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In recent years, the “Chinese craze” has made more and more
students learning Chinese, so what new features do they present to the
requirements of teaching materials?
In the past ten years, with the continuous development of
international Chinese teaching, Chinese textbooks have become more
and more important. First, there is a clear trend of diversification. From
the perspective of the audience, the audience of Chinese textbooks in
the past is mainly foreign students, and these students are mainly
Nowadays, the audience of textbooks has increased the number of
Chinese students, Chinese fans, primary and secondary school students
and preschool children. The expansion of audience range also puts
forward new requirements for the compilation of Chinese textbooks. At
present, the domestic Chinese textbooks on the market a lot of
textbooks for foreign students, but for younger students teaching
material is very few, teaching material diversity will become one of the
development trend of the future.
Chinese attaches great importance to the degree and the improvement
of teachers, they put forward new requirements of Chinese teaching
material content design, hoping to be combined with the actual usage,
so there have been many textbooks written by foreign editor. In addition,
professional and amateur students have their own needs for the use of
Secondly, the localization trend is obvious. The United States,
France and other developed countries have a solid foundation for the
Chinese learning, a good second language study environment, as well as
a wide range of Chinese group, they will according to the needs of their
students and the actual usage of Chinese writing teaching materials with
local characteristics. However, we should also pay attention to the
principles and measures for the localization of teaching materials. First,
all textbooks should be taught in standard and standard mandarin. In a
broad sense, the world each country or region, with characteristics of
dialects of Chinese are known as the “Chinese (Chinese)”, should be
respected, but only “putonghua (Mandarin)” is the purpose of the
standardization of compiling textbooks and learning language. Secondly,
localization can be properly integrated into local culture, but mainly to
introduce Chinese culture. These two points are accepted by any second
language teaching material.
the development of Chinese “going global”, the number of domestic
Chinese textbooks surged and were thousands, but only a very small
number of textbooks were actually used by us. Teaching materials
exported to other countries were even rarer. This also put forward
requirements for the preparation of many new textbooks.
Fourth, the digital demand is obvious. This is one of the ways to
enrich the teaching methods in the future, but in general, the
development of digital textbooks is developing, which is still not quite
high. In addition, digital development should be based on high-quality
materials, otherwise there is no point.
What are the problems and difficulties in compiling Chinese
I think the problem is mainly in two aspects:
First, there are thousands of Chinese teaching materials in China,
and there is a tendency of shoddy construction, even low-level
repetition in the same content. This not only affects the overall quality
of Chinese teaching materials, but also wastes resources and pollutes
the environment. Many of these materials are set aside by the editors
themselves, causing great waste. There are many reasons for this
just because they don’t want to use other people’s textbooks, they make
up a set. Some editors are lack of overall design thinking, writing
textbooks and so on in the early stage of investigation and investigation.
Second, domestic editors have no understanding of the actual
situation of Chinese teaching abroad. Chinese as a foreign language for a
long time, the domestic academic circles more understanding of Chinese
language teaching for foreign students, but for the overseas Chinese
language teaching, especially the young teaching for primary and middle
school students are familiar with degree is very low. In the past ten years,
we have been sending Chinese teachers and volunteers overseas, and
the improvement of overseas teaching experience will fill the gap in our
teachers’ teaching methods in Chinese.
From the point of view of the textbook writer, what are the types
of Chinese textbooks?
From a domestic point of view, many textbook compilers are
themselves TCFL teachers who can form teams or write and publish
textbooks in their personal names. In addition, many publishers organize
their own team to write, edited by the publisher to play the author, so
that it can well meet the actual needs of the publishing house, which is
currently emerging on the market teaching methods, many foreign
their own textbooks. They also work with Chinese editors to write
textbooks that are both in accordance with the Chinese standard rules
and applicable to the local situation. In addition, editors will also
customize the textbook for localization.
What kind of teaching materials can become a quality textbook, it
should have what characteristics?
First of all, as the editor, should always carry out the concept of
Chinese educators. In the past, we only emphasized “teaching” and not
paying attention to “learning”. Now, we also think that the Western
“student-centered” is in line with the law of language teaching, at the
same time, we also increased the “teacher-oriented”, which is extremely
important to the dialectical view of Chinese teaching.
Secondly, the quality of our teaching materials depends on whether
the editor can pay attention to the characteristics of Chinese and
Chinese teaching in the textbook. For European and American students,
their language is an indo-european language family, and they are related
to each other, so they can be flexible and adaptable in the process of
acquiring each other’s language. Law, by contrast, Chinese belongs to
the sino-tibetan language, language and the indo-european exist bigger
difference, in the process of acquisition should join the necessary
structure. Therefore, the editor should give full consideration to the
characteristics of Chinese and Chinese teaching and write pertinently.
(practical Chinese textbook) was published by the commercial press
in 1981. In this book, we incorporated the concept of “combination of
structure and function” proposed by Chinese scholars at the time.
“Structure” refers to the structure and form of language, and “function”
refers to the actual use of language, and the combination of the two
methods also conforms to the law of Chinese teaching. As soon as it was
published, the practical Chinese textbook had a great impact both at
home and abroad, and soon became the most widely used basic Chinese
teaching material in the world. Mr Yao said in the United States is very
like the life of vocabulary to join in the book, and in 1982 in the review
of evaluation of the book “has the potential to be the future primary
Chinese textbooks”, and later his prediction has become a reality.
After entering the 21st century, even though higher institutions
such as Oxford are still in use (practical Chinese textbooks), its outdated
content has become a problem that can not be ignored, hence the need
to create new books. (New practical Chinese textbook) is not an adapted
version of (practical Chinese textbook), but a brand-new teaching
material. It further implements the “student-centered” teaching
In the recent two years, with the development of the times and the
emergence of a large number of new things and new words, we have
revised (New Practical Chinese Textbook). We have added a lot about
China’s social reality as well as Chinese culture such as express delivery
and high-speed rail to the upgraded version of the new Practical Chinese
Textbook (Version 3) that started publishing in 2015. These are all
foreign students wanting to know To, but also to stimulate their interest
in learning Chinese.
What opportunities will the One Belt And One Road initiative
bring to the output of Chinese textbooks?
The “One Belt And One Road” initiative has increased the desire of
countries along the route to learn Chinese, further promoting the
overseas development of Chinese teaching and the export of Chinese
textbooks abroad. On the other hand, our Chinese teaching and the
compilation of Chinese teaching materials should also serve as the
“people connect” and pave the way for the national “One Belt And One
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