当代中文课程课本5（附作业本） pdf epub mobi txt 电子书 下载 2025

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• 中文教材
• 对外汉语
• HSK
• 语言学习
• 课程教材
• 当代中文
• 初级中文
• 作业本
• 语言技能
• 文化学习

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

　　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.

 

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.
 

序　Foreword
主编的话　From the Editor’s Desk
使用说明　About this Volume
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
四字格、成语、熟语的语法功能　Function of Idioms
 
第一课　言论自由的界线
第二课　关于基改食品，我有话要说
第三课　整形好不好
第四课　传统与现代
第五课　代理孕母，带来幸福？
第六课　死刑的存废
第七课　增富人税＝减穷人苦？
第八课　左右为难的难民问题
第九课　有核到底可不可？
第十课　同性婚姻合法化
 
附录　Appendix
生词索引 I. 　Vocabulary Index (Chinese-English)
生词索引 II. 　Vocabulary Index (English-Chinese)
课文简体字参考
 

序

　　本中心自 1967 年开始编制教材，迄今编写五十余本，广为台湾各语言中心使用。原使用之主教材《实用视听华语》编辑至今近二十年，实须因应外在环境的变迁、教学法及教学媒体的创新与进步而新编教材，故筹画编写此系列教材《当代中文课程》。

　　本系列教材共六册，最突出、不同于其他教材的地方是，将理论研究与实务教学的成果完美的结合在教材中。主编邓守信博士本身是着名的语言学家，并有多年在美国实际教授外国学生学习汉语的课堂授课经验，对于汉语语言以及华语教学语法的研究都有独到之处。这套教材所採用的词类系统能有效防堵学习者产生的偏误；语法点的呈现则是一次只讲一个语言形式，先说明功能，再扩展句式，最后提醒学习者使用时应注意的地方。与一般教材将类似形式放在一起，重形式操练，少功能介绍的方式不可同日而语。

　　这套教材预计今年（2018）底即将完成六册的出版工作。从 2012 年筹划至今，这一路来除了特别要感谢主编的劳心劳力外，还要感谢我们 18 位极富教学经验的第一线教师愿意在繁忙的教学之余，积极参与这套教材的编写工作。每册初稿完成，为了广纳各方意见，我们很幸运地邀请到美国的 Claudia Ross 教授、白建华教授及陈雅芬教授，担任顾问；台湾的叶德明教授、美国的姚道中教授、储诚志教授及大陆的刘珣教授，担任教材审查委员。每册教材平均在本中心及台湾其他语言中心，进行一年的试用；经过顾问的悉心指导、审查委员的仔细批阅，并集结授课教师及学生提出的宝贵意见，再由编写教师做了多次修订，才定稿付梓。对于在这整个过程中，努力不懈的编辑团队―我们的执行编辑张莉萍副研究员、张黛琪老师及教材研发组成员蔡如珮、张雯雯，我要致上最高的谢意。

　　最后，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》不只是提供学生们一套实用有效的教材，亦让教师得到愉快充实的教学经验。欢迎海内外教师在使用后，给予我们更多的指教与建议，让我们不断进步，也才能为华语文教学做出更大的贡献。
Foreword

　　The Mandarin Training Center at National Taiwan Normal University has produced teaching materials since 1967, including over 50 publications used in language centers all across Taiwan. Our core teaching series Practical Audio-Visual Chinese has been in circulation for almost 20 years; however, in order to adapt to the changing cultural landscape and to advances in pedagogy and educational media, we are publishing a new learning series, A Course in Contemporary Chinese.

　　This exceptional six-volume series distinguishes itself from other teaching materials through its seamless integration of theoretical research findings and practical teaching expertise. The development of this new material has been led by Chief Editor Dr. Shou-hsin Teng, an esteemed linguist with many years of classroom experience in the United States teaching Chinese to foreign students, and whose research demonstrates unique insight into pedagogical grammar and the Chinese language.

　　Equipped with a unique parts-of-speech framework, this series will effectively prevent students from producing errors in communication. Whereas other teaching materials often present several related grammatical constructions at the same time and put emphasis on repetitive drills without clearly explaining the unique grammatical function of each construction, the grammar sections of our series present one construction at a time.

　　The description of its function is followed by example sentences and notes on the usage of each structure.
We hope that all six volumes of this series will be in publication before the end of 2018. I would like to express my deep gratitude to Chief Editor Teng, who has been dedicated to this project since initial preparations began in 2012, and to our team of eighteen seasoned educators who found the time outside of their busy teaching schedules to enthusiastically participate in the writing and editing process. The series has benefited from the invaluable feedback provided by our consultants in the United States, Professors Claudia Ross, Jian-hua Bai, and Yea-fen Chen, and review committee: Professors Teh-ming Ye (Taiwan), Tao-chung Yao (US), Cheng-zhi Chu (US), and Xun Liu (China).

　　Each volume of the series has already been in trial use at MTC and other language centers throughout Taiwan for roughly one year. Incorporating a wealth of feedback, from the thoughtful guidance of our consultants to the meticulous evaluations of our review committee to observations from instructors and students, the series has undergone multiple revisions before being sent to the press in its final form. Over the course of this entire process, our editorial team has worked tirelessly and I would like to express my sincere gratitude to them: Associate Research Fellow Liping Chang, Tai-chi Chang, and Ru-pei Cai and Wen-wen Chang from the MTC division of teaching material development.

　　Lastly, I would like to thank Linking Publishing Company for their professionalism and whole-hearted commitment to ensuring that this series be published with the greatest possible quality. It is our hope that A Course in Contemporary Chinese will not only serve as an effective, useful resource for students, but also will facilitate an enjoyable, enriching teaching experience for instructors. We invite instructors in Taiwan and abroad who use this series in class to send us comments and/or suggestions so that we can continue to improve the Course and thus make an even greater contribution to the teaching of Chinese as a foreign language.
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☆☆☆☆☆

老实说，我当初买这本书，很大程度上是冲着“作业本”来的。我总觉得，光看不练假把式，尤其是在学语言这件事上。结果，拿到手后，我才发现它的作业本设计得相当巧妙。与其说是简单的练习题，不如说它更像是一个“语言挑战营”。每一个练习都围绕着课本的某个知识点展开，但形式却多种多样。有时候是让你模仿例句写一段话，有时候是让你找出句子中的错误并改正，还有些是需要你根据给出的语境，填入最恰当的词语。最让我印象深刻的是，有几页作业是让分析一段古文的白话文翻译，并对比分析原文和翻译之间的差异。这对我来说绝对是个不小的挑战，因为它不仅要求我理解课本上的知识，还要运用这些知识进行更深入的思考和创作。而且，作业本的难度梯度设计得也很合理，从一开始的简单填充，到后来的段落写作，再到最后的篇章分析，循序渐进，让我感觉自己的能力也在不断提升。有时候写完一套作业，真的会有种成就感，感觉自己离“精通”中文又近了一步。当然，也有一些题目确实有点难度，需要翻回课本反复查找，但这种“查阅-理解-应用”的过程，反而加深了我对内容的记忆。

评分☆☆☆☆☆

老实说，最初接触这套教材，我心里还是有点忐忑的。毕竟“当代中文”这个名字，听起来总觉得会有不少枯燥的理论知识。但翻开第一页，我就发现，事情并没有我想象的那么严肃。书里用了很多生动形象的例子，而且讲解方式也很有条理，就像一位循循善诱的老师，慢慢引导着你去理解每一个概念。比如，在讲到语法结构的时候，它不是简单地罗列语法规则，而是通过分析大量的实际语料，让你在潜移默化中体会到语法的作用。而且，它还引入了一些跨文化的视角，让我了解到中文在与不同语言交流时所展现出的独特魅力。最让我惊喜的是，书里还包含了不少关于中文信息时代应用的讨论，比如如何用中文进行网络交流，如何辨别网络上的语言陷阱等等。这让我觉得，这本书不仅是在传授传统的中文知识，更是在帮助我们适应快速变化的现代社会。虽然有时候我会觉得有些内容需要花点时间去消化，但总体来说，这本教材的内容非常丰富，而且覆盖的知识面很广，让我感觉受益匪浅。

评分☆☆☆☆☆

说实话，我买这本书，一部分原因也是因为它的装帧设计。我这个人比较注重书籍的视觉感受，一本好看的书，本身就能提升学习的兴趣。而这本《当代中文课程课本5》，虽然不像一些畅销书那样封面花里胡哨，但它的设计却透着一股子沉静和内敛。纸张的质感很好，摸起来舒服，印刷清晰，文字大小也适中，长时间阅读也不会觉得眼睛疲劳。更重要的是，它的排版很讲究，段落之间、章节之间都留有足够的空间，不会让人觉得拥挤，读起来很舒畅。而且，书中的插图虽然不多，但都恰到好处，比如在讲解一些历史典故的时候，配上一张相关的古画或者地图，能立刻勾起人的想象，让枯燥的文字变得生动起来。作业本的设计也同样如此，留白充足，方便做笔记和标注。我甚至会觉得，这样一本用心的书，里面的内容也一定不会差。事实也证明了我的想法，这本教材确实在细节上做得很好，让学习的过程也变成了一种享受。

评分☆☆☆☆☆

我得说，这本书的“接地气”程度，可能不是所有读者都能立刻体会到的。起初，我看到里面讲了很多关于汉字起源、部首演变之类的内容，心想这跟我在实际生活中怎么用中文交流有什么关系呢？但是，随着我越读越深，越做越多的练习，我开始慢慢领悟到，原来很多我们习以为常的语言现象，背后都有着非常深厚的逻辑和历史积淀。比如，书里讲解了形声字的构成原理，当我明白了“江”和“河”都带“氵”字旁，是因为它们都与水有关，而“工”和“可”分别表示读音时，我突然觉得，汉字本身就像一个精巧的密码系统，一旦掌握了钥匙，就能解锁很多有趣的知识。而且，它在讲解词语用法的时候，也很有意思。不是简单地告诉你“这个词可以这么用”，而是会分析这个词的“家族成员”，比如“高兴”、“快乐”、“开心”这几个词，它们表面上相似，但细究起来，在使用语境、情感色彩上都有微妙的差别，书里就对此进行了细致的剖析。这种“知其然，更知其所以然”的学习方式，让我对中文的感知变得更加敏锐，甚至在和朋友聊天的时候，都能更准确地把握用词的尺度。

评分☆☆☆☆☆

这本书我断断续续读了有一阵子了，不得不说，它的编排方式真的是既传统又有些出人意料。一开始拿到手，看到厚厚一沓，心里其实是有点打鼓的，毕竟“当代中文”这几个字就透着一股子严肃劲儿。翻开目录，密密麻麻的章节标题，看得我眼花缭乱，有关于汉字演变的，有专门讲词语搭配的，还有不少是关于古代文学常识的。我本来期待的是那种更贴近生活、更有趣的现代汉语用法指南，结果它一下子就把我拉进了更深层次的语言学殿堂。不过，随着阅读的深入，我逐渐发现，这种“厚重”是有它的道理的。比如，它在讲解一个成语的时候，不仅仅是给出意思和用法，还会追溯它的历史典故，甚至分析这个成语在不同朝代的变迁。这种“溯源”式的讲解，让我对中文的理解一下子变得立体起来，感觉自己不再是被动接受知识，而是参与了一场穿越时空的语言探索。而且，书中的例子也很有趣，有些是我从未在意过的细微之处，但一旦被作者点破，就会恍然大悟，觉得“原来是这样！”。虽然有时会觉得内容略显晦涩，需要反复琢磨，但总体来说，它提供了一个非常扎实的中文基础，让我对汉语的认识有了质的飞跃。