當代中文課程漢字練習簿 2 pdf epub mobi txt 電子書 下載 2025

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圖書標籤:

• 漢字
• 練習
• 中文
• 教材
• 課程
• 當代中文
• HSK
• 語言學習
• 初級
• 書法

　　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。

　　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.

好的，這裏有一份關於《當代中文課程漢字練習簿 2》以外的圖書簡介，側重於詳細描述其他相關主題和內容的書籍。 --- 書名：《穿越古今的漢字演變史：從甲骨到宋體》 簡介： 本書旨在帶領讀者進行一次深入而詳盡的漢字文化之旅，追溯這一古老文字體係的起源、發展、形態變遷及其背後所蘊含的文化與社會意義。我們不關注當代中文學習的工具性練習，而是聚焦於漢字作為一種活化石，記錄中華文明演進的脈絡。 第一部分：漢字的黎明——圖畫與刻劃的時代 本部分將細緻考察漢字在萌芽階段的形態。我們將從陶器上的刻劃符號入手，探討這些符號與早期文字之間的模糊地帶。隨後，我們將進入甲骨文的世界。內容包括對殷墟齣土甲骨文的係統性梳理，分析其蔔辭的結構、詞匯的特點以及記錄的王室活動。重點剖析甲骨文的造字原理——“六書”理論（特彆是象形、指事、會意）在這一時期的實際應用和主導地位。讀者將能直觀感受到，早期的漢字是如何從具象的圖畫一步步抽象化，嚮符號係統過渡的。我們將深入研究關鍵的甲骨文例字，解析其原始的視覺意義與後世意義的演變軌跡。 第二部分：形製的統一與規範——秦漢的文字革命 本章重點關注中國曆史上第一次文字統一運動及其深遠影響。我們將詳細考察金文（商周青銅器銘文）與大篆（籀文）的承接關係，分析它們在字體結構、筆畫粗細和章法布局上的地域性差異。隨後，我們將聚焦於秦始皇統一六國後推行的“書同文”政策。小篆的誕生並非簡單的融閤，而是一次徹底的規範化過程。本書將對比分析小篆與之前各國文字（如六國古文）的差異，闡述李斯等人如何確立標準字體。更重要的是，我們將探討隸書的興起。隸變被譽為漢字發展史上的“裏程碑”，它徹底打破瞭篆書象形意味濃厚的結構，確立瞭橫、竪、撇、捺等筆畫的“隸書筆法”。我們將詳細解讀“蠶頭燕尾”的審美特徵，以及隸書如何服務於日益繁忙的政府文書處理需求，標誌著漢字開始邁嚮實用化和符號化。 第三部分：楷書的定型與書風的流變 進入魏晉南北朝，漢字的書寫形態進入瞭一個關鍵的穩定期——楷書的成熟。本部分將追蹤楷書從章草、行書到成熟楷書的演變路徑。我們將探討張芝、鍾繇等早期書法傢在隸書嚮楷書過渡中所起到的關鍵作用。隨後，我們將全麵解析楷書的結構規範、筆順法則以及“永字八法”等基礎理論。 重點部分在於唐代。唐朝是楷書藝術的頂峰。本書將分類介紹初唐的歐陽詢（險勁）、虞世南（圓潤）、褚遂良（秀逸）以及盛唐的顔真卿（雄渾博大）和晚唐的柳公權（骨力洞開）的書法風格。我們不僅描述這些風格的視覺特徵，更嘗試將其與當時的社會思潮、士人精神相聯係。對於每一位大傢，我們都會選取若乾代錶性碑帖進行結構解構和筆畫分析。 第四部分：宋元以來的印刷術與字體設計 隨著雕版印刷術（尤其是活字印刷術）的發明和推廣，漢字的書寫形態開始受到印刷技術的反嚮塑造。宋代，為瞭適應雕版雕刻的便利性和版麵的規整性，一種新型的、更方正、更具機械感的字體——宋體（或稱明體）應運而生。本章將對比分析宋體與唐代楷書在字形上的關鍵區彆，例如宋體如何強化橫細竪粗的特徵、如何處理轉角處的銳利度，以及它如何成為後世印刷的標準字體。 我們將繼續追蹤印刷術對漢字的影響，探討元代王禎創製的木活字以及明清時期齣現的仿宋體、魏碑等分支風格。最後，本書將簡要迴顧印刷術對現代漢字排版和屏幕顯示字體的設計理念所産生的基礎性影響，完成從古代手寫到現代數字閱讀環境的銜接。 總結與展望： 本書不是一本速成手冊，而是一部嚴肅的文化史著作。它以嚴謹的學術態度，通過大量的圖版、拓片對比和曆史文獻引用，為對漢字起源、演變和藝術性有深度探究的讀者提供一個全麵而精深的知識框架。讀者將能夠理解，每一個漢字不僅是記錄語言的符號，更是凝固瞭數韆年曆史變遷的文化載體。本書的目標是培養讀者“讀字”的能力，而非僅僅“認字”的能力。 ---

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.

體例說明
第一課  請問，到師大怎麼走？
第二課  還是坐捷運吧！
第三課  你的中文進步瞭！
第四課  我打工，我教法文
第五課  吃喜酒
第六課  我打算搬到學校附近
第七課  垃圾車來瞭！
第八課  學功夫
第九課  那個城市好漂亮
第十課  歡迎到我傢來包餃子
第十一課  颱灣好玩的地方真多
第十二課  怎麼吃纔健康？
第十三課  我的手機掉瞭
第十四課  我要開始找工作瞭
第十五課  過春節
索引

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☆☆☆☆☆

這本《當代中文課程漢字練習簿 2》簡直是我的救星！作為一名在海外學習中文的學生，我一直在尋找一款能夠係統性鞏固漢字學習的練習冊，而這本絕對超齣瞭我的預期。首先，它的編排設計非常人性化，每一課都圍繞著一個主題展開，不僅有生詞和例句，更重要的是提供瞭充足的漢字書寫練習。從筆畫順序到結構拆解，再到不同組閤下的書寫練習，環環相扣，循序漸進，讓我這個“筆畫苦手”也能慢慢掌握每個字的精髓。我特彆喜歡它提供的“字詞辨析”環節，很多時候看起來相似的字，通過練習冊的引導，我纔恍然大悟，原來它們的細微差彆如此重要。而且，練習冊的紙張質量也很好，用鋼筆寫起來也不會洇墨，這點對於我這種喜歡親手書寫的學習者來說，簡直是加分項。我每天都會抽齣時間來完成一兩個單元的練習，現在感覺自己的漢字識彆和書寫能力都有瞭質的飛躍。每次看到自己寫齣的工整漢字，那種成就感真的難以言喻。

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說實話，一開始拿到這本《當代中文課程漢字練習簿 2》的時候，我還有點猶豫，擔心它會不會太枯燥，畢竟漢字練習很容易變得單調乏味。但是，事實證明我的擔憂是多餘的！這本練習冊的趣味性設計做得非常齣色。它不僅僅是簡單的抄寫，還融入瞭許多填字遊戲、連綫題、甚至是小段落的填充練習，讓我在不知不覺中就完成瞭大量的漢字鞏固。我最喜歡的是它加入瞭一些與中國文化相關的小知識點，比如在介紹某個漢字時，會順帶講一些與這個字相關的成語故事或者習俗，這讓學習過程變得更加生動有趣，也讓我對中國文化有瞭更深的瞭解。這種寓教於樂的方式，極大地激發瞭我學習中文的熱情。我經常會和一起學中文的朋友們分享我學到的有趣內容，大傢都很喜歡這種“玩中學”的學習模式。

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坦白說，當初選擇這本《當代中文課程漢字練習簿 2》是因為它在書店的陳列位置比較顯眼，並沒有太多期待。然而，翻開之後，我卻被它的實用性深深吸引住瞭。這本練習冊真正做到瞭“練”字當頭，提供瞭海量的練習機會。從最基礎的描紅，到不同字體的臨摹，再到根據拼音或部首寫字，以及根據意思寫齣正確的漢字，各種類型的練習應有盡有。我注意到，它還專門設計瞭一些容易混淆的字的對比練習，這對我這種記性不太好的人來說，簡直是福音。而且，它還考慮到瞭學生的聽寫練習需求，在練習冊的後麵附帶瞭一些聽寫錶格，方便老師或者傢長進行督導。我覺得這本書非常適閤那些希望通過大量練習來鞏固漢字基礎的學習者，它的每一頁都充滿瞭“乾貨”，沒有絲毫的冗餘。

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作為一名對漢字之美有著深厚興趣的學習者，我一直在尋找能夠深入挖掘漢字背後意義的材料。這本《當代中文課程漢字練習簿 2》在這方麵做得相當齣色。它不僅僅停留在機械的筆畫和結構上，而是通過對漢字字源的簡要介紹，以及字詞搭配的深入解析，讓我看到瞭漢字的演變和其所蘊含的智慧。我常常在寫一個字的時候，會去迴想它最初的象形或者指事意義，這樣一來，記憶就變得更加深刻，也更能理解這個字的用法。練習冊中提供的“一字多義”和“多義詞辨析”等內容，更是讓我豁然開朗，解決瞭許多以往學習中遇到的模糊不清的問題。它鼓勵我去思考，去探究，而不是被動地接受。這種探索式的學習方式，讓我對中文的喜愛又增添瞭一層。

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我是一名中文教師，在為我的學生尋找閤適的課外練習材料時，偶然發現瞭這本《當代中文課程漢字練習簿 2》。我必須說，這是一本非常值得推薦的教材。它的內容設計非常貼閤當代中文課程的學習需求，尤其是對於需要係統性訓練漢字的學生而言。練習冊的難度梯度設置閤理，從基礎的筆畫、偏旁部首開始，逐步深入到常用字的識彆、書寫和組詞。我特彆欣賞它在每個單元都設置瞭“綜閤運用”的部分，讓學生能夠將學到的漢字運用到實際的句子和語篇中，這對於提升學生的語感和實際應用能力非常有幫助。此外，練習冊還提供瞭大量的聽力練習素材（雖然練習冊本身沒有音頻，但其內容與很多主流的聽力教材是配套的），這對於糾正學生的讀音和語調也至關重要。總而言之，這是一本兼具理論性和實踐性，能夠有效提升學生漢字學習效果的優秀練習冊。