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全方位華語精進讀本 The Ultimate Chinese Reader

為了解決and/or中文的問題，作者林佳慧,陳玉,郭芳君,張惠雯 這樣論述：

《全方位華語精進讀本》提供中文學習者精選閱讀素材 以第二外語學習者的詞彙及程度編寫，契合需求 有效提升閱讀理解能力！ 　　除了一般教材，閱讀理解力的提升是語言學習的關鍵。 　　第二外語學習者的閱讀力需求，包含適量的詞彙、符合學習程度的句型語法、適當的主題題材、充分的詞彙應用說明，以及大量的練習題檢視吸收成效。 　　本書為資深海外及國內華語教師團隊撰寫的閱讀材料，書中選題契合時代趨勢，用詞遣字斟酌符合學習者需求，而清楚明瞭的結構培養閱讀寫作能力，精心設計的習題測驗理解程度，更加鍛鍊學習要點，並延伸學習應用變化。 　　除了契合語言學習的需求，同時亦可為華語能力測驗做準備。 　　適用對

象：《當代中文課程》第三冊延伸閱讀、TOCFL 　　Designed for students learning Chinese at intermediate through advanced-low proficiency levels, The Ultimate Chinese Reader cover engaging topics from Chinese literature, history & geography, technology, and culture studies, suitable for all learners to polish their re

ading comprehension abilities. It can be useful resource to the preparation for TOCFL as well. 　　Each chapter includes vocabulary and intense exercise and practice section especially designed to further enhance reading and writing skills. The Ultimate Chinese Reader may be used independently for re

ading courses or as supplementary materials in existing Chinese learning programs. This book is ideal for learners with the equivalent level of Band B, Level 4, TOCFL or B1, CEFR.

前進中文：中級課程1(簡體版)(可下載雲端MP3) Progressive Chinese: Intermediate Course 1

為了解決and/or中文的問題，作者 這樣論述：

　　˙The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL 　　˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese 　　˙

Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts 　　˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese 　　˙The selecting of keywords/phrases in thetextbooks is greatly in line with vo

cabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks 　　In recent years, the background of learners has become diversified, and the number of self-study students of ele

mentary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards school life and youth culture, fail to meet the needs and interests of adult learners. In response to the current dilemma, “Progressive Chinese: Intermediate Course” is thus designed

for people from all works of life. 　　“Progressive Chinese: Intermediate Course” is based on the results of action research done by experienced Chinese instructors affiliated in colleges and universities in the United States. This series of textbooks is a set of two volumes, and each volume is comp

osed of four thematic units. The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the American Council on the Teaching of Foreign Languages (ACTFL). Specifically, “Progressive Chinese: Intermediate Course” attempts to help th

e Novice-High learner attain the proficiency level of Intermediate Mid (with the first volume), and then to the level of Intermediate High (with the second volume). 　　“Progressive Chinese: Intermediate Course” complies with the pedagogical principle of backward design to establish the teaching/lear

ning goals for the intermediate learner of Chinese. Through various forms of formative and summative assessment, every lesson and every thematic unit constantly provides the learner with chances to re-consolidate their developing Chinese proficiency. As standardized ways of ensuring successful learn

ing, “Progressive Chinese: Intermediate Course” integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts of Communication, Culture, Connection, Comparison, and Community. 　　In addition to the overall progress in Chinese, “Progressive Chinese: Int

ermediate Course”  attempts to cultivate the following specific linguistic abilities of Chinese: 　　1. To ask questions, to answer questions, to deal with simple social transactions, (forthe high potential learner) to narrate, to compare, and to describe. 　　2. To process and to produce Chinese text

s in paragraphs. 　　3. To develop strategies to comprehend audio and textual input: to put up with unfamiliar language units, to skim through materials, to infer information from co-texts. 　　4. To develop and apply language learning strategies to gradually become independent Chinese learners to ach

ieve the purpose of lifelong learning. 　　˙參照ACTFL所定語言能力標準設定學習目標 　　˙依照反向設計的原則為中級學習者制定相應的教學目標 　　˙結合ACTFL的三種交際溝通模式及5C理念設計教材 　　˙幫助學習者獲得全面性的進步與具體的語言能力 　　˙選詞參照了漢語水準考試(HSK)、華語文能力測驗(TOCFL)，並兼顧兩岸差異 　　近年來華語學習者背景趨向多元，中文的自學者人數也日益增長。編者在教學中發現，偏向學校生活和青年文化的主題，常常無法滿足成年學習者的需求和興趣。因此傾力將《前進中文》編寫成一套能同時符合社會職場人士與大學生各自需求，

亦能符合其語言能力和認知程度的教材。 　　本教材由四位於美國教學中文的一線教師共同編著，為其教學後反思所做的行動研究成果，在出版前曾實際運用於教學中，藉此發現問題、獲得學生回饋，並進行調整，方完成最後編寫。本教材共兩冊，每冊四個單元，以主題進行規劃，並依照美國外語教學委員會(ACTFL)所制定的語言能力標準設定學習目標。第一冊目標由初級高提升至中級中；第二冊目標由中級中提升至中級高。 　　《前進中文》按照反向設計的原則，根據ACTFL的中級與高階語言能力目標，制定相應的教學目標，並在目標確定後通過形成性和總結性測試，在每節課與每個單元的學習過程中建立一個完整、有機的測評系統，説明學習者不斷

進步。在逐步提供中級學習者語言技巧發展所需語言任務的同時，《前進中文》課文內容設計也結合ACTFL的三種交際溝通模式，即理解詮釋、人際交流和表達演示，以及ACTFL的5C理念（即Communication溝通、Culture文化、Connection連接、Comparison對比、Community社區）。 　　《前進中文》除了可幫助中級中文學習者獲得全面性的進步之外，亦能培養學習者以下具體的語言能力： 　　1.    ACTFL Oral Proficiency Interview中級語言使用者所需要的問答能力，並可處理簡單的交際任務（對於優秀學習者，高階語言使用者所需要的簡單敘述、比較

、描述等能力亦能同時培養）。 　　2.    理解成段的中文篇章，因此能產出句段形式的中文。 　　3.    建立聽力、閱讀策略，培養對不熟悉語言成分的容忍度、泛聽/讀能力，以及猜測的能力。 　　4.    發展並運用語言學習策略，逐漸成為獨立的中文學習者，以達到終身學習的目的。 　　☉ Six Features of the Textbooks 　　1.    This textbook series is based on results from action research done by experienced Mandarin Chinese instructors af

filiated with U.S. universities and colleges. 　　2.    Eight thematic units run through two volumes of textbooks, covering personal, communitial, societal issues and learning tasks. 　　3.    The design of learning tasks and assessment activities aligns with ACTFL’s proficiency benchmarks, three mode

s of communication, and 5C principles. 　　4.    The selection of grammar and vocabulary aligns with the guidelines by HSK and Chinese Language Proficiency Test, with cross-strait differences clearly marked and listed.   　　5.    This textbook series is designed for people from all walks of life and

college students to meet the various needs and interests of adult learners. 　　6.    Learners will develop intermediate level oral proficiency, while establishing listening and reading strategies, and eventually become independent learners of Mandarin Chinese.   　　本教材六大特點 　　1.    本教材為北美一線中文教師行動研究成果。

　　2.    八大主題單元貫穿兩冊課文，由淺入深涵蓋中、高級話題與語用任務。 　　3.    學習活動目標、評量任務參照ACTFL的語言水準能力等級、三種溝通模式與5C理念。 　　4.    語言點與詞彙選擇參照漢語水準考試、華語文能力測驗的詞彙等級，且並陳兩岸差異。 　　5.    同時符合社會職場人士與大學生各自需求、語言能力和認知程度。 　　6.    發展中級口語能力，培養聽力、閱讀策略，逐步成為獨立的中文學習者。

臺灣休閒露營地基礎設施需求之研究

為了解決and/or中文的問題，作者余成文 這樣論述：

　　臺灣近年來掀起一波露營熱潮，露營活動已經成了國人假日最喜愛的休閒活動之一。露營場地如雨後春筍般一家又一家的開，一些知名露營場地假日的營位更是一帳難求。然而，在這股熱潮下，有關營地設施、安全、規範或收退費等各種問題也是層出不窮。蓋因國內休閒露營地規劃時，對許多基礎設施並沒有詳細的標準，如此，營地經營業者無法有明確的規劃方向，提供的相關營地資訊更是容易缺漏，露營遊客也因此無法獲得正確、整體的資訊，這都是造成營地安全與衝突紛爭的重要因素。　　本研究使用深度訪談法蒐集資料，參考國內外休閒露營地設立之相關規定，整理出露營場地應具備之相關機能。透過三角驗證法彙整露營遊客、露營業者以及露營專家對臺灣休

閒露營場地基礎設施與分級之意見。經本研究分析、整理，提出以下三個要點：一、臺灣目前休閒露營產業以舒適型露營人口為主，認為營地應提供基本水、電、衛浴、休閒設施以滿足露營遊客需求，特別是對衛浴設施的要求為最高。二、重視露營的舒適度，而忽略營區應提供的安全、交通、管理機能。三、期待政府對於露營區的合法問題成立專責的部門，能立露營專法符合現今露營生活型態，保障露營遊客、業者之權益。　　臺灣休閒露營產業仍在蓬勃發展中，如何提升國內休閒露營地的品質與安全，並與國際接軌，引進國際露營地的星級制度，將臺灣壯麗的自然風景行銷世界，是未來的課題。