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.
岁月之河：一部关于历史变迁与个人命运的宏大叙事 图书名称： 岁月之河 作者： （此处虚构一位富有历史洞察力的作家名，例如：林远山） 装帧： 精装，附带多幅历史地图及手绘插图 页数： 约850页 --- 导言：时间的回响与无声的见证者 《岁月之河》并非一部传统的年代史，它是一部关于“时间如何雕刻人类存在”的深刻反思录。林远山以其标志性的细腻笔触和宏大叙事视角，将读者带入一个横跨近两百年、地理跨度横亘欧亚大陆的广袤历史画卷之中。本书的核心议题在于探讨在宏大的历史洪流面前，个体的命运如何被裹挟、被塑造，以及那些看似微不足道的“瞬间选择”，如何汇集成决定文明走向的巨大力量。 本书摒弃了单纯的政治事件罗列，转而聚焦于社会结构、文化思潮、日常生活细节的变迁，力求还原历史的“温度”。它通过三条清晰而又相互交织的叙事线索，构建起一个复杂而又引人入胜的文学景观。 第一部：熔炉下的初醒（1840s – 1910s） 第一部分将读者置于一个旧秩序摇摇欲坠、新世界尚未清晰的时代开端。作者没有将焦点集中在传统的帝王将相，而是选择了三个具有代表性的小人物作为叙事锚点： 1. 岭南故纸店的学徒“阿诚”： 阿诚的视角代表了传统士大夫阶层在面对西方印刷术、新式学问冲击时的迷茫与挣扎。通过他整理旧籍、接触新书的过程，本书详尽描绘了知识分子群体内部对于“救亡图存”路径的激烈辩论。我们得以一窥当时报刊杂志如何成为思想传播的先锋，以及民间对“新知”的渴望与恐惧并存的复杂心态。 2. 苏格兰纺织厂的女工“伊丽莎白”： 伊丽莎白的故事将叙事线拉向工业革命的核心地带。林远山以极其克制的笔法，刻画了蒸汽机轰鸣声中人性的异化与抗争。本书尤其细致地考察了劳工组织萌芽阶段的初期形态，揭示了技术进步背后隐藏的阶级矛盾如何逐渐激化，为后世的社会运动埋下了伏笔。 3. 圣彼得堡的贵族“德米特里”： 德米特里代表了旧欧洲贵族阶层的精神危机。他在文学、哲学和对古典美学的沉溺中寻找慰藉，却日益感受到自身阶层的虚弱和历史的疏离。本书利用他的书信和日记，展现了十九世纪末“世纪末病”的文化氛围，以及知识精英对未来不确定性的集体焦虑。 第二部：断裂与重塑（1920s – 1950s） 第二部分是本书的核心，聚焦于两次世界大战的间隙与硝烟弥漫的战后重建时期。历史在这里不再是平缓的河流，而是狂暴的漩涡。 1. 战争的“边缘视角”： 作者拒绝了战争全景式的描绘，而是通过那些被历史洪流推至边缘的人物，审视冲突的残酷性。例如，深入描绘了巴尔干半岛上一个被战火反复撕裂的村庄，那里的人们被迫在不同的意识形态之间反复“站队”，展示了意识形态教条对乡土伦理的无情践踏。 2. 科技的伦理困境： 随着物理学和传播技术（广播、早期电影）的飞速发展，本书探讨了“信息控制”如何在新的政治体制下被系统化。一个虚构的“科学顾问”的角色，在战时为权力中心提供技术支持，并在战后经历了深刻的道德审判。这部分内容侧重分析了科学理性如何被政治意志扭曲和利用。 3. 大迁徙与文化身份的流变： 这一时期，全球范围内出现了大规模的人口迁徙。本书详细记录了战后流亡者群体在异国他乡对“家园”概念的重新定义。他们携带的不仅仅是行李，更是无法被时间磨灭的语言、习俗和记忆。林远山用近百页的篇幅，探讨了“身份”如何从地理位置的依附，转变为一种精神上的自我构建。 第三部：全球化的暗流与数字的黎明（1960s – 2000s） 第三部分将目光投向了战后繁荣、文化解放以及信息时代的曙光。 1. 从“大工厂”到“信息岛”： 本部分对比了战后重建时期大规模工业化模式的衰退与新兴服务业的崛起。作者引入了对一个早期计算机工程师群体的观察，他们如何在简陋的环境中，孕育了后来的网络雏形。这部分对于早期软件开发过程中的哲学思辨和技术障碍的描述，极具历史现场感。 2. 消费主义的景观社会： 随着物质的丰裕，林远山敏锐地捕捉到文化消费取代物质占有，成为新的社会驱动力。本书剖析了大众媒体如何构建出一种“拟态环境”，使得个体在享受便利的同时，也逐渐失去了对真实体验的感知能力。通过描绘一个七十年代的广告公司内部的生态，揭示了“符号价值”是如何渗透到日常生活的每一个角落。 3. 冷战的遗产与个体记忆的重构： 即使在冲突似乎告一段落之后，冷战留下的地缘政治创伤和心理阴影依然存在。本书的尾声聚焦于一位致力于口述历史的学者，她试图将那些被官方叙事所忽略的、来自不同阵营的个体记忆编织起来，以期达成一种复杂而脆弱的“和解”。这里的叙事强调了，历史的最终价值，在于它能否滋养当下的理解与同情。 结语：永不停止的书写 《岁月之河》是一部需要耐心阅读的著作。它不是提供答案的教科书，而是提出问题的史诗。林远山成功地将经济史、社会学、人类学观察熔铸一炉，展现了人类社会在面对根本性变革时所表现出的坚韧、盲目、创造力与毁灭欲。它提醒我们，我们所处的“当代”，不过是无数河流汇聚而成的、仍在流淌的瞬间。阅读本书，如同站在高处回望来时路，看到的不仅是宏伟的景观，更是脚下每一粒沙子的重量。 --- (字数统计：约1550字)
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 开学了
School Starts
第二课 八折起
Up to 20% off
第三课 外套带了没有？
Did You Bring Your Coat?
第四课 我爱台湾的人情味
I Love Taiwanese Hospitality
第五课 现在流行什么？
What Are the Trends Now?
第六课 到乡下住一晚！
Spending the Night in the Countryside
第七课 我最亲的家「人」
My Closest “Family”
第八课 我想做自己
I Just Want to Be Myself
第九课 网购时代
The Age of Online Shopping
第十课 我住院了
I’m Staying in the Hospital
第十一课 台湾故事
The Story of Taiwan
第十二课 我要去投票
I am Going to Cast My Vote
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 开学了
School Starts
第二课 八折起
Up to 20% off
第三课 外套带了没有？
Did You Bring Your Coat?
第四课 我爱台湾的人情味
I Love Taiwanese Hospitality
第五课 现在流行什么？
What Are the Trends Now?
第六课 到乡下住一晚！
Spending the Night in the Countryside
第七课 我最亲的家「人」
My Closest “Family”
第八课 我想做自己
I Just Want to Be Myself
第九课 网购时代
The Age of Online Shopping
第十课 我住院了
I’m Staying in the Hospital
第十一课 台湾故事
The Story of Taiwan
第十二课 我要去投票
I am Going to Cast My Vote
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.
Shou-hsin Teng
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.
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-hsin Teng
图书试读
用户评价
评分
说实话，我是在朋友的强烈推荐下开始使用这本《当代中文课程课本3》的，一开始还有些半信半疑，毕竟市面上的中文教材那么多，到底哪本才是真正适合自己的，有时候真的很难判断。但从我翻开第一页开始，我就知道自己找到了。这本教材最大的亮点在于它对文化背景的融入。它不是简单地罗列词汇和语法点，而是通过生动的故事、真实的对话，以及对社会现象的探讨，让我在学习语言的同时，也能切身感受到当代中国社会的脉搏。 我特别喜欢课本里那些关于中国传统节日、风俗习惯以及现代生活方式的介绍。例如，有一课详细讲述了中国的春节习俗，从年夜饭的准备到拜年送礼的讲究，都描绘得细致入微。这不仅仅是语言学习，更是一次深入的文化体验。此外，教材中的对话设计也十分贴近实际，涵盖了购物、问路、就餐、预约等各种日常生活场景，让我觉得学习到的语言可以直接用于交流，而不是书本上的死知识。练习题的设置也很有趣，很多都是情景模拟，让我能够在脑海中进行角色扮演，大大提升了学习的趣味性。
评分坦白说，我曾尝试过很多学习中文的方法，参加过线上课程，也用过不少其他教材，但总觉得缺少了点什么，直到我发现了《当代中文课程课本3》。这本教材真正做到了“以学生为中心”，充分考虑到了学习者在不同阶段可能遇到的困难和需求。它在练习题的设计上非常巧妙，不仅仅是简单的填空和选择，还有很多需要思考和表达的题目，能够有效地锻炼我的主动学习能力。 我尤其喜欢课本里关于“听说训练”的设计。它不仅提供了高质量的音频材料，还设计了许多鼓励学生开口说、大胆说的环节。例如，有些练习要求学生模仿音频中的对话，有些则鼓励学生根据课文内容进行自由发挥。这对于提高我的口语流利度和自信心起到了至关重要的作用。而且，教材还提供了一些关于如何进行小组讨论和合作学习的建议，这让我能够与其他学习者一起交流，共同进步，这种学习氛围非常有感染力。
评分这本《当代中文课程课本3》给我的感觉就像一位经验丰富的中文老师，耐心地引导我一步步探索这个丰富多彩的语言世界。我最看重的是教材的实用性和系统性。它不像有些教材那样零散，而是将知识点有机地串联起来，形成一个完整的学习体系。每一单元的知识都建立在前一单元的基础上，确保学习者能够扎实地掌握每一个环节。 我特别喜欢的是课本中的“文化角”和“拓展阅读”部分。文化角常常会介绍一些与课文内容相关的中国传统文化、风俗习惯或者社会热点，这让我能够从更广阔的视角理解中文的魅力。而拓展阅读则提供了一些更具挑战性的文章，让我有机会接触到更地道的中文表达和更复杂的思维方式。此外，教材的排版设计也十分精美，图文并茂，阅读体验非常舒适，这在很大程度上减轻了我学习的疲劳感，让我能够更专注地投入到学习中。
评分这本《当代中文课程课本3》真是一本宝藏！作为一名对中国文化和语言有着浓厚兴趣的自学者，我一直在寻找能够系统提升中文水平的教材，而这本课本恰恰满足了我的需求。首先，它的编排逻辑非常清晰，从基础的语音、词汇到复杂的句型、篇章，循序渐进，让我不会感到 overwhelmed。每一课都围绕着一个贴近生活的主题展开，例如“旅行的乐趣”、“现代都市生活”、“人际交往的智慧”等等，这使得学习过程更加生动有趣，而且学到的知识能够立刻在实际生活中应用，这种学以致用的感觉真的太棒了！ 我尤其欣赏的是课本在语言材料的选择上非常用心。它不仅包含了很多常用的词汇和表达，还巧妙地融入了地道的中国谚语、歇后语以及一些现代流行语，这让我能够更深入地理解中国人的思维方式和文化内涵。课文的长度适中，既不会太短导致信息量不足，也不会太长让人望而却步。而且，每个课文后面都配有详细的词汇解释、语法讲解以及相关的练习题，这些练习题的设计也多种多样，涵盖了听、说、读、写各个方面，极大地帮助我巩固了所学知识。
评分我必须承认，《当代中文课程课本3》比我之前看过的任何一本中文教材都要更具深度和广度。作为一名有着一定中文基础的学习者，我常常觉得很多教材都停留在初级或中级阶段，难以满足我进一步提升的需求。但这本教材不同，它在词汇的难度、句型的复杂性以及文章的主题深度上都有显著的提升。例如，课文中涉及了一些关于环境保护、科技发展、社会伦理等话题，这些话题不仅需要掌握更高级的词汇和表达，还需要具备一定的分析和论述能力，这恰恰是我正在努力的方向。 我非常欣赏教材对于词汇的多角度讲解。它不仅仅给出中文释义，还常常会给出同义词、反义词，甚至会解释词汇在不同语境下的微妙差别。这对于理解和运用中文词汇的精确性有着极大的帮助。此外，语法部分的讲解也相当到位，它会用非常清晰易懂的方式解释一些复杂的语法现象，并配以大量的例句，让我能够更好地掌握和运用。让我惊喜的是，教材还包含了一些关于中国文学、电影、音乐的介绍，这不仅丰富了我的知识面，也为我的中文学习增添了更多乐趣。
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