当代中文课程汉字练习簿 2 pdf epub mobi txt 电子书 下载 2025

简体网页||繁体网页

☆☆☆☆☆

图书标签:

• 汉字
• 练习
• 中文
• 教材
• 课程
• 当代中文
• HSK
• 语言学习
• 初级
• 书法

　　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.

好的，这里有一份关于《当代中文课程汉字练习簿 2》以外的图书简介，侧重于详细描述其他相关主题和内容的书籍。 --- 书名：《穿越古今的汉字演变史：从甲骨到宋体》 简介： 本书旨在带领读者进行一次深入而详尽的汉字文化之旅，追溯这一古老文字体系的起源、发展、形态变迁及其背后所蕴含的文化与社会意义。我们不关注当代中文学习的工具性练习，而是聚焦于汉字作为一种活化石，记录中华文明演进的脉络。 第一部分：汉字的黎明——图画与刻划的时代 本部分将细致考察汉字在萌芽阶段的形态。我们将从陶器上的刻划符号入手，探讨这些符号与早期文字之间的模糊地带。随后，我们将进入甲骨文的世界。内容包括对殷墟出土甲骨文的系统性梳理，分析其卜辞的结构、词汇的特点以及记录的王室活动。重点剖析甲骨文的造字原理——“六书”理论（特别是象形、指事、会意）在这一时期的实际应用和主导地位。读者将能直观感受到，早期的汉字是如何从具象的图画一步步抽象化，向符号系统过渡的。我们将深入研究关键的甲骨文例字，解析其原始的视觉意义与后世意义的演变轨迹。 第二部分：形制的统一与规范——秦汉的文字革命 本章重点关注中国历史上第一次文字统一运动及其深远影响。我们将详细考察金文（商周青铜器铭文）与大篆（籀文）的承接关系，分析它们在字体结构、笔画粗细和章法布局上的地域性差异。随后，我们将聚焦于秦始皇统一六国后推行的“书同文”政策。小篆的诞生并非简单的融合，而是一次彻底的规范化过程。本书将对比分析小篆与之前各国文字（如六国古文）的差异，阐述李斯等人如何确立标准字体。更重要的是，我们将探讨隶书的兴起。隶变被誉为汉字发展史上的“里程碑”，它彻底打破了篆书象形意味浓厚的结构，确立了横、竖、撇、捺等笔画的“隶书笔法”。我们将详细解读“蚕头燕尾”的审美特征，以及隶书如何服务于日益繁忙的政府文书处理需求，标志着汉字开始迈向实用化和符号化。 第三部分：楷书的定型与书风的流变 进入魏晋南北朝，汉字的书写形态进入了一个关键的稳定期——楷书的成熟。本部分将追踪楷书从章草、行书到成熟楷书的演变路径。我们将探讨张芝、钟繇等早期书法家在隶书向楷书过渡中所起到的关键作用。随后，我们将全面解析楷书的结构规范、笔顺法则以及“永字八法”等基础理论。 重点部分在于唐代。唐朝是楷书艺术的顶峰。本书将分类介绍初唐的欧阳询（险劲）、虞世南（圆润）、褚遂良（秀逸）以及盛唐的颜真卿（雄浑博大）和晚唐的柳公权（骨力洞开）的书法风格。我们不仅描述这些风格的视觉特征，更尝试将其与当时的社会思潮、士人精神相联系。对于每一位大家，我们都会选取若干代表性碑帖进行结构解构和笔画分析。 第四部分：宋元以来的印刷术与字体设计 随着雕版印刷术（尤其是活字印刷术）的发明和推广，汉字的书写形态开始受到印刷技术的反向塑造。宋代，为了适应雕版雕刻的便利性和版面的规整性，一种新型的、更方正、更具机械感的字体——宋体（或称明体）应运而生。本章将对比分析宋体与唐代楷书在字形上的关键区别，例如宋体如何强化横细竖粗的特征、如何处理转角处的锐利度，以及它如何成为后世印刷的标准字体。 我们将继续追踪印刷术对汉字的影响，探讨元代王祯创制的木活字以及明清时期出现的仿宋体、魏碑等分支风格。最后，本书将简要回顾印刷术对现代汉字排版和屏幕显示字体的设计理念所产生的基础性影响，完成从古代手写到现代数字阅读环境的衔接。 总结与展望： 本书不是一本速成手册，而是一部严肃的文化史著作。它以严谨的学术态度，通过大量的图版、拓片对比和历史文献引用，为对汉字起源、演变和艺术性有深度探究的读者提供一个全面而精深的知识框架。读者将能够理解，每一个汉字不仅是记录语言的符号，更是凝固了数千年历史变迁的文化载体。本书的目标是培养读者“读字”的能力，而非仅仅“认字”的能力。 ---

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.

体例说明
第一课  请问，到师大怎么走？
第二课  还是坐捷运吧！
第三课  你的中文进步了！
第四课  我打工，我教法文
第五课  吃喜酒
第六课  我打算搬到学校附近
第七课  垃圾车来了！
第八课  学功夫
第九课  那个城市好漂亮
第十课  欢迎到我家来包饺子
第十一课  台湾好玩的地方真多
第十二课  怎么吃才健康？
第十三课  我的手机掉了
第十四课  我要开始找工作了
第十五课  过春节
索引

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.

评分☆☆☆☆☆

我是一名中文教师，在为我的学生寻找合适的课外练习材料时，偶然发现了这本《当代中文课程汉字练习簿 2》。我必须说，这是一本非常值得推荐的教材。它的内容设计非常贴合当代中文课程的学习需求，尤其是对于需要系统性训练汉字的学生而言。练习册的难度梯度设置合理，从基础的笔画、偏旁部首开始，逐步深入到常用字的识别、书写和组词。我特别欣赏它在每个单元都设置了“综合运用”的部分，让学生能够将学到的汉字运用到实际的句子和语篇中，这对于提升学生的语感和实际应用能力非常有帮助。此外，练习册还提供了大量的听力练习素材（虽然练习册本身没有音频，但其内容与很多主流的听力教材是配套的），这对于纠正学生的读音和语调也至关重要。总而言之，这是一本兼具理论性和实践性，能够有效提升学生汉字学习效果的优秀练习册。

评分☆☆☆☆☆

坦白说，当初选择这本《当代中文课程汉字练习簿 2》是因为它在书店的陈列位置比较显眼，并没有太多期待。然而，翻开之后，我却被它的实用性深深吸引住了。这本练习册真正做到了“练”字当头，提供了海量的练习机会。从最基础的描红，到不同字体的临摹，再到根据拼音或部首写字，以及根据意思写出正确的汉字，各种类型的练习应有尽有。我注意到，它还专门设计了一些容易混淆的字的对比练习，这对我这种记性不太好的人来说，简直是福音。而且，它还考虑到了学生的听写练习需求，在练习册的后面附带了一些听写表格，方便老师或者家长进行督导。我觉得这本书非常适合那些希望通过大量练习来巩固汉字基础的学习者，它的每一页都充满了“干货”，没有丝毫的冗余。

评分☆☆☆☆☆

作为一名对汉字之美有着深厚兴趣的学习者，我一直在寻找能够深入挖掘汉字背后意义的材料。这本《当代中文课程汉字练习簿 2》在这方面做得相当出色。它不仅仅停留在机械的笔画和结构上，而是通过对汉字字源的简要介绍，以及字词搭配的深入解析，让我看到了汉字的演变和其所蕴含的智慧。我常常在写一个字的时候，会去回想它最初的象形或者指事意义，这样一来，记忆就变得更加深刻，也更能理解这个字的用法。练习册中提供的“一字多义”和“多义词辨析”等内容，更是让我豁然开朗，解决了许多以往学习中遇到的模糊不清的问题。它鼓励我去思考，去探究，而不是被动地接受。这种探索式的学习方式，让我对中文的喜爱又增添了一层。

评分☆☆☆☆☆

说实话，一开始拿到这本《当代中文课程汉字练习簿 2》的时候，我还有点犹豫，担心它会不会太枯燥，毕竟汉字练习很容易变得单调乏味。但是，事实证明我的担忧是多余的！这本练习册的趣味性设计做得非常出色。它不仅仅是简单的抄写，还融入了许多填字游戏、连线题、甚至是小段落的填充练习，让我在不知不觉中就完成了大量的汉字巩固。我最喜欢的是它加入了一些与中国文化相关的小知识点，比如在介绍某个汉字时，会顺带讲一些与这个字相关的成语故事或者习俗，这让学习过程变得更加生动有趣，也让我对中国文化有了更深的了解。这种寓教于乐的方式，极大地激发了我学习中文的热情。我经常会和一起学中文的朋友们分享我学到的有趣内容，大家都很喜欢这种“玩中学”的学习模式。

评分☆☆☆☆☆

这本《当代中文课程汉字练习簿 2》简直是我的救星！作为一名在海外学习中文的学生，我一直在寻找一款能够系统性巩固汉字学习的练习册，而这本绝对超出了我的预期。首先，它的编排设计非常人性化，每一课都围绕着一个主题展开，不仅有生词和例句，更重要的是提供了充足的汉字书写练习。从笔画顺序到结构拆解，再到不同组合下的书写练习，环环相扣，循序渐进，让我这个“笔画苦手”也能慢慢掌握每个字的精髓。我特别喜欢它提供的“字词辨析”环节，很多时候看起来相似的字，通过练习册的引导，我才恍然大悟，原来它们的细微差别如此重要。而且，练习册的纸张质量也很好，用钢笔写起来也不会洇墨，这点对于我这种喜欢亲手书写的学习者来说，简直是加分项。我每天都会抽出时间来完成一两个单元的练习，现在感觉自己的汉字识别和书写能力都有了质的飞跃。每次看到自己写出的工整汉字，那种成就感真的难以言喻。