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  • 《當代中文課程教師手冊2》



    華語教學最權威──國立臺灣師範大學國語教學中心編寫開發

    最符合當代華語學習趨勢的教學用書

    讓中文課程走出新的未來、新的視野

    系列規劃

    全系列教材共六冊,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,後三冊開始進入書面語訓練。

    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面語及篇章的訓練,第四冊以篇章方式對書面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。

    各冊教材分別包含課本、作業本、教師手冊及漢字練習簿(第一、二冊)。

    程度規劃

    本系列教材適合來台學習華語學生,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。

    本書特色

    符合現代教學潮流,結合溝通式教學和任務導向學習,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表,幫助學習者了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產生。

    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臺灣當地社會文化。

    提供線上輔助工具,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.

















    • 作者介紹





      國立臺灣師範大學國語教學中心

      國立臺灣師範大學國語教學中心成立於1956年,隸屬於國立臺灣師範大學,是臺灣歷史最悠久、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) 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.

      作者相關著作:《





      當代中文課程教師手冊2-目錄導覽說明





      • 漢語介紹

        教師手冊總則

        第一課請問,到師大怎麼走?

        Excuse Me. How Do You Get to Shida?

        第二課還是坐捷運吧!

        Take the MRT Instead!

        第三課你的中文進步了!

        Your Chinese Has Improved!

        第四課我打工,我教法文

        I Work Part-time. I Teach French.

        第五課吃喜酒

        Attending a Wedding Reception

        第六課我打算搬到學校附近

        I Plan to Move Closer to School

        第七課垃圾車來了!

        The Garbage Truck Is Here!

        第八課學功夫

        Learning Kungfu

        第九課那個城市好漂亮

        That City Is Really Beautiful

        第十課歡迎到我家來包餃子

        Come to My Place to Make Dumplings

        第十一課台灣好玩的地方真多

        Taiwan Really Has Lots of Fun Places

        第十二課怎麼吃才健康?

        How to Have a Healthy Diet?

        第十三課我的手機掉了

        I Lost My Cell Phone

        第十四課我要開始找工作了

        I Am Going to Start Looki開箱ng for a Job

        第十五課過春節

        Lunar New Year





















      國立臺灣師範大學國語教學中心成立於 1956 年,是臺灣歷史最悠久、規模最完備、教學最有成效的華語文教學機構。每年培育三千名以上的外籍學生,學生來自世界一百二十餘國,至今累計人數已達五萬餘人,在國際間享譽盛名。

      本中心自 1967 年開始編製教材,迄今共計編寫五十餘本教材,在華語教學界具有舉足輕重之地位。而現今使用之主教材已有十五年之久,不少學生及教師認為現行教材內容需要更新,應新編配合時代需求的新教材。因此,本中心因應外在環境變遷、教學法及教學媒體的創新與進步,籌畫編寫《當代中文課程》6 冊,以符合海內外華語教學的需求,並強化臺灣華語文教學教材之品牌。

      為了讓理論與實務結合,並落實發揚華語文教學的精神與理念,本中心邀請了華語教學界的大師-鄧守信教授擔任主編,率領 18 位極富教學經驗的第一線老師進行內容編寫,並由張莉萍副研究員、張黛琪老師及教材研發組成員蔡如珮、張雯雯擔任執行編輯,進行了這項《當代中文課程》的編寫計畫。

      這是本中心歷經數十年深厚教學經驗後再次開發的全新主教材,更為了確保品質,特別慎重;我們很榮幸地邀請到美國的Claudia Ross教授、白建華教授及陳雅芬教授,擔任顧問,也邀請了臺灣的葉德明教授、美國的姚道中教授及大陸的劉珣教授,擔任審查委員,並由本校英語系李櫻教授和畢永峨教授分別協助生詞和語法的翻譯。此教材在本中心及臺灣其他語言中心,進行了一年多的試用;經過顧問的悉心指導、審查委員的仔細批閱,並參考了老師及學生提出的寶貴意見,再由編寫老師做了多次修改,才將版本定稿。對於所有在編寫過程中,努力不懈的編輯團隊、給予指教的教授、配合試用的老師及學生,我們都要致上最高的謝意。

      在此也特別感謝聯經出版事業股份有限公司,願意投注最大的心力,以專業的製作出版能力,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》不只提供學生們一套實用有效的教材,亦讓老師得到愉快充實的教學經驗。歡迎老師在使用後,給予我們更多的指教與建議,讓我們不斷進步,也才能為海內外的華語教學,做更多更好的貢獻。

      國立臺灣師範大學國語教學中心主任陳浩然

      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

      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.

      Shou-hsinTeng



















      語言:中文繁體
      規格:平裝
      分級:普級
      開數:菊8開21*28cm
      頁數:192

      出版地:台灣













    商品訊息特點









    • 作者:國立臺灣師範大學國語教學中心

      追蹤











    • 出版社:聯經

      出版社追蹤

      功能說明





    • 出版日:2015/12/18








    • ISBN:9789570846591




    • 語言:中文繁體




    • 適讀年齡:知名商品成人適讀








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    (中央社記者韓婷婷台北15日電)華義國際旗下遊戲粉絲團遭駭客盜取後,公開宣告將發動攻擊,並勒索價值百萬台幣的比特幣,還嗆聲「損失千萬不如付百萬贖金省事」。華義表示,無法忍受太囂張!已報警抓人。

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    華義強調,這麼囂張的駭客還是第一次見到,一般很少這麼高調,為了因應反制這樣的駭客,絕不受威脅,也決不妥協,已檢具相關事證報警,警方也高度重視,已經鎖定犯罪嫌疑人,積極偵辦中。

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    (中央社記者黃兆平紐約17日專電)美布魯克林籃網作客西岸接連遭挫,但整體表現進步很多,美媒認為,除歸功新總經理馬克斯、總教練艾特金森外,更不能忽視林書豪的加盟,外溢效果已讓籃網同享其利。

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    紐約有近57萬華裔,其中20萬人住在布魯克林,從球季開賽以來,這些華裔已改變了巴克萊中心球場(Barclays Center)球迷風貌,讓前5場賽事,平均每場約有1萬5322名觀眾。約馬克說,「籃網球迷更加多元化的說法,是公平的」。

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    Orlando Magic's Damjan Rudez drives past Milwaukee Bucks' Giannis Antetokounmpo during the first half of an NBA basketball game Monday, Nov. 21, 2016, in Milwaukee. (AP Photo/Morry Gash)











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    Associated Press | 拍攝者 Morry Gash





    2016年11月22日週二 台北標準時間上午10時21分





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    下面附上一則新聞讓大家了解時事

    「弗老大」Steve Francis近來又再次上了報章頭條,但這次不再是因為球場上的好球,而是因為酒駕超速被捕,從體能勁爆的超級後衛,到現在流落街頭的酒醉痞子,實在是讓支持他的人情何以堪。

    據媒體報導,Francis被捕時以時速140公里在公路上飆車,被捕後又不是很配合,車廂中還傳出陣陣酒味,最後被控酒駕及超速。

    過去Francis在火箭有一段如夢似幻的光輝歲月,他勁爆的扣籃,以及強悍的得分能力,讓休士頓當地的球迷至今仍相當懷念他,可惜後來因為到尼克發揮不佳,個人控管能力又太差,因此逐漸退出NBA的舞台。

    姚明在今年獲選進入名人堂時,特別提到了這位老大哥,感謝他在自己還是菜鳥時給予諸多幫助,甚至「嗆聲」對自己不尊重的球員,這段異國友誼至今仍被許多球迷所津津樂道。

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