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图书标签:

• 中文教材
• 当代中文
• 课程作业本
• 初级中文
• 语言学习
• 汉语学习
• 练习册
• 作业本
• 教材
• 中文

　　系列规划

　　全系列教材共六册，为全方位训练学生华语能力的教材。前三册以口语训练为主，后三册开始进入书面语训练。

　 　第一册着重在实际日常生活对话运用，第二册开始辅以短文阅读，第三册则从长篇对话进入书面语及篇章的训练，第四册以篇章方式对书面语做更进一步的加强训 练，培养学生具备阅读真实语料的语言实力。第五、六册则涵盖社会、科技、经济、政治、文化、环境等多元议题探讨，扩展学生对不同领域的语言运用。

　　各册教材分别包含课本、作业本、教师手册及汉字练习簿（第一、二册）。

　　程度规划

　　本系列教材适合来台学习华语学生，并适用于海外高中或大学学习华语的学生。一至六册的程度规划相当于 CEFR 的 A1-C1 等级或 ACTFL 的 Novice- Superior 等级。

　　特色

　　．符合现代教学潮流，结合沟通式教学和任务导向学习，培养学生使用华语的能力。
　　．每课开始的学习目标和课末的学习自评表，帮助学习者了解自己是否达成学习目标。
　　．课文紧贴日常生活真实情况，使学生在自然的语境下学习华语。
　　．採用新思维汉语教学词类架构及语法说明，有效防堵学习者偏误产生。
　　．语法说明包括语法功能、结构、语用、练习四个部分，辅助学习者正确地使用语言。
　　．课室活动提供明确的学习目标、活动或任务，透过有趣的活动练习巩固学习。
　　．「文化」单元辅以真实的照片，使学习者能深入了解台湾当地社会文化。
　　．提供线上辅助工具，协助教师课堂教学辅助及学习者之课后练习。

　　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 《当代中文课程》 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.

《古籍文献导论：传统文化脉络探析》 内容简介： 本书旨在为读者搭建一座通往中国古代浩瀚文化宝库的桥梁。它并非一本简单的工具书，而是一部深入剖析中国古代文献的发生、流变及其内在逻辑的学术著作。全书以严谨的史学眼光和精细的文献学方法为基石，带领读者系统梳理了自先秦至明清，典籍在不同历史阶段的形态、编纂体例以及其所承载的文化意涵。 第一部分：文献之源与早期形态 本部分聚焦于中国古代文献的萌芽与定型阶段。我们从甲骨文、金文的铭刻符号系统入手，探讨文字如何从记事符号转变为承载复杂思想的载体。随后，深入解析先秦诸子百家的著作——《论语》《孟子》《老子》《庄子》等——的文本形成过程。这不仅仅是文本的阅读，更是对古代知识精英群体思维方式和知识传播渠道的考察。我们将详细辨析竹简、帛书等早期载体的物理特性如何制约了文本的篇幅、结构与流传方式。对于《诗经》《楚辞》的起源与流传，本书也进行了细致的考证，区分了其在口头传统与文人整理过程中的差异，力求呈现一部“活的”文献历史。 第二部分：经学与史学的双重构建 汉代“独尊儒术”确立了儒家经典作为官方意识形态的核心地位。《汉书·艺文志》的出现标志着中国古代图书分类体系的首次系统化尝试，本书将以此为节点，剖析经学经典（如五经）是如何在历代注疏中不断被阐释、固化并形成庞大知识体系的。同时，史学文献的发展亦是重中之重。从司马迁的《史记》开创的纪传体，到班固、范晔、陈寿等人的接续，我们探讨了史官如何通过文献的筛选、考订与叙事，构建出官方认可的历史图景。本书特别关注魏晋南北朝时期，由于战乱和思想解放，文献整理工作面临的挑战与突破，如地方志、谱牒等非主流文献的兴起，它们为我们理解当时的社会结构提供了独特的视角。 第三部分：隋唐宋元的典籍繁荣与技术革新 隋唐时期，随着雕版印刷术的成熟，知识的传播速度和广度达到了前所未有的水平。本书将详细分析《全唐诗》《全唐文》等大型总集的编纂意义，它们不仅是文学成果的集中展示，更是国家文化权力的象征。宋代，得益于活字印刷术的试验与雕版的普及，书籍的制作成本大幅下降，士大夫阶层对知识的需求空前高涨，这直接推动了宋刻本成为版本学上的瑰宝。我们不仅会介绍宋代官修史书的特点，更会深入探讨理学著作（如朱熹的《四书章句集注》）在这一时期的传播机制，以及民间小说、话本等通俗文献如何开始在印刷体系中占据一席之地。 第四部分：明清：集大成与学术转向 明清两代是古代典籍整理的集大成时期，也是学术思想发生深刻转向的阶段。大型丛书的编纂，如《永乐大典》和《四库全书》，以国家力量对传统文化进行了空前的收录和整理。本书将对这两种截然不同的编纂方针进行对比分析：前者追求“包罗万象”，后者则带有鲜明的官方筛选和规制意图。同时，我们将关注清代考据学（乾嘉学派）的兴起，它标志着学者们开始从对义理的阐释转向对文献本身的“求真务实”，对古籍的版本差异、讹误进行精细的校勘。这种对原始文本的回归，为现代文献学的建立奠定了坚实的基础。 第五部分：文献的保护与未来的展望 本书的最后一部分讨论了古代文献在近现代所经历的劫难与保护工作。从西方汉学的输入对国内文献研究的反思作用，到图书馆学、档案学对珍稀古籍的科学保护，再到数字化技术对传统文献的传承意义，我们审视了古籍在当代语境下的“再生命化”过程。 《古籍文献导论：传统文化脉络探析》力求超越简单的文献罗列，而是通过对不同时期文献载体、分类法、编纂目的和思想背景的交叉分析，帮助读者构建起一个完整、立体的中国古代知识体系的演变图景，是中文、历史、图书馆学及文化遗产保护等领域研究者与爱好者不可或缺的理论指南。

作者简介

国立台湾师范大学国语教学中心

　　国立台湾师范大学国语教学中心成立于 1956 年，隶属于国立台湾师范大学，是台湾历史最悠久、规模最完备、教学最有成效的华语文教学机构。学员来自全世界各地，许多汉学界知名学者及政经界名人都曾在此就读，在国际间享誉盛名。

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.

前言 Foreword
主编的话 From the Editor’s Desk
汉语介绍 An Introduction to the Chinese Language
各课重点 Highlights of Lessons
词类表 Parts of speech in Chinese
课堂用语 Classroom Phrases
人物介绍 Introduction to Characters

第一课　欢迎你来台湾！
Lesson 1 Welcome to Taiwan!
第二课　我的家人
Lesson 2 My Family
第三课　週末做什么？
Lesson 3 What Are You Doing Over the Weekend?
第四课　请问一共多少钱？
Lesson 4 Excuse me. How Much Does That Cost in Total?
第五课　牛肉面真好吃
Lesson 5 Beef Noodles Are Really Delicious
第六课　他们学校在山上
Lesson 6 Their School Is Up in the Mountains
第七课　早上九点去KTV
Lesson 7 Going to KTV at 9 O’clock in the Morning
第八课　坐火车去台南
Lesson 8 Taking a Train to Tainan
第九课　放假去哪里玩？
Lesson 9 Where Will You Go for the Holidays?
第十课　台湾的水果很好吃
Lesson 10 The Fruit in Taiwan Tastes Really Good
第十一课　我要租房子
Lesson 11 I Would Like to Rent a Place
第十二课　你在台湾学多久的中文？
Lesson 12 How Long Will You Be Studying Chinese in Taiwan?
第十三课　生日快乐
Lesson 13 Happy Birthday
第十四课　天气这么冷！
Lesson 14 It’s So Cold!
第十五课　我很不舒服
Lesson 15 I Don’t Feel Well

附录
生词索引 Vocabulary Index (Chinese-English)
生词索引 Vocabulary Index (English –Chinese)
简体字课文参考

序

　　师范大学国语教学中心成立于 1956 年，是台湾历史最悠久、规模最完备、教学最有成效的华语文教学机构。每年培育三千名以上的外籍学生，学生来自世界一百二十余国，至今累计人数已达五万余人，在国际间享誉盛名。

　 　本中心自 1967 年开始编制教材，迄今共计编写五十余本教材，在华语教学界具有举足轻重之地位。而现今使用之主教材已有十五年之久，不少学生及教师认为现行教材内容需要更 新，应新编配合时代需求的新教材。因此，本中心因应外在环境变迁、教学法及教学媒体的创新与进步，筹画编写《当代中文课程》 6 册，以符合海内外华语教学的需求，并强化台湾华语文教学教材之品牌。

　　为了让理论与实务结合，并落实发扬华语文教学的精神与理念，本中 心邀请了华语教学界的大师—邓守信教授担任主编，率领 18 位极富教学经验的第一线老师进行内容编写，并由张莉萍副研究员、张黛琪老师及教材研发组成员蔡如珮、张雯雯担任执行编辑，进行了这项《当代中文课程》的编 写计画。

　　这是本中心历经数十年深厚教学经验后再次开发的全新主教材，更为了确保品质，特别慎重；我们很荣幸地邀请到美国的 Claudia Ross教授、白建华教授及陈雅芬教授，担任顾问，也邀请了台湾的叶德明教授、美国的姚道中教授及大陆的刘珣教授，担任审查委员，并由本校英语系李樱教授 和毕永峨教授分别协助生词和语法的翻译。此教材在本中心及台湾其他语言中心，进行了一年多的试用；经过顾问的悉心指导、审查委员的仔细批阅，并参考了老师 及学生提出的宝贵意见，再由编写老师做了多次修改，才将版本定稿。对于所有在编写过程中，努力不懈的编辑团队、给予指教的教授、配合试用的老师及学生，我 们都要致上最高的谢意。

　　在此也特别感谢联经出版事业股份有限公司，愿意投注最大的心力，以专业的制作出版能力，协助我们将这套教材以最佳品质问世。

　　我们希望，《当代中文课程》不只提供学生们一套实用有效的教材，亦让老师得到愉快充实的教学经验。欢迎老师在使用后，给予我们更多的指教与建议，让我们不断进步，也才能为海内外的华语教学，做更多更好的贡献。
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.
主编的话
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☆☆☆☆☆

这本《当代中文课程作业本1》给我带来的最大惊喜，是它在细节处理上的严谨和周到。作为一名对语言精度有一定要求的学习者，我经常会在一些细枝末节处感到困惑，而这本书恰恰在这些地方给予了我清晰的指引。例如，在处理某些动词的搭配时，本书并没有仅仅罗列出正确的搭配，而是通过大量的例句，让我直观地感受到不同搭配所带来的语感差异，并解释了其背后的逻辑。这种“耳濡目染”式的学习方式，比生硬的记忆更加有效。我尤其看重书中关于“语气的表达”的练习。中文的语气非常丰富，学会准确地运用不同的语气词和表达方式，能够让我的沟通更加生动和有感染力。本书通过大量的对话练习和情景模拟，有效地帮助我掌握了这一点。我发现，很多我之前觉得难以理解的细微之处，在这本书里都得到了系统性的解答。这本书就像一个经验丰富的“语言侦探”，带领我一步步解开中文的秘密，让我对这门语言的理解更加深刻和透彻。

评分☆☆☆☆☆

初次翻开这本《当代中文课程作业本1》，我便被它扎实的理论基础和清晰的教学逻辑深深吸引。本书并非简单堆砌词汇和语法点，而是巧妙地将语言知识融入到一系列精心设计的练习中，让我在“学”与“练”之间形成良性循环。例如，在学习表示“原因”的句型时，作者并没有直接给出晦涩的语法解释，而是通过几则生动的生活场景描述，引导我主动去思考句子之间的逻辑关系，再通过填空、造句等方式，将这种理解内化为实际的语言能力。这种“循序渐进、由浅入深”的教学方式，对于初学者来说无疑是福音。特别是那些看似零散的口语表达和书面语的细微差别，本书也给予了充分的关注，通过大量的对比练习，让我能够准确地把握不同语境下的用词选择，避免了中式英语的尴尬。我尤其喜欢其中关于“过渡词”的专项训练，这部分内容深入浅出，为我构建清晰的篇章结构提供了有力的武器，让我的写作不再是东拼西凑的片段，而是流畅自然的表达。总而言之，这是一本能够真正引领我走进中文世界，并帮助我打下坚实语言基础的优质教材。

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从一名初学者的角度来看，《当代中文课程作业本1》提供了一个非常系统且循序渐进的学习路径。它没有一上来就给我灌输大量的理论知识，而是通过一个个小单元，逐步引导我认识和掌握中文的基本结构和表达方式。我最欣赏的是本书在“错误辨析”方面所做的努力。它会提前预设一些学习者容易犯的错误，并给出详细的解释和纠正方法，这让我能够“防患于未然”，避免走弯路。例如，在处理“数量词”的用法时，本书就专门列举了常见的误用情况，并说明了正确的使用方式，这对我来说非常有帮助。书中的练习题设计也多种多样，从简单的填空到复杂的句子改写，再到情景对话的构建，能够全方位地锻炼我的听说读写能力。总的来说，这本书就像一位经验丰富的“建筑师”，为我搭建起了一座坚实的中文学习大厦，让我能够信心满满地向前迈进。

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不得不说，《当代中文课程作业本1》在激发学习兴趣方面做得非常出色。我通常容易在学习过程中感到枯燥，但这本书却让我乐在其中。它的内容设计充满了趣味性，并且始终与时俱进，紧扣“当代”二字。书中出现的许多词汇和表达，都是我在日常生活中经常听到或者看到的，这让我觉得学习内容非常有现实意义，能够快速地应用到实际交流中。我特别喜欢其中关于“社交媒体语言”的专题练习，这部分内容非常新颖，帮助我理解了当下年轻人沟通方式的一些特点，也让我能够更自信地参与到现代社交中。此外，本书的排版和插图设计也十分精美，赏心悦目，降低了学习的视觉疲劳感。这种“寓教于乐”的设计理念，让我能够保持持久的学习动力，不再感到学习是一件枯燥乏味的事情。这本书就像一个充满活力的“语言游乐场”，让我在玩耍中不知不觉地掌握了中文的精髓，体验到了学习的乐趣。

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坦白说，一开始我对这本《当代中文课程作业本1》并没有抱有多高的期望，毕竟市面上的中文教材琳琅满目，真正能打动我的却不多。然而，当我深入研读后，我不得不承认，它成功地打破了我的固有印象。本书最大的亮点在于其极具实践性的内容编排。它不仅仅是知识的传授，更是能力的培养。书中的案例选择都紧贴当代社会生活，从日常的交流场景到一些稍微复杂的社交互动，都涵盖在内。我特别欣赏作者在设计练习时所展现出的“巧思”。比如，在学习如何表达“请求”时，书里设计了一个模拟情境，让我扮演不同身份，向不同对象提出不同程度的请求，这不仅锻炼了我的词汇运用，更培养了我对语言的“分寸感”和“得体性”。此外，本书在文化融入方面也做得相当出色，通过一些小故事和文化注释，让我对中文背后的文化内涵有了更深的理解，这对于学习一门语言来说是至关重要的。它让我明白，语言不仅仅是符号的组合，更是文化的载体。这本书就像一位循循善诱的良师益友，在轻松愉快的氛围中，带领我领略中文的魅力，并逐步提升我的语言运用水平。