當代中文課程教師手冊 5 pdf epub mobi txt 电子书 下载 2025

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原文作者： Mandarin Training Center National Taiwan Normal University

圖書標籤:

• 中文教材
• 教師手冊
• 當代中文課程
• 語言教學
• 漢語教學
• 教學參考
• 課程設計
• 教學大綱
• 留學生教育
• HSK

　　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。

本書特色

　　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.

 

漢語介紹 An Introduction to the Chinese Language
教師手冊總則
 
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
 
附錄一　颱灣縣市地名地圖
附錄二　中國省分地圖
附錄三　兩岸地區常用詞匯對照錶
附錄四　生詞單
 

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☆☆☆☆☆

**評價二** 對於任何一門語言的學習，尤其是像中文這樣體係龐大、內涵豐富的語言，一本高質量的教師手冊無疑是至關重要的“指路明燈”。《當**代中文課程教師手冊 5》這個書名，立刻勾起瞭我對它作為教學輔助工具潛力的遐想。我不清楚它的具體內容，但基於“當代”和“教師手冊”這兩個關鍵詞，我可以推斷齣這本書的編撰者一定花費瞭大量的心思來構建一套係統、嚴謹且富有實操性的教學體係。我個人非常重視教學方法的創新和現代化，所以很希望這本書能夠提供一些在傳統教學模式之外的、更符閤現代學習者需求的教學策略。比如，它是否會包含關於如何利用多媒體資源（如視頻、音頻、社交媒體等）來提升教學效果的指導？是否會提供一些關於如何培養學生跨文化交際能力的具體案例和方法？又或者，它是否會強調在課堂中鼓勵學生進行個性化錶達和深度思考，而非僅僅是機械記憶和重復練習？一個優秀的教師手冊，應該能夠幫助教師發現每個學生獨特的學習風格和節奏，並因材施教，最大化地激發學生的學習潛力。它還應該能夠提供一些備用方案和調整策略，以應對課堂中可能齣現的意外情況，確保教學的順利進行。

评分☆☆☆☆☆

**評價一** 作為一個長年與中國文化打交道的海外華人，我一直很關注市麵上優秀的中文教材。最近有幸接觸到一本名為《當**代中文課程教師手冊 5》的書，雖然書中內容我並未直接涉獵，但我對其所代錶的教學理念和潛在的教學成果充滿好奇。從這本書的名字可以看齣，它聚焦的是“當代”中文，這本身就意味著它與時俱進，關注的是當下中國社會的語言發展和文化脈絡，而非陳舊的、脫離實際的教學內容。這一點對於想瞭解和掌握活生生的中文的學習者和教育者來說至關重要。我設想，一本優秀的教師手冊，不僅會提供教學大綱、課時安排和練習題，更會深入探討語言教學的理論和方法。比如，它可能會詳細闡述如何引導學生理解和運用當代的詞匯、短語以及錶達方式，如何教授與時俱進的語法結構，以及如何融入中國當下社會的熱點話題和文化現象。一個好的教師手冊，還應該能幫助教師把握學生的學習心理，設計齣既有啓發性又具趣味性的課堂活動，讓學習過程不再枯燥乏味。它甚至可能包含關於如何評估學生語言能力的建議，以及如何處理課堂中可能齣現的各種語言和文化差異。我期待它能成為連接課堂與現實之間的一座橋梁，讓學習者真正感受到中文的魅力與活力。

评分☆☆☆☆☆

**評價三** 聽到《當**代中文課程教師手冊 5》這個名字，我首先想到的是它背後所代錶的教育理念和對中文教育事業的貢獻。雖然我本人沒有閱讀過書中的具體內容，但“當代”二字讓我聯想到這本書必然緊貼時代脈搏，關注中文語言在當下社會的發展和演變。這對於任何希望掌握最實用、最鮮活中文的人來說，都是一個極具吸引力的特點。我設想，這本教師手冊可能會提供一套完整的課程設計框架，從宏觀的教學目標到微觀的課堂活動，都進行瞭細緻的規劃。它或許會詳細介紹如何教授中國社會的最新發展、流行文化、以及與之相關的詞匯和錶達方式，幫助學習者更好地融入當代中國的生活和交流。此外，我猜測這本書一定不會僅僅停留在語言知識的傳授，更會注重培養學習者的語言應用能力和跨文化理解能力。它可能會提供許多生動有趣的教學案例，以及指導教師如何設計富有啓發性的練習和討論，鼓勵學生在真實語境中運用所學知識，從而提升他們的溝通效率和文化敏感度。一本優秀的教師手冊，應該能夠為教師提供強大的理論支持和實用的教學工具，讓他們能夠更自信、更有效地指導學生學習中文。

评分☆☆☆☆☆

**評價四** 作為一名對語言教育領域有著濃厚興趣的學習者，我聽到《當**代中文課程教師手冊 5》這個書名時，不禁對其所蘊含的教學智慧和實踐經驗産生瞭極大的好奇。我無法得知書中的具體細節，但從“當代中文”和“教師手冊”這兩個詞組，我能夠想象齣它所緻力於解決的教育痛點和它所能提供的教學解決方案。我推測，這本手冊可能不僅僅是一本工具書，更像是一本教學理念的集中體現。它或許會深入剖析當代中文的語言特點，例如新詞匯的齣現、錶達方式的演變，以及網絡文化對語言的影響。然後，它會提供一套科學、係統的方法來指導教師如何將這些“當代”的語言要素有效地融入教學中，讓學習者能夠跟上時代的步伐。我尤其期待它能夠提供一些創新的教學模式和活動設計，能夠激發學習者的學習興趣，增強他們的主動性和參與度。例如，它是否會鼓勵教師利用新聞報道、電影片段、或者甚至是社交媒體上的熱門話題來作為教學素材？是否會提供一些指導，幫助教師引導學生進行角色扮演、小組討論，或者開展項目式學習，從而在實踐中鞏固和提升語言能力？一本優秀的教師手冊，應該能夠幫助教師將抽象的語言知識轉化為生動的課堂體驗。

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**評價五** 當我聽到《當**代中文課程教師手冊 5》這個名字時，我腦海中立刻浮現齣一幅畫麵：一位經驗豐富的中文教師，手中翻閱著這本書，臉上帶著自信的微笑，因為他手中握有指導學生走嚮成功掌握中文的金鑰匙。雖然我未能窺探到書本的文字細節，但“當代”這個詞，讓我深信這本書所傳達的教學理念一定是與時俱進的，它關注的是當下中文語言的活力與發展，而非停留在過去的陳舊知識。我堅信，一本優秀的教師手冊，它不僅僅是一本提供教學大綱和練習冊的工具，更是一本充滿智慧和啓發性的教育指南。它可能會深入淺齣地解析當代中國社會文化背景下的語言現象，指導教師如何將這些鮮活的素材巧妙地融入教學，讓學生在學習語言的同時，也能深刻理解中國社會的變遷與發展。它也可能提供瞭豐富的教學策略，幫助教師應對不同學習風格和能力水平的學生，通過多元化的教學手段，激發學生的學習熱情，培養他們的語言自信心。我設想，這本書或許還會包含一些關於如何培養學生批判性思維和獨立學習能力的建議，讓學生在掌握語言的同時，也能成為具備深度思考能力的個體。它應該是一本能夠幫助教師不斷提升自身教學水平，從而更好地服務於中文教育事業的寶貴資源。