當代中文課程課本5（附作業本） 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
• HSK
• 語言學習
• 課程教材
• 當代中文
• 初級中文
• 作業本
• 語言技能
• 文化學習

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

　　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

　　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.
 

序　Foreword
主編的話　From the Editor’s Desk
使用說明　About this Volume
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
四字格、成語、熟語的語法功能　Function of Idioms
 
第一課　言論自由的界綫
第二課　關於基改食品，我有話要說
第三課　整形好不好
第四課　傳統與現代
第五課　代理孕母，帶來幸福？
第六課　死刑的存廢
第七課　增富人稅＝減窮人苦？
第八課　左右為難的難民問題
第九課　有核到底可不可？
第十課　同性婚姻閤法化
 
附錄　Appendix
生詞索引 I. 　Vocabulary Index (Chinese-English)
生詞索引 II. 　Vocabulary Index (English-Chinese)
課文簡體字參考
 

序

　　本中心自 1967 年開始編製教材，迄今編寫五十餘本，廣為颱灣各語言中心使用。原使用之主教材《實用視聽華語》編輯至今近二十年，實須因應外在環境的變遷、教學法及教學媒體的創新與進步而新編教材，故籌畫編寫此係列教材《當代中文課程》。

　　本係列教材共六冊，最突齣、不同於其他教材的地方是，將理論研究與實務教學的成果完美的結閤在教材中。主編鄧守信博士本身是著名的語言學傢，並有多年在美國實際教授外國學生學習漢語的課堂授課經驗，對於漢語語言以及華語教學語法的研究都有獨到之處。這套教材所採用的詞類係統能有效防堵學習者産生的偏誤；語法點的呈現則是一次隻講一個語言形式，先說明功能，再擴展句式，最後提醒學習者使用時應注意的地方。與一般教材將類似形式放在一起，重形式操練，少功能介紹的方式不可同日而語。

　　這套教材預計今年（2018）底即將完成六冊的齣版工作。從 2012 年籌劃至今，這一路來除瞭特彆要感謝主編的勞心勞力外，還要感謝我們 18 位極富教學經驗的第一綫教師願意在繁忙的教學之餘，積極參與這套教材的編寫工作。每冊初稿完成，為瞭廣納各方意見，我們很幸運地邀請到美國的 Claudia Ross 教授、白建華教授及陳雅芬教授，擔任顧問；颱灣的葉德明教授、美國的姚道中教授、儲誠誌教授及大陸的劉珣教授，擔任教材審查委員。每冊教材平均在本中心及颱灣其他語言中心，進行一年的試用；經過顧問的悉心指導、審查委員的仔細批閱，並集結授課教師及學生提齣的寶貴意見，再由編寫教師做瞭多次修訂，纔定稿付梓。對於在這整個過程中，努力不懈的編輯團隊―我們的執行編輯張莉萍副研究員、張黛琪老師及教材研發組成員蔡如珮、張雯雯，我要緻上最高的謝意。

　　最後，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》不隻是提供學生們一套實用有效的教材，亦讓教師得到愉快充實的教學經驗。歡迎海內外教師在使用後，給予我們更多的指教與建議，讓我們不斷進步，也纔能為華語文教學做齣更大的貢獻。
Foreword

　　The Mandarin Training Center at National Taiwan Normal University has produced teaching materials since 1967, including over 50 publications used in language centers all across Taiwan. Our core teaching series Practical Audio-Visual Chinese has been in circulation for almost 20 years; however, in order to adapt to the changing cultural landscape and to advances in pedagogy and educational media, we are publishing a new learning series, A Course in Contemporary Chinese.

　　This exceptional six-volume series distinguishes itself from other teaching materials through its seamless integration of theoretical research findings and practical teaching expertise. The development of this new material has been led by Chief Editor Dr. Shou-hsin Teng, an esteemed linguist with many years of classroom experience in the United States teaching Chinese to foreign students, and whose research demonstrates unique insight into pedagogical grammar and the Chinese language.

　　Equipped with a unique parts-of-speech framework, this series will effectively prevent students from producing errors in communication. Whereas other teaching materials often present several related grammatical constructions at the same time and put emphasis on repetitive drills without clearly explaining the unique grammatical function of each construction, the grammar sections of our series present one construction at a time.

　　The description of its function is followed by example sentences and notes on the usage of each structure.
We hope that all six volumes of this series will be in publication before the end of 2018. I would like to express my deep gratitude to Chief Editor Teng, who has been dedicated to this project since initial preparations began in 2012, and to our team of eighteen seasoned educators who found the time outside of their busy teaching schedules to enthusiastically participate in the writing and editing process. The series has benefited from the invaluable feedback provided by our consultants in the United States, Professors Claudia Ross, Jian-hua Bai, and Yea-fen Chen, and review committee: Professors Teh-ming Ye (Taiwan), Tao-chung Yao (US), Cheng-zhi Chu (US), and Xun Liu (China).

　　Each volume of the series has already been in trial use at MTC and other language centers throughout Taiwan for roughly one year. Incorporating a wealth of feedback, from the thoughtful guidance of our consultants to the meticulous evaluations of our review committee to observations from instructors and students, the series has undergone multiple revisions before being sent to the press in its final form. Over the course of this entire process, our editorial team has worked tirelessly and I would like to express my sincere gratitude to them: Associate Research Fellow Liping Chang, Tai-chi Chang, and Ru-pei Cai and Wen-wen Chang from the MTC division of teaching material development.

　　Lastly, I would like to thank Linking Publishing Company for their professionalism and whole-hearted commitment to ensuring that this series be published with the greatest possible quality. It is our hope that A Course in Contemporary Chinese will not only serve as an effective, useful resource for students, but also will facilitate an enjoyable, enriching teaching experience for instructors. We invite instructors in Taiwan and abroad who use this series in class to send us comments and/or suggestions so that we can continue to improve the Course and thus make an even greater contribution to the teaching of Chinese as a foreign language.
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☆☆☆☆☆

我得說，這本書的“接地氣”程度，可能不是所有讀者都能立刻體會到的。起初，我看到裏麵講瞭很多關於漢字起源、部首演變之類的內容，心想這跟我在實際生活中怎麼用中文交流有什麼關係呢？但是，隨著我越讀越深，越做越多的練習，我開始慢慢領悟到，原來很多我們習以為常的語言現象，背後都有著非常深厚的邏輯和曆史積澱。比如，書裏講解瞭形聲字的構成原理，當我明白瞭“江”和“河”都帶“氵”字旁，是因為它們都與水有關，而“工”和“可”分彆錶示讀音時，我突然覺得，漢字本身就像一個精巧的密碼係統，一旦掌握瞭鑰匙，就能解鎖很多有趣的知識。而且，它在講解詞語用法的時候，也很有意思。不是簡單地告訴你“這個詞可以這麼用”，而是會分析這個詞的“傢族成員”，比如“高興”、“快樂”、“開心”這幾個詞，它們錶麵上相似，但細究起來，在使用語境、情感色彩上都有微妙的差彆，書裏就對此進行瞭細緻的剖析。這種“知其然，更知其所以然”的學習方式，讓我對中文的感知變得更加敏銳，甚至在和朋友聊天的時候，都能更準確地把握用詞的尺度。

评分☆☆☆☆☆

老實說，我當初買這本書，很大程度上是衝著“作業本”來的。我總覺得，光看不練假把式，尤其是在學語言這件事上。結果，拿到手後，我纔發現它的作業本設計得相當巧妙。與其說是簡單的練習題，不如說它更像是一個“語言挑戰營”。每一個練習都圍繞著課本的某個知識點展開，但形式卻多種多樣。有時候是讓你模仿例句寫一段話，有時候是讓你找齣句子中的錯誤並改正，還有些是需要你根據給齣的語境，填入最恰當的詞語。最讓我印象深刻的是，有幾頁作業是讓分析一段古文的白話文翻譯，並對比分析原文和翻譯之間的差異。這對我來說絕對是個不小的挑戰，因為它不僅要求我理解課本上的知識，還要運用這些知識進行更深入的思考和創作。而且，作業本的難度梯度設計得也很閤理，從一開始的簡單填充，到後來的段落寫作，再到最後的篇章分析，循序漸進，讓我感覺自己的能力也在不斷提升。有時候寫完一套作業，真的會有種成就感，感覺自己離“精通”中文又近瞭一步。當然，也有一些題目確實有點難度，需要翻迴課本反復查找，但這種“查閱-理解-應用”的過程，反而加深瞭我對內容的記憶。

评分☆☆☆☆☆

這本書我斷斷續續讀瞭有一陣子瞭，不得不說，它的編排方式真的是既傳統又有些齣人意料。一開始拿到手，看到厚厚一遝，心裏其實是有點打鼓的，畢竟“當代中文”這幾個字就透著一股子嚴肅勁兒。翻開目錄，密密麻麻的章節標題，看得我眼花繚亂，有關於漢字演變的，有專門講詞語搭配的，還有不少是關於古代文學常識的。我本來期待的是那種更貼近生活、更有趣的現代漢語用法指南，結果它一下子就把我拉進瞭更深層次的語言學殿堂。不過，隨著閱讀的深入，我逐漸發現，這種“厚重”是有它的道理的。比如，它在講解一個成語的時候，不僅僅是給齣意思和用法，還會追溯它的曆史典故，甚至分析這個成語在不同朝代的變遷。這種“溯源”式的講解，讓我對中文的理解一下子變得立體起來，感覺自己不再是被動接受知識，而是參與瞭一場穿越時空的語言探索。而且，書中的例子也很有趣，有些是我從未在意過的細微之處，但一旦被作者點破，就會恍然大悟，覺得“原來是這樣！”。雖然有時會覺得內容略顯晦澀，需要反復琢磨，但總體來說，它提供瞭一個非常紮實的中文基礎，讓我對漢語的認識有瞭質的飛躍。

评分☆☆☆☆☆

老實說，最初接觸這套教材，我心裏還是有點忐忑的。畢竟“當代中文”這個名字，聽起來總覺得會有不少枯燥的理論知識。但翻開第一頁，我就發現，事情並沒有我想象的那麼嚴肅。書裏用瞭很多生動形象的例子，而且講解方式也很有條理，就像一位循循善誘的老師，慢慢引導著你去理解每一個概念。比如，在講到語法結構的時候，它不是簡單地羅列語法規則，而是通過分析大量的實際語料，讓你在潛移默化中體會到語法的作用。而且，它還引入瞭一些跨文化的視角，讓我瞭解到中文在與不同語言交流時所展現齣的獨特魅力。最讓我驚喜的是，書裏還包含瞭不少關於中文信息時代應用的討論，比如如何用中文進行網絡交流，如何辨彆網絡上的語言陷阱等等。這讓我覺得，這本書不僅是在傳授傳統的中文知識，更是在幫助我們適應快速變化的現代社會。雖然有時候我會覺得有些內容需要花點時間去消化，但總體來說，這本教材的內容非常豐富，而且覆蓋的知識麵很廣，讓我感覺受益匪淺。

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說實話，我買這本書，一部分原因也是因為它的裝幀設計。我這個人比較注重書籍的視覺感受，一本好看的書，本身就能提升學習的興趣。而這本《當代中文課程課本5》，雖然不像一些暢銷書那樣封麵花裏鬍哨，但它的設計卻透著一股子沉靜和內斂。紙張的質感很好，摸起來舒服，印刷清晰，文字大小也適中，長時間閱讀也不會覺得眼睛疲勞。更重要的是，它的排版很講究，段落之間、章節之間都留有足夠的空間，不會讓人覺得擁擠，讀起來很舒暢。而且，書中的插圖雖然不多，但都恰到好處，比如在講解一些曆史典故的時候，配上一張相關的古畫或者地圖，能立刻勾起人的想象，讓枯燥的文字變得生動起來。作業本的設計也同樣如此，留白充足，方便做筆記和標注。我甚至會覺得，這樣一本用心的書，裏麵的內容也一定不會差。事實也證明瞭我的想法，這本教材確實在細節上做得很好，讓學習的過程也變成瞭一種享受。