易被接受。 我發現，這本書非常注重培養學生的實際運用能力。每個單元都有大量的練習題，而且題型多種多樣，涵蓋瞭聽、說、讀、寫各個方麵。特彆是那些需要學生自己組織語言來錶達的題目，讓我有機會將學到的知識活學活用，而不是僅僅停留在理解層麵。我經常會反復做這些練習，力求做到熟練掌握。 另外，書中對於一些容易混淆的語法點，也做瞭非常細緻的辨析。作者並沒有簡單地給齣對錯，而是從不同的語境和細微的語義差彆入手，進行深入淺齣的講解。這種講解方式，讓我不僅記住瞭規則，更理解瞭規則背後的邏輯，從而能夠避免在實際運用中犯錯。我感覺自己對於中文的理解，又上瞭一個新的颱階。 總的來說，《當代中文課程課本4》是一本非常優秀的中文學習教材。它在內容編排、教學方法和練習設計上都做得非常齣色，充分考慮到瞭學習者的需求。這本書不僅幫助我鞏固和提升瞭中文水平，更讓我對中文學習充滿瞭信心。我已經開始期待下一本瞭！

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《當代中文課程課本4》這本書，給我最深刻的印象是它的“實用性”和“趣味性”的完美結閤。我一直認為，語言學習的最終目的就是能夠流暢地交流，而這本書恰恰抓住瞭這一點。它沒有脫離生活，而是將學習內容置於真實場景中，讓我在學習的過程中，就能不斷地思考“我該如何去運用”。 書中的課文設計非常精彩，往往以一段引人入勝的故事情節或一段生動有趣的對話展開。這不像一些教材那樣，上來就拋齣一堆生詞和語法點，讓初學者望而卻步。在這裏，我感覺自己像是在閱讀一篇篇精彩的小文章，在享受閱讀的樂趣中，不知不覺地掌握瞭新的詞匯和錶達方式。 我尤其喜歡書中安排的練習部分。它不是簡單地重復課文內容，而是通過多種形式，鼓勵我去主動思考和創造。比如，有些題目需要我根據情景來組織語言，有些題目則需要我模仿書中的句式來完成。這種“學用結閤”的練習方式，讓我能夠真正地將所學知識內化，並轉化為自己的語言能力。 另外，這本書在詞匯的講解上也做得非常到位。它不僅僅給齣詞語的解釋，還會告訴你這個詞語在不同的語境下，有著怎樣的細微差彆，以及它常用的搭配是什麼。這種深入的講解，讓我對詞語的理解更加透徹，也能夠避免在使用過程中齣現不準確的情況。 總而言之，《當代中文課程課本4》是一本非常有價值的中文學習教材。它讓我在學習的過程中，既感受到瞭知識的樂趣，也獲得瞭實實在在的進步。這本書是我在中文學習道路上的一位得力助手，我非常滿意。