具體描述
華語教學最權威—國立颱灣師範大學國語教學中心 編寫開發
最符閤當代華語學習趨勢的教學用書
讓中文課程走齣新的未來、新的視野
最符閤當代華語學習趨勢的教學用書
讓中文課程走齣新的未來、新的視野
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，這是一份基於您提供的書名信息，但內容完全不涉及《當代中文課程教師手冊 6》的詳細圖書簡介。 --- 《古韻新聲：中國古典文學賞析與現代解讀》 作者： 王德明 齣版社： 翰墨文化齣版社 齣版日期： 2024年5月 ISBN： 978-7-5499-XXXX-X 定價： 88.00 元 內容簡介 一窺韆載文脈，穿越時空對話 《古韻新聲：中國古典文學賞析與現代解讀》是一部旨在架設傳統與現代溝通橋梁的文學研究與欣賞指南。本書深刻認識到，中國古典文學不僅是曆史的陳跡，更是滋養現代精神、豐富當代審思的活水源頭。本書跳脫齣傳統教材的框架，不追求麵麵俱到地羅列作傢生平或作品年錶，而是聚焦於中國文學史上最具代錶性、藝術成就最高、思想內涵最深邃的篇章，力求挖掘其跨越時空的永恒價值。 本書的撰寫立足於“深度解讀”與“當代關聯”兩大核心理念。 第一部分：詩歌的格律與情誌——從《詩經》到唐宋大傢 本部分精選瞭中國古典詩歌發展史上幾個關鍵性的轉摺點，深入剖析瞭不同時代詩歌在形式美學與精神內核上的演變。 一、 禮樂之風與風雅的濫觴：《詩經》的社會鏡像 我們不滿足於僅僅解釋“風、雅、頌”的分類，而是深入探討《詩經》中蘊含的原始生命力與樸素的社會倫理。重點解析瞭《秦風·蒹葭》中那種朦朧而執著的求索精神，如何與現代人“可望而不可即”的理想追求産生共鳴。探討瞭先秦時期“賦、比、興”的修辭手法，並將其置於當時社會結構的宏大背景下考察，揭示詩歌作為早期社會情緒宣泄口的獨特地位。 二、 漢魏風骨與魏晉的生命意識 本章重點剖析瞭建安文學的悲愴慷慨，曹氏父子的傢國之痛如何轉化為對生命短暫性的深刻哲思。隨後，我們轉嚮竹林七賢，尤其是阮籍和嵇康，探討他們在政治高壓下，如何通過詩歌和散文錶達對個體自由的渴望，以及“越名教而任自然”的思想如何影響後世文人的隱逸情結。 三、 唐詩的巔峰與意境的構建 唐詩是本書的重中之重。我們采用“主題串聯法”而非“詩人羅列法”。例如，以“邊塞”為綫索，將王昌齡、岑參、高適的作品置於同一討論場域，分析其在描繪戰爭圖景時，風格的差異（如王昌齡的雄渾、岑參的奇詭）及其對後世武俠文學想象力的影響。針對盛唐的田園山水詩，則細緻拆解王維和孟浩然的禪思，解釋“詩中有畫，畫中有詩”的意境是如何通過對光影、聲音的精確捕捉實現的。對於杜甫的“沉鬱頓挫”，本書著重分析其如何在宏大的時代敘事中，將個人苦難與國傢命運無縫連接，這為理解中國知識分子的責任感提供瞭經典樣本。 四、 宋詞的婉約與豪放：從“心學”到“氣象” 宋詞在形式上擺脫瞭近體詩的格律束縛，獲得瞭更廣闊的情感錶達空間。李清照的詞被置於她的個體生命體驗中考察，強調其在女性文學史上的開創性。蘇軾的豪放詞則被解讀為一種積極入世的生命哲學，其在貶謫中展現齣的曠達，實則是對儒傢“達則兼濟天下，窮則獨善其身”思想的藝術化實踐。我們深入探討瞭“境界說”，分析柳永、周邦彥等在詞牌格律中的精妙布局。 第二部分：散文的敘事與哲思——從史傳到筆記 散文部分側重於不同文體如何承載思想和記錄曆史。 一、 史學的精神：《史記》的敘事藝術 《史記》不僅是史學巨著，更是文學典範。本書不重述史實，而聚焦於司馬遷的“人物塑造法”。通過對比項羽、劉邦、淮陰侯韓信的傳記，解析司馬遷如何運用對比、側寫、細節描摹等手法，使曆史人物立體化，探討其“究天人之際，通古今之變”的史觀如何滲透在敘事結構之中。 二、 魏晉的清談與性靈：歐陽修、蘇軾的遊記散文 本書細緻分析瞭歐陽修的《醉翁亭記》和蘇軾的《石鍾山記》。前者如何將個人情誌融入山水描寫，創造齣“與民同樂”的政治理想的隱喻；後者如何通過對聲、形、理的反復勘察，最終抵達對事物“不變與變”的哲學洞察。我們認為，這類散文是古典哲學思維在日常敘事中的最美體現。 三、 筆記小說的文人雅趣與社會觀察 從唐代的傳奇到明清的筆記，本書探討瞭文人階層如何利用這種相對自由的文體，來寄托懷纔不遇、記錄奇聞軼事，以及對社會風氣的含蓄批判。重點分析瞭《聊齋誌異》中狐鬼形象背後的社會隱喻，以及袁枚《隨園詩話》對僵化文風的挑戰。 第三部分：文學批評的範式與現代視野 本書的最後一部分將目光投嚮中國古典文學批評史，探討其對我們理解作品的指導意義。 一、 詩論的演變：從劉勰到嚴羽 係統梳理瞭中國古典詩論的發展脈絡。重點比較瞭劉勰《文心雕龍》的宏大體係建構，與鍾嶸《詩品》的個人化、感性評價之間的差異。著重講解瞭嚴羽《滄浪詩話》中“妙悟”和“不著一字，盡得風流”的理論，並論證其對後世審美品味的深遠影響。 二、 現代視角的介入：重新發現古典的魅力 本書強調，閱讀古典文學並非為瞭復古，而是為瞭汲取智慧。我們嘗試用現代心理學、符號學等跨學科視角，重新審視《紅樓夢》中人物的復雜性，如林黛玉的“完美主義強迫傾嚮”與賈寶玉的“精神逃避主義”，這些探討旨在幫助當代讀者更深入地理解人性在任何時代背景下的共性。 本書特色： 1. 重構知識體係： 摒棄傳統的“斷代史”敘述，以“主題”和“功能”為導嚮，建立新的閱讀路徑。 2. 文本精講： 選取經典篇目進行片段式、解剖式的精細解讀，而非大而全的概括。 3. 跨界思維： 引入現代美學、哲學觀點，激活古典文本的生命力，使其能與當代讀者的精神世界進行有效對話。 《古韻新聲》不僅是文學愛好者提升鑒賞能力的良伴，更是對希望瞭解中國文化深層結構、探尋民族精神底色的學者的重要參考讀物。閱讀本書，如同進行一場穿越時空的深刻對話，讓我們在喧囂的時代中，找到一份安寜與啓迪。
著者信息
作者簡介
國立颱灣師範大學國語教學中心The Mandarin Training Center (MTC) at NTNU
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) 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.
國立颱灣師範大學國語教學中心The Mandarin Training Center (MTC) at NTNU
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) 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.
圖書目錄
漢語介紹 An Introduction to the Chinese Language
教師手冊總則
第一課 職校教育
第二課 科技與生活
第三課 舞蹈藝術
第四課 做人心法
第五課 國際語言
第六課 貓熊角色
第七課 感情世界
第八課 奧運黑洞
第九課 鄉關何處
第十課 智慧與能力
附錄一 颱灣縣市地名地圖
附錄二 中國省分地圖
附錄三 兩岸地區常用詞匯對照錶
教師手冊總則
第一課 職校教育
第二課 科技與生活
第三課 舞蹈藝術
第四課 做人心法
第五課 國際語言
第六課 貓熊角色
第七課 感情世界
第八課 奧運黑洞
第九課 鄉關何處
第十課 智慧與能力
附錄一 颱灣縣市地名地圖
附錄二 中國省分地圖
附錄三 兩岸地區常用詞匯對照錶
圖書序言
序
本中心自 1967 年開始編製教材，迄今編寫五十餘本，廣為颱灣各語言中心使用。原使用之主教材《實用視聽華語》編輯至今近二十年，實須因應外在環境的變遷、教學法及教學媒體的創新與進步而新編教材，故籌畫編寫此係列教材《當代中文課程》。
本係列教材共六冊，最突齣、不同於其他教材的地方是，將理論研究與實務教學的成果完美的結閤在教材中。主編鄧守信博士本身是著名的語言學傢，並有多年在美國實際教授外國學生學習漢語的課堂授課經驗，對於漢語語言以及華語教學語法的研究都有獨到之處。這套教材所採用的詞類係統能有效防堵學習者産生的偏誤；語法點的呈現則是一次隻講一個語言形式，先說明功能，再擴展句式，最後提醒學習者使用時應注意的地方。與一般教材將類似形式放在一起，重形式操練，少功能介紹的方式不可同日而語。
這套教材預計今年（2018）底即將完成六冊的齣版工作。從 2012 年籌劃至今，這一路來除瞭特彆要感謝主編的勞心勞力外，還要感謝我們 18 位極富教學經驗的第一綫教師願意在繁忙的教學之餘，積極參與這套教材的編寫工作。每冊初稿完成，為瞭廣納各方意見，我們很幸運地邀請到美國的 Claudia Ross 教授、白建華教授及陳雅芬教授，擔任顧問；颱灣的葉德明教授、美國的姚道中教授、儲誠誌教授及大陸的劉珣教授，擔任教材審查委員。每冊教材平均在本中心及颱灣其他語言中心，進行一年的試用；經過顧問的悉心指導、審查委員的仔細批閱，並集結授課教師及學生提齣的寶貴意見，再由編寫教師做瞭多次修訂，纔定稿付梓。對於在這整個過程中，努力不懈的編輯團隊―我們的執行編輯張莉萍副研究員、張黛琪老師及教材研發組成員蔡如珮、張雯雯，我要緻上最高的謝意。
最後，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》不隻是提供學生們一套實用有效的教材，亦讓教師得到愉快充實的教學經驗。歡迎海內外教師在使用後，給予我們更多的指教與建議，讓我們不斷進步，也纔能為華語文教學做齣更大的貢獻。
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.
本中心自 1967 年開始編製教材，迄今編寫五十餘本，廣為颱灣各語言中心使用。原使用之主教材《實用視聽華語》編輯至今近二十年，實須因應外在環境的變遷、教學法及教學媒體的創新與進步而新編教材，故籌畫編寫此係列教材《當代中文課程》。
本係列教材共六冊，最突齣、不同於其他教材的地方是，將理論研究與實務教學的成果完美的結閤在教材中。主編鄧守信博士本身是著名的語言學傢，並有多年在美國實際教授外國學生學習漢語的課堂授課經驗，對於漢語語言以及華語教學語法的研究都有獨到之處。這套教材所採用的詞類係統能有效防堵學習者産生的偏誤；語法點的呈現則是一次隻講一個語言形式，先說明功能，再擴展句式，最後提醒學習者使用時應注意的地方。與一般教材將類似形式放在一起，重形式操練，少功能介紹的方式不可同日而語。
這套教材預計今年（2018）底即將完成六冊的齣版工作。從 2012 年籌劃至今，這一路來除瞭特彆要感謝主編的勞心勞力外，還要感謝我們 18 位極富教學經驗的第一綫教師願意在繁忙的教學之餘，積極參與這套教材的編寫工作。每冊初稿完成，為瞭廣納各方意見，我們很幸運地邀請到美國的 Claudia Ross 教授、白建華教授及陳雅芬教授，擔任顧問；颱灣的葉德明教授、美國的姚道中教授、儲誠誌教授及大陸的劉珣教授，擔任教材審查委員。每冊教材平均在本中心及颱灣其他語言中心，進行一年的試用；經過顧問的悉心指導、審查委員的仔細批閱，並集結授課教師及學生提齣的寶貴意見，再由編寫教師做瞭多次修訂，纔定稿付梓。對於在這整個過程中，努力不懈的編輯團隊―我們的執行編輯張莉萍副研究員、張黛琪老師及教材研發組成員蔡如珮、張雯雯，我要緻上最高的謝意。
最後，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》不隻是提供學生們一套實用有效的教材，亦讓教師得到愉快充實的教學經驗。歡迎海內外教師在使用後，給予我們更多的指教與建議，讓我們不斷進步，也纔能為華語文教學做齣更大的貢獻。
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.
圖書試讀
用戶評價
评分
這本書，初拿到手時，並沒有抱太大的期望，畢竟“教師手冊”聽起來就意味著枯燥的教學理論和刻闆的練習設計。然而，翻開第一頁，就被其精巧的版式和清晰的邏輯所吸引。每一課的教學目標都明確列齣，並且緊扣語言習得的各個維度——聽、說、讀、寫，還包括瞭對文化背景的講解。這對於我這樣一個經驗尚淺的教師來說，簡直是雪中送炭。最讓我驚喜的是，書中提供的活動設計，不僅形式多樣，而且兼顧瞭趣味性和實用性。不像市麵上很多教材，隻是簡單地羅列一些練習題，這本書的活動更注重引導學生主動思考和參與，比如角色扮演、小組討論、甚至是簡單的辯論賽，這些都能有效地激發學生的學習熱情。而且，作者在設計活動時，充分考慮到瞭不同水平學生的差異，提供瞭分層指導的建議，這讓我能夠更靈活地應對課堂上的各種情況。此外，對於每個練習的解答，也都附帶瞭詳細的解釋，解釋瞭為什麼選擇這個答案，以及相關的語法點和詞匯用法，這對於我來說，不僅是檢查學生作業的參考，更是一次溫故知新的過程。這本書就像一位經驗豐富的老教師，在我身邊耐心指導，讓我少走瞭很多彎路。
评分這本書的齣現，無疑為我這樣在海外教授中文的教師提供瞭一個寶貴的資源庫。它不僅僅是一本“教什麼”的指南，更是一本“怎麼教”的實踐寶典。我非常贊賞書中對於跨文化交際能力的培養所提供的具體指導。在教授中文的過程中，語言本身的掌握固然重要，但如何讓學生理解中國文化的精髓，並能在跨文化語境中得體地運用中文，是許多教師麵臨的挑戰。《當代中文課程教師手冊 6》在這方麵提供瞭非常有價值的參考。書中不僅介紹瞭與課文內容相關的文化背景知識，還設計瞭引導學生思考和討論的環節，鼓勵學生將所學的語言與文化聯係起來，從而提升他們的跨文化交際意識和能力。例如，在講解某個習俗時，書中會提供一些相關的案例分析，並引導學生思考不同文化背景下人們的反應差異。這種寓教於樂的方式，讓我在課堂上能夠更輕鬆地引導學生進行深入的文化探討，而不僅僅是停留在語言的錶麵。這本書就像一位博學多纔的文化學者，為我打開瞭通往中國文化深處的大門。
评分我必須承認，在備課過程中，我常常會感到力不從心，尤其是當需要設計新穎的教學活動時。而《當代中文課程教師手冊 6》在這方麵給我帶來瞭極大的幫助。它提供的教學活動設計，非常貼近當代學生的學習習慣和興趣，避免瞭那些陳舊、枯燥的練習模式。書中的活動設計，很多都充滿瞭互動性和遊戲性，能夠有效地調動學生的學習積極性，讓他們在輕鬆愉快的氛圍中掌握知識。我特彆喜歡書中一些創新的練習方式，比如利用時下流行的社交媒體元素來設計語言任務，或者組織模擬真實的交流場景，讓學生在實踐中學習和運用語言。這些設計不僅有趣，而且非常有效，能夠讓學生在真實的語境中體會到語言的魅力。此外，這本書還提供瞭一些關於課堂管理的建議，以及如何處理學生之間可能齣現的學習分歧，這些細節性的指導，對於提升我的教學效率和課堂氛圍有著非常重要的作用。這本書就像一位充滿活力的年輕設計師，為我的課堂注入瞭源源不斷的創意和活力。
评分讀完這本書，我最大的感受是，它不僅僅是一本“工具書”，更是一本“啓發書”。它教會我的，不僅僅是教授中文的技巧，更是如何激發學生的學習潛能，如何讓他們真正愛上學習中文。書中在處理教材的難點和重點時，都提供瞭非常清晰的思路和方法，讓我能夠準確地把握教學的重心。而且，書中對於詞匯和語法的講解，都非常深入淺齣，並提供瞭大量的例句和練習，幫助學生鞏固記憶。我尤其看重書中關於“如何引導學生自主學習”的理念。它不是簡單地把知識灌輸給學生，而是通過設計各種啓發性的問題和活動，鼓勵學生自己去發現、去探索、去總結。這不僅能夠提高學生的學習效率，更能培養他們的獨立思考能力和解決問題的能力。這本書就像一位睿智的哲學導師，引導我思考教學的本質，並不斷追求教學的更高境界，讓我的教學充滿瞭智慧和深度。
评分說實話，我之前接觸過不少中文教材的教師用書，很多都顯得過於理論化，或者設計得非常死闆，難以在實際教學中靈活運用。但《當代中文課程教師手冊 6》完全顛覆瞭我的這種看法。它非常注重實踐性，提供瞭一係列非常實用且具有創新性的教學策略。我尤其欣賞其中關於如何處理學生在學習過程中遇到的常見難點和誤區的建議。比如，在教授一些比較抽象的詞匯或者語法點時，書中不僅給齣瞭直觀的解釋方法，還設計瞭許多生動形象的教學活動，能夠幫助學生將抽象的概念具象化，從而更好地理解和掌握。另外，這本書在評估環節的設計也非常到位。它提供瞭多種多樣的評估方式，不僅僅局限於傳統的筆試，還包括瞭課堂錶現、小組閤作、口語錶達等多個方麵，這能夠更全麵地反映學生的學習成果。而且，書中還提供瞭具體的評分標準和反饋建議，讓我在評估學生時更有章可循，也更能夠針對性地指導學生改進。這本書就像一位善於觀察和分析的心理學傢，能夠洞察學生在學習過程中的心理狀態，並提供恰當的引導。
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