当代中文课程教师手册 5 pdf epub mobi txt 电子书 下载 2025

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原文作者： Mandarin Training Center National Taiwan Normal University

图书标签:

• 中文教材
• 教师手册
• 当代中文课程
• 语言教学
• 汉语教学
• 教学参考
• 课程设计
• 教学大纲
• 留学生教育
• HSK

　　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。

本书特色

　　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.

 

汉语介绍 An Introduction to the Chinese Language
教师手册总则
 
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
 
附录一　台湾县市地名地图
附录二　中国省分地图
附录三　两岸地区常用词汇对照表
附录四　生词单
 

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☆☆☆☆☆

**评价四** 作为一名对语言教育领域有着浓厚兴趣的学习者，我听到《当**代中文课程教师手册 5》这个书名时，不禁对其所蕴含的教学智慧和实践经验产生了极大的好奇。我无法得知书中的具体细节，但从“当代中文”和“教师手册”这两个词组，我能够想象出它所致力于解决的教育痛点和它所能提供的教学解决方案。我推测，这本手册可能不仅仅是一本工具书，更像是一本教学理念的集中体现。它或许会深入剖析当代中文的语言特点，例如新词汇的出现、表达方式的演变，以及网络文化对语言的影响。然后，它会提供一套科学、系统的方法来指导教师如何将这些“当代”的语言要素有效地融入教学中，让学习者能够跟上时代的步伐。我尤其期待它能够提供一些创新的教学模式和活动设计，能够激发学习者的学习兴趣，增强他们的主动性和参与度。例如，它是否会鼓励教师利用新闻报道、电影片段、或者甚至是社交媒体上的热门话题来作为教学素材？是否会提供一些指导，帮助教师引导学生进行角色扮演、小组讨论，或者开展项目式学习，从而在实践中巩固和提升语言能力？一本优秀的教师手册，应该能够帮助教师将抽象的语言知识转化为生动的课堂体验。

评分☆☆☆☆☆

**评价一** 作为一个长年与中国文化打交道的海外华人，我一直很关注市面上优秀的中文教材。最近有幸接触到一本名为《当**代中文课程教师手册 5》的书，虽然书中内容我并未直接涉猎，但我对其所代表的教学理念和潜在的教学成果充满好奇。从这本书的名字可以看出，它聚焦的是“当代”中文，这本身就意味着它与时俱进，关注的是当下中国社会的语言发展和文化脉络，而非陈旧的、脱离实际的教学内容。这一点对于想了解和掌握活生生的中文的学习者和教育者来说至关重要。我设想，一本优秀的教师手册，不仅会提供教学大纲、课时安排和练习题，更会深入探讨语言教学的理论和方法。比如，它可能会详细阐述如何引导学生理解和运用当代的词汇、短语以及表达方式，如何教授与时俱进的语法结构，以及如何融入中国当下社会的热点话题和文化现象。一个好的教师手册，还应该能帮助教师把握学生的学习心理，设计出既有启发性又具趣味性的课堂活动，让学习过程不再枯燥乏味。它甚至可能包含关于如何评估学生语言能力的建议，以及如何处理课堂中可能出现的各种语言和文化差异。我期待它能成为连接课堂与现实之间的一座桥梁，让学习者真正感受到中文的魅力与活力。

评分☆☆☆☆☆

**评价五** 当我听到《当**代中文课程教师手册 5》这个名字时，我脑海中立刻浮现出一幅画面：一位经验丰富的中文教师，手中翻阅着这本书，脸上带着自信的微笑，因为他手中握有指导学生走向成功掌握中文的金钥匙。虽然我未能窥探到书本的文字细节，但“当代”这个词，让我深信这本书所传达的教学理念一定是与时俱进的，它关注的是当下中文语言的活力与发展，而非停留在过去的陈旧知识。我坚信，一本优秀的教师手册，它不仅仅是一本提供教学大纲和练习册的工具，更是一本充满智慧和启发性的教育指南。它可能会深入浅出地解析当代中国社会文化背景下的语言现象，指导教师如何将这些鲜活的素材巧妙地融入教学，让学生在学习语言的同时，也能深刻理解中国社会的变迁与发展。它也可能提供了丰富的教学策略，帮助教师应对不同学习风格和能力水平的学生，通过多元化的教学手段，激发学生的学习热情，培养他们的语言自信心。我设想，这本书或许还会包含一些关于如何培养学生批判性思维和独立学习能力的建议，让学生在掌握语言的同时，也能成为具备深度思考能力的个体。它应该是一本能够帮助教师不断提升自身教学水平，从而更好地服务于中文教育事业的宝贵资源。

评分☆☆☆☆☆

**评价三** 听到《当**代中文课程教师手册 5》这个名字，我首先想到的是它背后所代表的教育理念和对中文教育事业的贡献。虽然我本人没有阅读过书中的具体内容，但“当代”二字让我联想到这本书必然紧贴时代脉搏，关注中文语言在当下社会的发展和演变。这对于任何希望掌握最实用、最鲜活中文的人来说，都是一个极具吸引力的特点。我设想，这本教师手册可能会提供一套完整的课程设计框架，从宏观的教学目标到微观的课堂活动，都进行了细致的规划。它或许会详细介绍如何教授中国社会的最新发展、流行文化、以及与之相关的词汇和表达方式，帮助学习者更好地融入当代中国的生活和交流。此外，我猜测这本书一定不会仅仅停留在语言知识的传授，更会注重培养学习者的语言应用能力和跨文化理解能力。它可能会提供许多生动有趣的教学案例，以及指导教师如何设计富有启发性的练习和讨论，鼓励学生在真实语境中运用所学知识，从而提升他们的沟通效率和文化敏感度。一本优秀的教师手册，应该能够为教师提供强大的理论支持和实用的教学工具，让他们能够更自信、更有效地指导学生学习中文。

评分☆☆☆☆☆

**评价二** 对于任何一门语言的学习，尤其是像中文这样体系庞大、内涵丰富的语言，一本高质量的教师手册无疑是至关重要的“指路明灯”。《当**代中文课程教师手册 5》这个书名，立刻勾起了我对它作为教学辅助工具潜力的遐想。我不清楚它的具体内容，但基于“当代”和“教师手册”这两个关键词，我可以推断出这本书的编撰者一定花费了大量的心思来构建一套系统、严谨且富有实操性的教学体系。我个人非常重视教学方法的创新和现代化，所以很希望这本书能够提供一些在传统教学模式之外的、更符合现代学习者需求的教学策略。比如，它是否会包含关于如何利用多媒体资源（如视频、音频、社交媒体等）来提升教学效果的指导？是否会提供一些关于如何培养学生跨文化交际能力的具体案例和方法？又或者，它是否会强调在课堂中鼓励学生进行个性化表达和深度思考，而非仅仅是机械记忆和重复练习？一个优秀的教师手册，应该能够帮助教师发现每个学生独特的学习风格和节奏，并因材施教，最大化地激发学生的学习潜力。它还应该能够提供一些备用方案和调整策略，以应对课堂中可能出现的意外情况，确保教学的顺利进行。