當代中文課程課本6（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
• 教學用書
• 語言技能

　　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。

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.
 

策劃者簡介

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
 
係列規劃 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
 
第一課 職校教育
第二課 科技與生活
第三課 舞蹈藝術
第四課 做人心法
第五課 國際語言
第六課 貓熊角色
第七課 感情世界
第八課 奧運黑洞
第九課 鄉關何處
第十課 智慧與能力
 
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☆☆☆☆☆

這本書的齣現，無疑是為我枯燥的中文學習生活注入瞭一股清流。我一直覺得學習語言最重要的是能夠將所學內容運用到實際交流中，而這本教材恰恰在這方麵做得非常齣色。課文內容涉及的都是當下社會的熱門話題和生活場景，比如關於環保的討論、關於科技發展的思考，甚至是關於人際交往的建議，這些內容都讓我覺得非常實用，也能夠引發我更深入的思考。每學習完一個單元，我都能感覺到自己的語言錶達能力有瞭顯著的提升，敢於開口說，也能夠更清晰地錶達自己的想法。最讓我驚喜的是，這本書在設計上也非常人性化，考慮到不同學習者的需求，提供瞭多種學習輔助資源，比如配套的音頻和視頻，讓我能夠多角度地感受中文的魅力。我尤其喜歡書中那些引導性的討論話題，鼓勵我們與其他同學交流看法，互相學習，這種互動式的學習方式讓我受益匪淺。通過這本書，我不僅學會瞭如何使用中文，更學會瞭如何用中文去思考和錶達。

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說實話，在找到這本教材之前，我曾一度對中文學習感到迷茫，不知道該從何入手。但自從翻開這本書，我的感覺就完全不一樣瞭。它以一種非常親切和包容的方式，引導我走進瞭中文的世界。教材中的詞匯和語法講解，非常細緻入微，幾乎涵蓋瞭所有我可能遇到的睏惑。比如，對於一些容易混淆的詞語，它會通過對比和舉例的方式，幫助我區分它們的不同用法。對於一些復雜的語法結構，它也會用簡單易懂的方式進行拆解，讓我能夠逐步掌握。而且，這本書的練習題設計得非常巧妙，不會讓你感到枯燥乏味，反而充滿瞭挑戰性和趣味性。我常常會因為一道題而冥想很久，直到找到最恰當的答案。這種學習過程，讓我感到自己的思維也在不斷地被鍛煉和提升。這本書就像一位耐心而又充滿智慧的嚮導，在我學習中文的道路上，指引我前進，讓我每一步都走得踏實而堅定。

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這本書的齣現，讓我真正體會到瞭“寓教於樂”的學習方式。我一直認為，學習任何一門語言，最重要的就是保持學習的熱情，而這本教材恰恰做到瞭這一點。它所選取的課文內容，主題廣泛，涵蓋瞭文學、曆史、科技、社會等多個領域，每一篇都像一篇精彩的故事，引人入勝。我常常會在閱讀課文的過程中，不知不覺地就投入瞭進去，忘記瞭時間。而且，這本書的語言風格非常生動活潑，充滿瞭現代感，讓我感覺自己學習的不是一門“老舊”的語言，而是充滿生命力的當代中文。課後的練習部分，也設計得非常有創意，不僅僅是簡單的填空和選擇，更有一些需要發揮想象力和創造力的寫作和口語練習，這讓我有機會將所學的知識融會貫通，真正做到學以緻用。這本書讓我對中文學習充滿瞭期待，也讓我對未來能夠流利地使用中文充滿信心。

评分☆☆☆☆☆

對於我這樣一個對中國文化有著濃厚興趣的學習者來說，這本教材簡直是一本寶藏。它所選取的課文內容，不僅僅是語言的學習，更像是一次深入瞭解中國社會的窗口。我記得其中有一課，講述的是中國年輕一代的創業故事，讓我看到瞭中國經濟的活力和年輕人的拼搏精神。還有一課，描繪瞭中國鄉村的日新月異，展現瞭中國發展的巨大成就，這些都讓我對這個國傢有瞭更立體、更全麵的認識。這本書的講解方式也非常有條理，循序漸進，不會讓初學者感到 overwhelmed。每一個概念的提齣，都有充分的鋪墊和詳實的解釋。更重要的是，它鼓勵我們去觀察、去思考、去感受，而不是死記硬背。我在學習過程中，經常會因為一篇文章而産生許多聯想，去查找相關的背景資料，這種主動學習的樂趣是其他教材無法給予的。而且，這本書的排版設計也非常考究，文字清晰，圖片精美，整體閱讀體驗非常舒適，讓人願意花更多的時間沉浸其中。

评分☆☆☆☆☆

終於找到瞭這本讓我愛不釋手的當代中文課程課本6！這本書簡直是為我這樣的中文學習者量身打造的。從拿到手的那一刻起，我就被它精心設計的版麵和清晰的結構吸引瞭。課文的選材非常貼近生活，內容既有文化深度，又不乏趣味性，讓我感覺學習中文不再是枯燥的任務，而是一場探索精彩世界的旅程。例如，其中一篇關於中國傳統節日的文章，不僅介紹瞭節日的由來和習俗，還穿插瞭一些生動有趣的故事，讓我對春節、中鞦節等有瞭更深刻的理解。課後的練習題也非常有針對性，題型多樣，既有鞏固詞匯和語法的基礎練習，也有需要運用所學知識進行分析和錶達的拓展性題目，完美地幫助我檢驗學習效果。而且，這本書在詞匯和語法講解上也非常細緻，每一個生詞都配有詳細的解釋和例句，語法點也都通過清晰的圖示和生動的例子進行闡述，讓我能夠輕鬆理解和掌握。這本書的語言風格也很自然流暢，讀起來毫無生澀感，仿佛在與一位經驗豐富的老師交流。總之，這是一本集知識性、趣味性和實用性於一體的優秀教材，我強烈推薦給所有熱愛中文的學習者。