具体描述
华语教学最权威──国立台湾师范大学国语教学中心 编写开发
最符合当代华语学习趋势的教学用书
让中文课程走出新的未来、新的视野
最符合当代华语学习趋势的教学用书
让中文课程走出新的未来、新的视野
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。一～六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.
《全球视野下的现代汉语学习：面向国际读者的进阶指南》 这是一本专为已具备一定汉语基础，希望进一步深入理解和掌握现代汉语复杂性与文化内涵的学习者设计的进阶教材。 本书超越了基础语法框架的简单重复，旨在引导学习者跨越“能交流”到“能精通”的鸿沟，全面提升其在学术、商务及日常高阶语境中的沟通能力与文化敏感度。 --- 第一部分：语言深层结构与语用学的透视 本部分致力于解构现代汉语的底层逻辑，探讨语言在实际使用中的细微差别和语境依赖性。 第一章：句法复杂性的精细打磨 本章不再满足于对基本句型（如“把”字句、“被”字句）的讲解，而是深入探讨复合句和套层结构的构建与解析。我们将重点分析： 1. 多重定语和状语的逻辑排序：如何通过精确的语序安排，消除歧义，增强句子的信息密度和流畅性。例如，对比分析不同位置的“虽然……但是……”结构对句子重心产生的影响。 2. 非限定性成分的运用：探讨分词短语、插入语以及各种状语从句在正式文本中的功能，特别是它们如何帮助构建严谨的论证链条。 3. 省略现象的语境恢复：学习在高度依赖上下文的情境中，如何准确识别并推断出被省略的主语、谓语或宾语，这是高水平听力理解的关键。 第二章：语义的微妙梯度与词汇的深度拓展 词汇学习进入了辨析和语境化的阶段。本书侧重于“近义词辨析的艺术”和“语体色彩的掌握”。 1. 高频同义词的语境限制：系统性比较如“或许/也许/可能”、“仍然/依旧/还是”、“了解/明白/懂得”等词族，深入分析它们在正式性、情感色彩和侧重点上的差异。提供大量真实语料，展示词汇在不同语体（新闻报道、学术论文、文学评论）中的选择偏好。 2. 成语与典故的活学活用：超越死记硬背，本章分析了现代汉语中成语使用的“时效性”和“变异性”。教授如何识别不合时宜的陈旧成语，以及如何恰当地使用新兴或带有网络色彩的表达，保持语言的活力。 3. 量词系统的进阶应用：探讨特殊量词（如“趟”“份”“席”）在抽象概念度量上的用法，并分析比喻性量词（如“一股/一撮”）对描绘生动性的贡献。 第三章：功能性语篇与语用学实践 本章聚焦于语言的“社会功能”，即如何用语言达成特定的交际目的。 1. 请示与批复的规范表达：针对职场环境，细致拆解公文写作中的敬语使用规范、谦词的恰当选择以及语气词的控制，确保请求和指示的有效传达。 2. 辩论与说服的策略：教授如何使用逻辑连接词（如“鉴于此”“退一步讲”“毋庸置疑”）来构建强有力的论点，并有效地反驳对方观点，同时保持礼貌和尊重。 3. 语体转换的灵活性：如何将同一信息从口头对话迅速转化为书面报告，或将正式引述转化为非正式摘要。强调语体转换中对语法结构和词汇选择的相应调整。 --- 第二部分：跨文化交流与高级语境的驾驭 本部分旨在培养学习者在复杂的社会文化背景下进行高水平交流的能力。 第四章：当代中国社会热点与思维模式映射 语言是思维的载体。本章通过分析当代中国社会的热点话题，揭示其背后的文化价值观和思维惯性。 1. “关系”与“面子”的语言化体现：分析在人际交往中，如何通过语言来维护或化解“关系”的张力，以及在拒绝、批评等敏感情境下，如何巧妙运用间接表达来顾及“面子”。 2. 网络语言与新媒体生态：系统梳理近年来流行的网络热词、缩略语及其演变路径，帮助学习者理解这些表达在不同年龄层和社群中的接受度，避免因使用不当而造成交流障碍。 3. 主流价值观的语言表达：探讨与“社会责任感”“集体主义”“可持续发展”等核心概念相关的官方和主流媒体用语，理解这些表达在公共话语中的影响力。 第五章：学术阅读与研究性写作（面向研究生及专业人士） 对于需要接触中文学术资料的学习者，本章提供了专门的训练。 1. 学术语篇的结构识别：训练识别论文中的“研究空白（Gap）”“研究方法（Methodology）”“实验结果（Findings）”等关键段落的语言特征，如高频使用的被动语态和抽象名词。 2. 摘要与综述的写作技巧：指导如何高效地从一篇中文长文（如期刊论文）中提炼出关键信息，并用规范的学术语言撰写文献综述，确保引述的准确性和批判性。 3. 专业术语的系统学习：精选人文社科、经济管理等热门领域的核心术语群，而非零散词汇，帮助学习者建立专业领域的语言“语料库”。 第六章：文学鉴赏与修辞手法的运用 本章旨在提升对中文文学作品的欣赏能力，并为学习者自身的写作增添文采。 1. 古典诗词对现代汉语的影响：追溯部分成语、固定搭配及意象（如“烟雨”“清风”“故人”）的古典源头，理解其在现代语境中被赋予的新含义。 2. 叙事视角与时态的驾驭：分析小说中第一人称、第三人称叙事视角的切换对读者情感体验的影响，学习如何运用不同的时态标记来构建复杂的叙事时间线。 3. 修辞手法的精妙运用：系统学习并实践比喻、借代、夸张、反讽等修辞手法，不仅用于理解文学文本，更用于丰富学习者自身的口头表达和书面创作，使语言更具表现力和感染力。 --- 结语：持续的语言建构之路 本书的终极目标是引导学习者将所学知识融会贯通，达到对现代汉语的“自觉控制”——能够根据不同的听众、情境和目的，灵活地在复杂性、得体性与清晰性之间做出最优选择。它不是一个终点，而是通往流利、深入、具有文化洞察力的汉语使用者的关键里程碑。 目标读者： 完成HSK 5级或同等水平学习，希望在专业领域、深度阅读或复杂社交场合中进一步提升汉语水平的学习者。
著者信息
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.
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.
图书目录
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 请问，到师大怎么走？
Excuse Me. How Do You Get to Shida?
第二课 还是坐捷运吧！
Take the MRT Instead!
第三课 你的中文进步了！
Your Chinese Has Improved!
第四课 我打工，我教法文
I Work Part-time. I Teach French.
第五课 吃喜酒
Attending a Wedding Reception
第六课 我打算搬到学校附近
I Plan to Move Closer to School
第七课 垃圾车来了!
The Garbage Truck Is Here!
第八课 学功夫
Learning Kungfu
第九课 那个城市好漂亮
That City Is Really Beautiful
第十课 欢迎到我家来包饺子
Come to My Place to Make Dumplings
第十一课 台湾好玩的地方真多
Taiwan Really Has Lots of Fun Places
第十二课 怎么吃才健康？
How to Have a Healthy Diet?
第十三课 我的手机掉了
I Lost My Cell Phone
第十四课 我要开始找工作了
I Am Going to Start Looking for a Job
第十五课 过春节
Lunar New Year
附录
生词索引 Vocabulary Index (Chinese-English)
生词索引 Vocabulary Index (English –Chinese)
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 请问，到师大怎么走？
Excuse Me. How Do You Get to Shida?
第二课 还是坐捷运吧！
Take the MRT Instead!
第三课 你的中文进步了！
Your Chinese Has Improved!
第四课 我打工，我教法文
I Work Part-time. I Teach French.
第五课 吃喜酒
Attending a Wedding Reception
第六课 我打算搬到学校附近
I Plan to Move Closer to School
第七课 垃圾车来了!
The Garbage Truck Is Here!
第八课 学功夫
Learning Kungfu
第九课 那个城市好漂亮
That City Is Really Beautiful
第十课 欢迎到我家来包饺子
Come to My Place to Make Dumplings
第十一课 台湾好玩的地方真多
Taiwan Really Has Lots of Fun Places
第十二课 怎么吃才健康？
How to Have a Healthy Diet?
第十三课 我的手机掉了
I Lost My Cell Phone
第十四课 我要开始找工作了
I Am Going to Start Looking for a Job
第十五课 过春节
Lunar New Year
附录
生词索引 Vocabulary Index (Chinese-English)
生词索引 Vocabulary Index (English –Chinese)
图书序言
序
国立台湾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.
国立台湾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。
台湾师范大学国语教学中心主任 陈浩然
2015 年 6 月
2015 年 6 月
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.
Hao Jan Chen
Director of the Mandarin Training Center
National Taiwan Normal University
June, 2015
Director of the Mandarin Training Center
National Taiwan Normal University
June, 2015
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.
Shou-hsinTeng
图书试读
用户评价
评分
这本书所展现出的严谨性和系统性，是我在学习过程中非常看重的一点。它并非仅仅是一本语言的速成手册，而是真正注重培养学习者对中文的深入理解。从词汇的选取上，就能看出其用心之处，很多词汇的解释都包含了多种含义和用法，并且会给出详细的辨析，避免我们混淆。语法部分的讲解更是层层递进，每一个语法点都配有清晰的解释和充足的例句，并且会在后续的课程中不断地重复和巩固，让这些知识点真正地内化。除了课文和练习，书中还包含了大量的参考信息，比如词汇表、语法总结、甚至是一些学习建议，这些都为我的学习提供了极大的便利，让我在复习和查阅时能够更加高效。我觉得，这样一本教材，就像是一位经验丰富的老师，耐心地引导我一步步地深入，让我对中文的学习充满了信心和持久的热情。
评分这本书的装帧设计真的非常吸引人，封面色彩明亮但不刺眼，选用的字体清晰易辨，整体风格既有现代感又不失学术的严谨。翻开书页，纸张的手感也十分舒适，不是那种粗糙的廉价纸，而是有一定厚度的哑光纸，即使长时间阅读眼睛也不会觉得疲劳。印刷质量也很高，文字和插图都十分清晰锐利，没有出现模糊或错位的现象。书的排版布局也很合理，留白适中，既不会显得拥挤，也不会让页面显得空荡。章节标题醒目，段落划分清晰，这对于一本教材来说非常重要，能够帮助读者快速定位信息，理清思路。而且，这本书的尺寸也恰到好处，方便携带，无论是在教室、图书馆还是在家中使用，都感到很顺手。总的来说，从外在到内在，这本书都传递出一种精心制作的质感，让人对接下来的学习内容充满了期待。我甚至觉得，单单是翻阅这本书，就能感受到一种愉悦的学习氛围，这对于激发学习兴趣来说，无疑是一个非常好的开端。
评分这套教材的学习方式非常注重互动和实际应用，这一点让我印象深刻。它不仅仅是单纯地讲授知识，而是鼓励读者主动去参与。比如，书中会设置一些小组讨论或者角色扮演的练习，这对于提高我的口语表达能力和交流技巧非常有帮助。有时候，教材还会提供一些音频或视频资源，我可以通过这些资源来模仿发音，学习地道的表达方式，这比我自己盲目地练习效果要好得多。而且，教材的语言风格也比较活泼，不会一味地使用非常正式的学术语言，而是穿插了一些比较自然的对话和情景，让我感觉学习过程更轻松有趣。我尤其喜欢教材中提供的一些文化背景知识介绍，这让我不仅仅是在学习语言，还在了解使用这种语言的文化，这是一种更全面的学习体验。整体来说，它提供了一个更广阔的学习平台，让我能够从多个维度去理解和掌握中文。
评分这本书在内容编排上，我个人感觉非常有条理，逻辑性很强。每一课的开始都会有一个简短的导入，通常是一些与学习主题相关的图片或者简短的对话，能够立刻将我的注意力吸引进去。接着是核心的词汇和语法讲解，这部分的处理方式很细腻，没有一股脑地把所有东西抛出来，而是循序渐进，每个概念都解释得很清楚，并配有大量的例句。这些例句的选择也很贴近日常生活，读起来不会感到生硬或脱节，我很容易就能理解词汇和语法的实际应用场景。更让我惊喜的是，在讲解完基本概念后，总会有一些练习题，而且题型非常多样，有填空、选择、造句，甚至还有一些需要简单思考的开放性题目。这些练习的设计非常到位，能够及时巩固我刚刚学到的知识，并且不同题型的组合也避免了学习的枯燥感。我发现，通过这些练习，我对每一个知识点的掌握程度都能得到很好的检验。
评分我一直觉得学习一门新语言，最难的就是如何克服“卡壳”的阶段，也就是在掌握了一定的基础后，感觉进步缓慢，词汇量难以扩展，表达也总是受限。这本书在这方面确实给了我很大的帮助。它在基础知识讲解之后，设计了非常多能够激发读者思考和创造的环节。例如，有些课会引导读者根据给定的主题写小短文，或者进行更复杂的对话练习。这些练习要求我将之前学到的词汇和语法灵活地运用起来，去组织自己的语言，而不是简单地套用模板。这就像是在给我搭建一个思考的框架，然后让我去填充血肉。而且，教材还会引入一些更贴近当代社会生活的话题，比如网络用语、社交媒体上的表达方式等等，这些内容让我觉得学习到的知识非常实用，能够跟上时代的步伐。通过这些挑战性的练习，我感觉自己的语言运用能力得到了实质性的提升，不再是只会说一些简单的句子。
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