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1 The IoE Confucius Institute What makes a good Chinese language textbook? Workshop on Chinese Teaching Materials George X Zhang 张新生 15 December 2012

What makes a good Chinese language textbook? Lack of adequate teaching materials is a commonly encountered difficulty for teaching Chinese in the UK.

2 What makes a good Chinese language textbook? Lack of adequate teaching materials is a commonly encountered difficulty for teaching Chinese in the UK. While there are locally produced teaching materials as a result of consistent efforts in compiling suitable teaching materials for the UK market, Chinese language teachers still have to adapt existing teaching materials to their actual teaching according to the course requirements and more importantly their student' needs. The session, which is meant to be interactive with the involvement of the participants, will look at some key aspects or characteristics that a "good" textbook is supposed to have in this context, and what is needed on the part of the teachers in order to be able "reorganise" their own teaching materials to maximise their teaching.

3 What makes a good Chinese Language Textbook? 1. Characteristics of a good language textbook 2. Development of Chinese language textbooks in the UK 3. Roles of teachers in the use of Chinese language textbooks

4 First a few questions Teaching in schools? Timetabled classes or interest groups? GCSE and A level Chinese? Your education background? With or without QTS? Other trainings? What characteristics, in your view, should a good Chinese language textbook or teaching materials have?

5 1. 优秀语言教材应具备的特点科学性 ( 语言本体教学理念和计划安排等 ) 系统性 ( 成套技能安排模块同步等 ) 针对性 ( 年龄母语学制学习特点等 ) 趣味性 ( 情景故事对话练习形式等实用性 ( 交际功能文化真实自然等 ) 普及性 ( 易用价格配套习 / 考题等 ) 立体性 ( 图文多媒体网络版等 )

6 What is most important and WHY? 科学性 ( 语言本体教学理念和计划安排等 ) 系统性 ( 成套技能安排模块同步等 ) 针对性 ( 年龄母语学制学习特点等 ) 趣味性 ( 情景故事对话练习形式等实用性 ( 交际功能文化真实自然等 ) 普及性 ( 易用价格配套习 / 考题等 ) 立体性 ( 图文多媒体网络版等 )

7 好的语言教材应首先具备针对性对外汉语教材在海外的水土不服针对性本土教材本土教材适用性

8 对外汉语和汉语外语教学对外汉语教学对外汉语教学 - 在中国的汉语教学教材强调语言的系统性和科学性汉语外语教学汉语外语教学在中国和其他汉语使用国家和地区以外的汉语教学教材应具备本土适用性

9 本土化教材面对的问题 - 适用性英语学者卡宁思沃斯 (1995 年 ) 的四点论 : 1. 适合学习者的需要, 符合语言学习课程的目的和任务 ; 2. 体现学习者现在和将来对语言使用的需求, 可以帮助学生掌握并有效运用语言来为其目的服务 ; 3. 考虑学习者的学习需要, 并有助于他们的学习过程, 而不是将某种方法强加给学生 ; 4. 具有明确的协助学习者学习的作用, 就像教师一样, 是目的语和学习者之间的纽带

10 本土化教材面对的问题 - 适用性优秀语言教材所应有的特点共性适应学习者的需求汉语学习认知特点和习得过程符合本地的教育体制教学目标和教学大纲等要求

11 2. 英国汉语教材本土化简述英国本土汉语教材汉语标准 ( 欧洲语言框架和 Edexcel 考委大纲 ) 发展趋势

12 英国本土开发的汉语外语教材外语系列教材中的汉语外语教材自学系列汉语和汉语三个月汉语专业用教材言语声片和汉语口语非汉语专业用的系列教材步步高中文系列中学用快乐汉语和进步汉语

13 汉语口语句型简明实用语言真实自然内容幽默有趣语法清楚易学本土化 - 汉语本科专业和学生学习特点词汇 / 非汉语专业需求详尽 / 集中

14 步步高中文系列教材编写原则 : 三个 CA 和成人学习特点 - 以成人学习特点为基础, 以交际能力英汉对比和文化意识三种方法为支柱的教材编写和教学原则以汉字为本, 重视具有生成功能的句型教学, 突出汉语词语的结构特征, 融文化意识培养于语言教学之中内容比较有趣 / 针对技能训练的多种练习符合英语使用者汉语学习特点对汉语语言内容做循序渐进的安排, 将语法尽可能地体现于句型之中

15 成人汉语外语教学原则以成人学习 / 成人语言学习为支柱的 3 CA 法 - 交际 Communicative Approach 学什么 - 对比 Comparative Analysis 怎样学 - 文化 Cultural Awareness 如何用目的使汉语学习变得愉快而有效

步步高中文和其他考试 Others 2200+ Step 10 2000 CIS 10 Step 9 1800 ** CIS 9 Step 8 Step 7 1350a * CIS 7 Step 6 Step 5 870 Step

Intermediate Upper Intermediate Advanced Proficiency CEF CEF A1-A2 CEF A2-B1 CEF B1-B2 CEF B2-C1 CEF C1 and C1+

16 步步高中文和其他考试 Others Step CIS 10 Step ** CIS 9 Step 8 Step a * CIS 7 Step 6 Step Step 4 Step Step CIS 2 Step 1 CIS CIS 4 CIS a CIS 6 CIS CIS 8 LEVEL Beginner Lower Intermediate Upper Intermediate Advanced Proficiency CEF CEF A1-A2 CEF A2-B1 CEF B1-B2 CEF B2-C1 CEF C1 and C1+ School GCSE AS A level-1000 Asst Lang Break through Preliminary Intermediate Advanced HSK Beginner Elementary/Intermediate Advanced

17 CEFR 和欧洲汉语标准 CEFR (Common European Framework of Reference for languages) EBCL (European Benchmarking Chinese Language Project) Local standards (e.g.) Edexcel syllabus, marking and banding criteria HSKs

18 汉语外语教材的发展前景宏观海外汉语外语教学市场日益扩大汉语外语的认知和习得研究之必要性和迫切性海外汉语教学力量逐渐加强和参与协作研发是成功开发海外汉语优秀适用教材的必由之路

Future Material Development More respect for the learners Greater personalization and localization of materials Greater flexibility and creativity of use More affectively engaged content A greater

19 Future Material Development More respect for the learners Greater personalization and localization of materials Greater flexibility and creativity of use More affectively engaged content A greater emphasis on multicultural perspectives and awareness More opportunities for learners with experiential learning style preferences More attempts made to engage the learner in the languages learning process as an experienced, intelligent and interesting individual More attempts made to use multi-dimentional approaches to language learning

20 3. Roles of Language Teachers Textbook developer v.s. textbook user Choose and adapt teaching materials to their needs in specific courses: Awareness and understanding Skills and competences Continuous search and exploration Exchange and share

Theory of learning and teaching Language learners succeed best if learning is a positive, relaxed and enjoyable experience The most important thing that learning

21 Theory of learning and teaching Language learners succeed best if learning is a positive, relaxed and enjoyable experience The most important thing that learning materials have to do is to help the learners to connect the learning experience in the classroom to their own life outside the course Teachers teach most successfully if

22 Some Factors to Consider Learning principles Cultural perspective Topic/content Teaching points Texts Activities Methodology Instructions Design

小结 - summary There is no such a thing as an ideal or perfect textbook/teaching materials Good textbooks/teaching materials should meet essential local needs Teachers are the ones who help to make

23 小结 - summary There is no such a thing as an ideal or perfect textbook/teaching materials Good textbooks/teaching materials should meet essential local needs Teachers are the ones who help to make well chosen textbook/teaching materials ideal or perfect according to actual needs Teachers should be actively engaged in compiling or adapting teaching materials, but need to develop continuously as teaching is an art as well as a skill

24 何谓好的汉语外语教材? 谢谢大家! 张新生

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<4D6963726F736F667420576F7264202D205F4230365FB942A5CEA668B443C5E9BB73A740B5D8A4E5B8C9A552B1D0A7F75FA6BFB1A4ACFC2E646F63> 運用多媒體製作華文補充教材江惜美銘傳大學應用中文系 chm248@gmail.com 摘要 : 本文旨在探究如何運用多媒體, 結合文字聲音圖畫, 製作華文補充教材當我們在進行華文教學時, 往往必須透過教案設計, 並製作補充教材, 方能使教學