Incredible Mandarin 不可思議華語

Incredible Mandarin 不可思議華語 pdf epub mobi txt 电子书 下载 2025

張箴
图书标签:
  • Mandarin
  • Chinese
  • Language Learning
  • Textbook
  • Beginner
  • Intermediate
  • HSK
  • Culture
  • Travel
  • Simplified Chinese
  • Traditional Chinese
想要找书就要到 小特书站
立刻按 ctrl+D收藏本页
你会得到大惊喜!!

具体描述

  鑑於印度大學目前使用的華語教材相當老舊,且與印度的國情與文化有極大差距,故印度臺灣華語教育中心決議為印度學習者編寫一套國別化華語教材。

  本書以幽默有趣的故事、文化對比的角度介紹臺灣和印度的文化特色。主要學習對象為在印度大學學習華語第二年、華語程度A2 - B1的印度學生,以文化比較與語言學習為主軸,設計在地化的教材。每一課分為七部分:課程目標及課文屬性、課文對話、短文、生詞、語法、跨文化延伸和語言任務。

  希望此書在印度華語教材和臺印文化交流上扮演領頭羊角色,期盼拋磚引玉,能專門為在印度學習華語的學習者編寫更多元、更適性的華語教材。

  Given that the Mandarin textbooks currently used by Indian universities are pretty outdated, bearing a large gap with the Indian culture and condition of the nation, TEC has been proactive in advancing pedagogies and teaching materials.

  Incredible Mandarin is targeted at students learning Mandarin Chinese for the second year at   Indian universities or those with Chinese skills between CEFR A2 and B1 levels. This book is designed with localized content aiming at cultural comparison and language learning for communication. The ten lessons are threaded by an interesting story, introducing cultural highlights of Taiwan and India through cross-culture comparison. Each lesson is divided into seven parts: Lesson Objectives and Topics, Dialogues, Readings, Vocabulary, Grammar, Cross-Cultural Extension, and Language Tasks.

  With this book, we have finally started the trial and set foot on the expedition of language education materials for Indian learners. For an even better cross-cultural communication between India and Taiwan, we sincerely hope this textbook would lead more scholars to join us in developing and providing more diverse and adaptive teaching materials for learners in India.
 
探索全球视野下的现代文化思潮与社会变迁 《全球视野下的现代文化思潮与社会变迁》 是一部深刻剖析二十一世纪以来全球范围内文化景观重塑与社会结构演进的综合性研究著作。本书摒弃了单一地域或文化圈的传统叙事框架,以跨国界、跨学科的宏大视野,审视了信息技术革命、地缘政治重组以及身份认同多元化对人类社会产生的深远影响。 本书的结构严谨,内容丰富,分为六个核心部分,层层递进,全面覆盖了当前全球关注的重大议题。 第一部分:数字时代的文化重构与媒介权力转移 本部分深入探讨了互联网和社交媒体如何颠覆传统的文化生产、传播与消费模式。我们关注“算法文化”的兴起,分析推荐系统如何塑造个体认知,形成“回音室效应”和“信息茧房”。书中详述了从博客、论坛到短视频平台的内容生态变迁,以及随之而来的“注意力经济”对社会价值体系的冲击。特别值得一提的是,本书对“模因”(Meme)作为一种新型文化载体的传播机制进行了详尽的符号学分析,探讨了其在构建虚拟社群认同和发动政治参与中的双重作用。 此外,我们还剖析了数据主权与隐私权的全球性冲突。在各国数据保护法规日益收紧的背景下,跨国科技巨头的权力边界如何被挑战与重塑,以及个人在海量数据流中的主体性如何被重新定义。本书认为,数字时代的文化重构不仅是技术层面的革新,更是一场关于信息控制权和叙事权力的深刻争夺战。 第二部分:身份政治的兴起与后民族主义叙事 在全球化进程加速与本土主义思潮回潮的张力中,身份认同问题成为当代社会最核心的议题之一。本部分聚焦于性别、种族、阶级以及性取向等多元身份群体的能动性(Agency)如何被激活。书中对“身份政治”的复杂性进行了辩证分析,既承认其在争取社会正义和平等方面取得的显著进展,也审视了其可能带来的社会碎片化风险和话语极化现象。 我们通过对全球范围内身份运动案例的比较研究——从“MeToo”运动的跨国传播到少数族裔权利的在地实践——揭示了现代社会中“他者性”(Otherness)的建构与消解过程。本书提出,后民族主义时代,传统的国家叙事正在被更加精细、多维的“微观叙事”所挑战,文化想象力的疆界正在被重新绘制。 第三部分:全球经济结构调整与社会阶层固化 经济是理解社会变迁的基石。本部分聚焦于金融化、产业空心化和自动化对全球劳动力市场产生的结构性影响。我们详细分析了“零工经济”(Gig Economy)的兴起如何模糊了传统雇佣关系,以及它对劳动者社会保障体系构成的挑战。 书中通过对发达国家“去工业化”地区和新兴经济体“城市化”浪潮的对比研究,揭示了全球资本流动对不同社会阶层的分化效应。我们考察了财富集中化对代际流动性的挤压,探讨了“精英固化”现象背后的制度性根源。同时,本书也讨论了全球性反思浪潮,如“基本收入”试验和“共享经济”的伦理争议,试图描绘未来经济社会分配的新图景。 第四部分:环境危机与生态伦理的全球对话 气候变化和生物多样性丧失已不再是遥远的科学预测,而是深刻影响当代政治与伦理的核心议题。本部分将环境问题置于全球治理的框架下进行考察。我们分析了不同文明传统对自然的认知差异,以及这些差异如何影响了各国在气候变化应对上的立场和合作意愿。 本书重点讨论了“生态正义”(Environmental Justice)的理论与实践,探讨了环境负担不成比例地落在弱势群体身上的现象。我们审视了绿色新政、可持续发展目标(SDGs)等全球性政策框架的局限性与潜力,并深入探讨了人类中心主义哲学向生态中心主义过渡所面临的观念障碍。书中呼吁,解决环境危机需要建立一种超越国家和短期利益的、具有共同体意识的新型人与自然关系。 第五部分:地缘政治的碎片化与新全球秩序的探索 冷战后的“单极时刻”已宣告终结,世界正进入一个多极化、复杂博弈的新阶段。本部分分析了当前全球秩序的重塑动力,包括大国竞争的回归、区域性冲突的激化以及国际机构的效能危机。 我们详细考察了“混合战争”(Hybrid Warfare)的概念,关注信息战、经济胁迫和代理人冲突如何成为现代国际关系的新常态。本书并未简单地将世界描绘为对抗的“新冷战”,而是着重分析了各国在不同议题上采取的“选择性合作”策略。通过对区域性组织(如欧盟、东盟、非盟)作用的评估,本书探讨了在权力分散的背景下,新型的国际规则和安全框架是如何在碎片化的地缘政治中艰难构建的。 第六部分:知识生产的范式转换与人文科学的未来 在全球化与技术冲击的双重挤压下,人文科学正面临前所未有的自我审视。本部分探讨了知识生产的范式转换——从传统的人文主义研究到大数据驱动的社会科学分析。我们关注“批判性理论”在全球不同语境下的适应与演变,以及跨学科研究(如认知科学、复杂系统理论)如何为理解人类社会提供新的工具。 书中对高等教育的商业化趋势和“去人文化”的倾向进行了批判性反思,强调在追求效率和技术应用的同时,对意义、价值和历史深度的探究不能被边缘化。本书的结论部分,呼吁在快速变动的世界中,人文科学必须重新定位其角色,成为连接技术理性与人类福祉、连接个体经验与宏大叙事的关键桥梁。 《全球视野下的现代文化思潮与社会变迁》 是一部面向政策制定者、学者、学生以及所有关心人类未来走向的知识探索者的重要参考书。它提供了一个必要的、批判性的、且富有洞察力的框架,用以理解我们所身处的这个充满矛盾与可能性的时代。

著者信息

作者簡介

張箴 Felicia Zhen Zhang


  Assistant Professor
  Master Program of Teaching Chinese as a Second Language, Chinese Culture University, Taiwan

劉殿敏Diane Dien-Min Liu

  Senior Chinese teacher at Mandarin Training Center of National Taiwan Normal University, Taiwan

陳慶華 Ching-Hua Chen

  Lecturer
  International Bachelor Degree Program, Chinese Language Center, National Tsing Hua University, Taiwan

編者簡介

陳淑芬 Shu-Fen Chen


  Professor
  Department of Chinese Literature, National Tsing Hua University, Taiwan

图书目录

序一 Preface 1
序二 Preface 2
各課重點 Scope and Sequence
詞類表 Parts of Speech in Chinese
主要人物介紹 Introduction to the Main Characters

Lesson 1 印度我們來了 India, Here We Come!
Lesson 2 接風 Holding a Welcome Reception
Lesson 3 自由行 Self-Organized Tours
Lesson 4 熱鬧的排燈節 Lively Diwali
Lesson 5 去喝喜酒 Going to a Wedding Reception
Lesson 6 古蹟的故事 Stories of Ancient Monuments
Lesson 7 逛逛市集 Going to the Market
Lesson 8 養生的方法 Ways of Keeping Healthy
Lesson 9 伴手禮 Souvenirs
Lesson 10 歡送會 Farewell Dinner

附錄一 生詞索引 中—英
Vocabulary Index (Chinese-English)
附錄二 生詞索引 英—中
Vocabulary Index (English-Chinese)
附錄三 簡體字課文
Text in Simplified Characters
附錄四 跨文化延伸中文版
Cross-Cultural Extension in Chinese

 

图书序言

  • ISBN:9786263174344
  • 規格:平裝 / 288頁 / 19 x 26 x 1.44 cm / 普通級 / 雙色印刷 / 初版
  • 出版地:台灣

图书试读

序一 Preface I
 
  In 2009, I was very honored to arrange the former Minister, Dr. Ching-Ji Wu’s visit to India. It was the first time a minister from the Republic of China (Taiwan) visited India.
 
  The former Minister, Dr. Wu and the former Minister of the Ministry of Human Resource Development, India (MHRD) had a meeting. Minister, Mr. Kapil Sibal asked Taiwan to send 10,000 Mandarin Chinese instructors to India. It was then we understood how broad a future Mandarin Chinese language education has in India.
 
  After returning to Taiwan, National Tsing Hua University (NTHU) officially accepted the mission from the Ministry of Education (MOE), Taiwan, to establish Taiwan Education Centers in India (TEC). In the very beginning, I tried to contact sister universities of NTHU in India; however, the negotiation process was very challenging, as most were national institutions and there were no formal diplomatic relations between Taiwan and India. It wasn’t until 2011 that Mr. Rawat, former Representative of India in India-Taipei Association (ITA) then, introduced a private university, “O.P. Jindal Global University”, to establish the first Taiwan Education Center in India, known as TEC-JGU. In addition, it was very lucky that, in Dubai Education Fair, I happened to come across the son of the Founder of Amity University, the largest private university in India. This has led us to set up the second TEC in India, also known as TEC-Amity.
 
  After two TECs in private universities in India have been established, with the help of Prof. T.C.A. Rangachari in Jamia Millia Islamia (JMI), the first TEC in national university was founded in May 2013, also known as TEC-JMI. Professor Rangachari speaks fluent Mandarin Chinese which he acquired in the Republic of China before 1949. Professor Rangachari was the former Indian Ambassador to Germany and France In the same year, 2013, the 4th TEC was established in Indian Institute of Technology Madras (IITM), also known as TEC-IITM. If it wasn’t for the MoU of sister universities signed during the former NTHU President, Dr. Wen-Tsuen Chen’s, visit to India in 2009 this would not have been possible.During 2015 to 2017, NTHU has further established TEC in Jawaharlal Nehru University (JNU), SRM University (Sri Ramaswamy Memorial University, which was renamed as SRM Institute of Science and Technology, SRMIST), and Indian Institute of Technology Bombay (IITB). These three branches namely TEC-JNU, TEC-SRMIST, TECIITB.
 
  Since 2011, one TEC has been established each year on an average (details shown in table 1). Later MOE suggested that we could slow down our pace. Nevertheless, Chitkara University contacted us in 2018, expressing that they would like to support NTHU to set up a TEC in their campus and offered to cover all the expenses required. The 8th TEC was still much supported by MOE in Chitkara University, and hence, TEC-Chitkara was established in 2019. The Ministry of Education altered its previous policy and acceded to NTHU to continue establishing TEC in India. In this regard, the 9th TEC in India in SRM University, Andhra Pradesh, was established, also known as TEC-SRMAP.
 
  The establishment of TEC assists institutions around Taiwan to collaborate with the Indian universities. With the education of Traditional Chinese characters, it was possible to introduce Taiwanese culture to Indian students and helps them to have better understandings of Taiwan. The Indian-Taiwan bilateral collaboration has been fruitful with the partner universities’ support in providing our instructors’ staff quarters and other necessities.
 
  After running TEC for about 5 to 6 years, we came to notice that there are no books from Taiwan in India. For one, the Indian government protects the press and publication industries in India. For another, without formal diplomatic relations between Taiwan and India, it is very difficult for publishers to issue Taiwanese books to India. Moreover, though there are many great Mandarin Chinese language teaching materials by Taiwanese publishers, they are not designed for Indians. We think learning a language requires adaptive materials designed based on learners’ cultural background. With the support from MOE, we have organized three “India-Taiwan Bilateral Forum on Mandarin Chinese Teaching Materials for Indian Learners” since 2017. We have gathered opinions and requirements on the needs of Mandarin Chinese teaching and learning from institutions around India.
 
  This provides us much confidence in developing a new Mandarin Chinese learning material dedicated to Indian. At the same time, we came to understand that exporting books to India cost tremendously. Consequently, we decided to search for local publishers for printing, publishing and selling new material.
 
  With years of sustained effort, we have gained sole license to edit, print, publish and sell the best-selling Mandarin Chinese textbook, A Course in Contemporary Chinese, in Taiwan edited by National Taiwan Normal University (NTNU). It took us a year and a half to acquire an exclusive license from “Linking Publishing Company” to publish this textbook in India. Thanks to the Founder of Yaoindia, Ms. Chih-Wei Yu, who introduced us to “Sanctum Books” to handle related works of printing, publishing and sales. Before this, Taiwan and India had no such international collaboration. The printing quality is exquisite and the price is also tailored to the Indian market. This textbook A Course in Contemporary Chinese is now on sale on Amazon India online. All TEC now are using this textbook as official teaching and learning material. We hope this material will become a popular choice among teachers and learners of Mandarin Chinese language in India.

用户评价

评分

說真的,現在的語言學習資源多到爆炸,從YouTube教學到各種App,眼花撩亂的。但很多時候,這些資源雖然資源豐富,卻缺乏一個清晰、有邏輯的學習路徑。我對於《不可思議華語》最感興趣的是它如何「架構」這個學習過程。一個好的教材,必須像蓋房子一樣,從地基到屋頂都有穩固的規劃,不能讓學習者在中間階段就迷失方向,不知道下一步該學什麼。尤其對於想深入了解中文複雜性的學習者來說,光是漢字的結構和筆畫順序就夠讓人頭痛了,更別提聲調變化後帶來的意義轉變。我比較好奇的是,這本書在「聽力」和「口說」的訓練上,有沒有採用什麼創新的互動方式?單純聽錄音檔模仿是遠遠不夠的,語音的連貫性、語氣的抑揚頓挫,都需要大量的真實對話練習。如果它能提供類似情境模擬,讓學習者在虛擬的台灣場景中做出反應,那絕對是加分。畢竟,學語言是為了溝通,溝通就得面對真實世界中的不可預測性,書本內容必須具備足夠的彈性去應對這些挑戰,而不是死板板的教材。

评分

從包裝和設計的角度來看,這本書的「視覺傳達」也很有意思。我聽說它的設計風格很現代,擺脫了傳統中文教材那種過於沉悶的、黑白印刷的印象。這很重要,因為學習語言的動力,很大一部分來自於對其文化的好奇心和視覺上的愉悅感。如果內容排版雜亂、圖片老舊,很容易讓人產生畏懼感,覺得「這又是一門難啃的學問」。好的設計能讓複雜的內容變得親和易讀,特別是對於初學者來說,視覺上的引導至關重要。我很好奇,它如何結合台灣的現代文化符號,例如一些流行元素或是具有代表性的生活場景,來包裝這些語言知識點。畢竟,我們生活在一個快速變化的時代,語言也是活的,它不斷吸收新詞彙、新表達方式。如果這本書能跟上時代的脈動,將一些近幾年流行的網路用語或新興的商業詞彙納入討論,即使只是作為補充說明,也能讓讀者感受到這套教材的生命力與與時俱進。

评分

這本《不可思議華語》聽說在語言學習界掀起不小波瀾,光是這個名字就夠吸引人了,讓人忍不住想一探究竟。我身為一個從小接觸國語(台灣人習慣稱呼的華語)的在地人,對於坊間那些強調「速成」或「保證流利」的教材總抱持著一份懷疑的眼光。然而,這本書的宣傳似乎走的是一條比較不一樣的路,據說它不只是教你怎麼拼音、怎麼背單字,更著重在那個「語境」和「文化底蘊」的培養。這點對我來說非常重要,因為語言的精髓從來就不只是文字遊戲,而是背後那個社會的運作方式。例如,我們台灣人講話時,那些看似隨口說出的「喔」、「欸」、「這樣啦」其實都蘊含著複雜的社交訊號,這些在教科書裡往往被忽略。我很期待這本書能不能真正捕捉到那種「在地的味道」,而不只是提供一套標準化的普通話模板。如果它能深入探討台灣特有的俚語、慣用語,或者解釋一些外國學習者常感到困惑的語法習慣,那它的價值就不可同日而語了。畢竟,學語言的終極目標是能夠自然地融入當地生活,而不是像個機器人一樣讀稿子。希望這本書的作者群對台灣的語言生態有足夠的敏感度,畢竟「華語」在不同華人地區的差異性是相當顯著的。

评分

最後,我想談談教材的「延伸性」。一套優秀的語言教材不應該是學習的終點,而應該是一個強大的起點,引導讀者走向更廣闊的學習天地。我非常期待《不可思議華語》在每一單元結束後,是否有提供進階的資源指引。例如,如果它介紹了某個文化現象或歷史背景,它是否會推薦相關的台灣電影、文學作品,或是優質的網路媒體頻道?學習語言的過程,本質上就是不斷擴展認知邊界,而教材的責任在於提供一張清晰的地圖,告訴我們哪裡值得深入探索。如果這本書僅僅停留在基礎知識的傳授,而沒有激發讀者主動去探索台灣社會和文化脈絡的慾望,那它就少了一份「啟發性」。總之,我希望它能成為一個強而有力的橋樑,不僅讓我或任何學習者跨越語言障礙,更能真正愛上這個豐富多元的華語世界,尤其是我們台灣獨有的文化風景。

评分

我朋友之前學日文時,光是為了搞懂敬語系統就快要崩潰了,華語雖然沒有像日文那樣嚴苛的階級敬語,但「您」、「你們」、「各位」這些稱謂的選擇,在台灣的職場和社交場合中,往往微妙地決定了人際關係的距離感。我希望《不可思議華語》在這方面能有更細膩的著墨。教材的成功與否,往往取決於它處理這些「潛規則」的能力。很多人學了幾年華語,書本上的句子都能流暢說出,但一開口就讓人聽出「外國腔」,那通常不是發音的問題,而是語用(Pragmatics)的缺失。也就是說,他們知道「怎麼說」(What to say),卻不知道在「特定場合下該如何得體地表達」(How to say it appropriately)。如果這本書能像一位老練的台灣導遊一樣,領著讀者走進日常生活,告訴我們「在市場買菜要這麼說,在辦公室開會要換種方式」,那它就真正實現了「不可思議」的價值。否則,它不過是另一本內容豐富,但缺乏人情味的參考書罷了。

相关图书

本站所有内容均为互联网搜索引擎提供的公开搜索信息,本站不存储任何数据与内容,任何内容与数据均与本站无关,如有需要请联系相关搜索引擎包括但不限于百度google,bing,sogou

© 2025 ttbooks.qciss.net All Rights Reserved. 小特书站 版权所有