臺灣博碩士論文加值系統

随着华语文教学在世界各地的蓬勃发展，不同种类与样式的华语文教学教材也层出不穷。教材作为教学中的一个重要环节，对教学进程、教师教学以及学生的学习都起到非常大的作用，特别是在华语文教学领域。因为华语文的复杂性和难度高的特征，华语文教学教材对于华语文教学来说非常关键，特别是对于尚处在初级阶段的学习者来说，一本好的华语文教材能帮助他们打下华语文学习的良好基础，为日后的进阶学习做铺垫。为了探究一本好的初级华语文教材究竟如何编撰，本论文特地选取了两本在中国大陆和美国大学普遍使用的两本华语文教材《中文听说读写》和《HSK标准教程》第一册作对比分析，希望借由这两本教材的对比得出一些对于初级华语文教学教材编撰有用的意见和建议。

The field of Teaching Chinese as a Foreign Language has been changing in different ways in
recent years, as the result, the variety of textbooks in this field is also increasing to a great extent. As the basis of teaching activities, and also the source which students gain knowledge and skills from, textbook is critical in any subject, especially in the field of TCFL. (Dong, 2012) To gain some basic suggestions and ideas for compiling elementary Teaching Chinese as a Foreign Language textbooks, this paper will compare two most widely-used textbooks in American and China: Integrated Chinese (Level 1, Part1, third edition) and HSK Standard Course (Level 1, first edition). Integrated Chinese (IC) is one of the most widely used Chinese language textbooks in American high school and universities, especially at college level. HSK Standard Course is developed under the joint efforts of Chinese Testing International and Beijing Language and Cultural University Press and it is the most popular Teaching Chinese as a Foreign Language textbook used in the universities in China. This paper will only analyze one lesson related to the topic ‘family’ in these two textbooks. The main analysis and comparison will be divided into eight main parts, which are the comparison of overall design, the comparison of dialogue design, the comparison of vocabulary design, the comparison of grammar points design, the comparison of pinyin teaching design, the comparison of characters teaching design, the comparison of language application design and the comparison of culture teaching design.

Chapter 1 INTRODUCTION 1
Chapter 2 LITERATURE REVIEW 3
Chapter 3 METHODOLOGY 6
Chapter 4 RESULTS/DISCUSSION 7
4.1 The comparison of overall design 7
4.2 The comparison of dialogue design 9
4.3 The comparison of vocabulary design 9
4.4 The comparison of grammar points design 11
4.5 The comparison of pinyin teaching design 12
4.6 The comparison of characters teaching design 13
4.7 The comparison of language application design 14
4.8 The comparison of culture teaching design 15
Chapter 5 CONCLUSION 17
Bibliographies 19
Appendix 1 The main design and content of the two books 23
Appendix 2 The dialogues of the two books 28

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