Chinese Titel: 汉语综合教程 - 入乡随俗 初中级 (上)
1 CD included
Annotation language: English
Chief editor: Feng Shengli 冯胜利
Author: Feng Shengli 冯胜利, Wang Xuedong 王学东, Hu Wenyi 胡文译, Zhao Congmin 赵聪敏
Series: Comprehensive Chinese
Publisher: Higher Education Press (高等教育出版社)
Date of Publication：2007-6
Number of pages：322
Number of characters：300000
Format: 21 x 28 cm
Weight: 836 Gramm
Comphrehensive Chinese:When in China A
The textbooks were compiled by teachers in Harvard’s Chinese Language Program. There are altogether ten books (two books each year), fit for first-through-five-year courses. The objective of these two books is to effectuate “natural spoken language” in grammar, vocabulary and word use, in addition to “speech proficiency” for communication. This series is fit for students of Grade Two in college.
Because of this, teachers in Harvard’s Chinese Language Program have composed and compiled this Chinese language curriculum for first-through fifth-year courses that inherits the methodology of Professor Chao, and developes it further. On the one hand we have tried earnestly to put Chao’s principle of “speaking authentic spoken Chinese” into practice, while on the other hand, diligently ushering in new avenues for “writing elegant written Chinese”. Put bluntly, the first and second year Chinese classes are based upon the teaching of “authentic spoken Chinese”, introducing a formal, refined style when appropriate. The third and fourth year curriculum is geared towards consolidating basic spoken language and training in the gradual transition to “formal written language” (including formal speech). The fifth year is devoted to training in formal written and formal spoken Chinese.
As for the teaching materials, first year’s New Arrivals and the second year’s When in China prioritize “authentic spoken Chinese”, while the fourth year’s On the Present and Past and the fifth year’s Writing and Truth features “formal written Chinese”. The third year’s Understanding the People and the World is a transitional piece linking lessons learned in the former texts with a new trajectory for future study (i.e. authentic spoken language gradually transitioning to formal written styles). Based on the fundamental concepts and requirements of this system, textbooks that prioritize instruction in spoken language like New Arrivals and When in China, are composed and compiled by the teachers themselves. The transitional text, Understanding the People and the World, contains both original works from well-known authors as well as essays adapted by our teachers. Almost all of the essays in the fourth and fifth year textbooks are original works from selected texts and periodicals.
We believe that the education in Chinese overseas should take the instruction and acquisition of the language itself (Mandarin) as its primary objective. Hence, even while we attempt to ensure that all written and selected essays in our lessons are lively and interesting, and they reflect traditional culture and the questions of today, the target we most wish to attain is something of a breakthrough in language instruction and acquisition. Based on this consideration, the first year teaching materials aspire to inculcate logical partitioning of sounds, form and meaning, as well as the classification in the degree of difficulty for grammar and usage. The second year teaching materials strive to effectuate “natural spoken language” in grammar, vocabulary and word use, in addition to “speech proficiency” for communication. The third year teaching materials attempt the gradual transition from spoken language to written language (using the Empty Triangle to mark informal style and the Black Star for formal styles). The fourth year’s teaching materials continue from the third year, strengthening the development of students’ intuition for written Chinese and training them in their capacity to distinguish between formal and informal styles. The fifth year teaching materials center upon written language (such as disyllabic (or prosodic) words, monosyllabic words used within a disyllabic template, commonly used classical patterns, etc.). We hope to nurture student’s ability to write in a formal style by training them in the “methods of spoken/written alterations” and in the degrees of “formality in writing”, which are the first steps toward written proficiency for future endeavors. In conclusion, we have sedulously worked to ensure a systematic, scientific and practical curriculum.