编写说明
本教材是《博雅汉语》系列精读教材的初级部分——《初级起步篇 II》，适合已经掌握约 500 个词
语的学生使用。
本教材采用以结构为纲，高结构、功能于情景之中的编写原则，力求为学生以后的学习打下比较坚
实的语言基础。在内容的编写与选取的方面，突出实用性，力求场景的真实自然。除了选取包括校园及其
他与学生的日常生活的密切相关的场景外，也选编了一些富有的人文性或趣味性的小文章，以使学生的视野
更加开阔，帮助他们逐渐使用汉语表达较为复杂的思想。在全书文体的安排上，前半部分课文采用对话
体和短文两种形式，后半部分则完全采用短文体，为学习者向中级阶段过渡做好了充分的准备。
练习的设计则以帮助学生逐步提高汉语综合能力为原则，涉及听说读写各种技能的训练，有汉字练
习、词汇练习、语言点练习、成语表达练习与阅读理解练习。我们希望，通过本书的学习，学习者可以
打下良好而坚实的汉语基础，积累充足的能量和后劲，实现在汉语的天空自由飞翔的目标。
本教材共选取常用词语近 800 个，语言点 70 项，篇章的最后长度达到 600 字左右。全书共有 25
课，每 5 课为一个单元，每单元第 5 课为总站课，对前 4 课出现的语言点进行复习和总结，原则上不再
出现新的语言点。
本教材的教学重点有两个大部分：一是帮助学生进行语言结构与词汇的积累，二是训练学生进行有意
义的成段表达。因此，我们在教学中多花时间进行生词和语言点的讲练，同时，要给学生提
供自由表达的练习活动，让学生能用学过的词汇和语法完成一定的交际任务。一般来说，我们建议用 5-6
个小时学完一课。为帮助使用本教材的教师更好地了解本书的编写原则及各课的教学目标，本教材还配
备了《教师手册》。每一课的教学重点及教学活动，教师可以参考《教师手册》。
本书第一版的编写是由两位老师合作完成的：前 13 课由任雪梅执笔，后 12 课由徐晶晶执笔，徐晶凝负
责统稿。此次修订再版，则由徐晶凝负责。主要在于以下几个方面进行了修订：
(1) 生词的选取和解释：补充或删除了—些词语，并对英文翻译进行了校改。
(2) 某些语言点的修改：力求语言点的注释更为清楚，更有条理。
(3) 课文内容的调整：对个别课文中不太规范的语词做了改动。
(4) 练习题的改动：改进某些题目，或增补—些练习。
此次修订，我们单设了一本学生用《练习册》。所以，练习分为两种：一是课后练习，实排在本
书中;—是课后练习，安排在《练习册》中。
编者的话
《越汉翻译教程》为中国非通用语教学研究会会长、解放军外国语学院亚非语系主
任、博士生导师钟翔教授主持的国部分级教学成果二等奖系列教材之一，也是国家外语
非通用语本科人才培养基地暨亚非语言文学国家级特色专业建设点建设教材。
本教材是解放军外国语学院越南语专业自 1959 年成立以来在使用多年的翻译教材的
基础上，根据时代发展要求重新编写的一本适合 21 世纪越南语教学特点的新教材。编写
的目的在于向学生介绍越汉翻译知识，传授翻译技巧，为越南语专业翻译课程提供配套
教材。
本教材在编写过程中，注意理论与实践相结合。内容框架上借鉴、吸收了国内外翻
译界的最新研究成果，探讨了越汉翻译的基本规律，加强了对越汉翻译基本问题和越汉
翻译技巧的归纳总结。我们希望通过本教材的学习，能够使学生掌握越汉翻译基本知识，
了解越汉语言文化差异，提高越南语的分析理解能力和翻译表达能力，为早日成为高水
平的越汉翻译人才奠定基础。
《越汉翻译教程》在内容上分为十个部分：第一部分为翻译原理(第一章), 第二部
分为理解表达与词汇翻译方法(第二章), 第三部分为越语基本词类翻译(第三章), 第
四部分为越语外来词和专有名词翻译(第四章), 第五部分为汉语越词翻译, 第六部分为越
语熟悉语和形象性词语翻译, 第七部分为越语称谓语翻译, 第八部分为越汉句子翻译, 第
九部分为越语文体翻译, 第十部分为越汉翻译实践。为了巩固所学知识，本教材还配有
相应的翻译练习。
作为越南语专业本科教材，本教材适合三、四年级学生使用，计划课时为 64 学时。
教师在教学中可以根据本校实际情况作适当调整。同时，本教材也可供越南语专业高职
专和以越南语为第二外语的学生及越南语进修者使用。
《越汉翻译教程》在编写过程中得到了解放军外国语学院亚非语系教材建设委员会、
解放军外国语学院亚非语言文学二级学科博士学位授权点以及世界图书出版公司
的大力支持，在此谨表示衷心的感谢。由于水平、书中的疏漏和不受之处在所难免，
恳请广大同行及各位读者批评指正。
编者
2016年12月
千越解放外国语学院
目录
第一章 翻译原理 ··························································································································· 1
第一节 翻译的定义、分类和性质 ····························································································· 1
第二节 翻译的过程和译者应具备的素养 ················································································· 4
第三节 翻译的标准和方法 ·········································································································· 11
第二章 理解表达与词汇翻译方法 ······························································································· 19
第一节 原文词义的确定 ··········································································································· 19
第二节 译文词汇的选择 ··········································································································· 20
第三节 词汇翻译的一般方法 ······································································································· 21
第三章 越语基本词类翻译 ·············································································································· 27
第一节 数词的翻译 ·················································································································· 27
第二节 声词的翻译 ·················································································································· 31
第三节 越语部分关联词的翻译 ································································································· 32
第四章 越语外来词和专有名词翻译 ····························································································· 46
第一节 外来词的翻译 ·············································································································· 46
第二节 专有名词的翻译 ··········································································································· 49
第五章 汉越词翻译 ·························································································································· 53
第一节 汉越词的定义 ············································································································· 53
第二节 自造类汉越词的造词方法 ····························································································· 55
第三节 越汉翻译策略 ············································································································· 60
第六章 越语熟语和形象性词语翻译 ···························································································· 69
第一节 越语熟语翻译 ·············································································································· 69
第二节 越语形象性词语翻译 ···································································································· 73
第七章 越语称谓语翻译 ············································································································· 78
第一节 称谓语兼称及其翻译 ···································································································· 78
第二节 称谓语感情色彩的翻译 ································································································ 80
第三节 非兼称类人称代词的翻译 ····························································································· 81
第四节 泛指类人称代词的翻译 ································································································· 81
第五节 换称称呼的翻译 ·············································································································· 81
第八章 越汉句子翻译 ····················································································································· 85
第一节 越汉语序对比与翻译 ···································································································· 85
第二节 句子翻译方法 ··············································································································· 100
第三节 长句翻译 ························································································································ 104
第九章 越语文体翻译 ····················································································································· 111
第一节 政治文体翻译 ··············································································································· 111
第二节 科技文体翻译 ··············································································································· 115
第三节 新闻文体翻译 ··············································································································· 119
第四节 文艺文体翻译 ··············································································································· 123
第五节 公文文体翻译 ··············································································································· 129
越汉翻译实践 ··································································································································· 138
主要参考文献 ··································································································································· 207
第一章 翻译原理
第一节 翻译的定义、分类和性质
随着社会文化的进步，当今世界政治、经济、文化交往往日益频繁，世界科技发展日
新月异，翻译工作的重要性越来越显现出来，从事各种语言翻译的人数也在不断
地增加。
翻译是沟通各族人民的思想，促进政治、经济、文化、科学、技术交流的重要手
段。在外语学习和研究的过程中，翻译还是学习外语的重要手段之一，是探讨两种语言
对应关系的一门学科。正如朱光潜先生所说：“翻译是学习外国文的一个最有效的办法。
它可以训练我们细心，增强我们对语文的敏感，使我们透彻地了解原文。”
《现代汉语词典》对翻译的解释是：把一种语言文字的意义用另一种语言文字表达
出来(也指方言与民族共同语、方言与方言、古代语言和现代语之间—种用另一种表达)
把代表语言文字的符号或数码用语言文字表达出来。
由于翻译活动的范围很广，种类很多，我们可以从不同的角度将其分类：
- 按所涉及的语言文字符号或数码的性质，可分为语际翻译、语内翻译和语符翻
译。语际翻译就是不同语言间的翻译，如汉译汉、汉译越等。语内翻译与民族共同语、
方言与方言之间的互译也可以看作是语内翻译。语内翻译就是同—种语言不同语言变
体的翻译，如把古代语译成现代语，把越南语译成越南国语等等。语符翻译就是
把代表语言文字的符号或数码用语言文字表达出来,如密码翻译。 - 按工作方式，可以分为人工翻译和机器翻译。机器翻译是现代科学和现代对
比语言科学的产物,可望在某些领域代替人工翻译。人工翻译又可分为口译和笔译两种。
口译和笔译都必须遵循准确和通顺的基本要求,但同时它们也有各自的特点。口译要在
短时间内完成听、译、说的过程,要求译者必须对原语反应灵敏,能快速领悟原意,快
速用译语准确清楚地转达出来。笔译的过程是看、译、写、时间的。要求相对宽裕,为了
更加准确、通顺和充分地转达原文的思维内容和表现手法，译者可以查词典、翻资料，
可以字斟句酌，反复推敲。
3. 按翻译材料的语体，可以分为政论作品的翻译(包括社会科学论文、报告、演说
辞等)、科技材料的翻译、文学作品的翻译(包括小说、戏剧、诗歌等)以及其他应用文
的翻译(包括新闻报道、电报、电报、文件等)。各种语体的翻译都有其一定的特点。
4. 按处理方式，可以分为全译、摘译和编译等。
二、翻译的性质
翻译具有如下的性质:
- 翻译是一种语言交际活动。之所以说翻译是一种活动，是因为它是由人参与实施
的，它有动机，有目的，有过程，而且可以取得一定<bos> 效果。之所以说翻译是一种语言
交际活动，是因为翻译的媒介主要是语言。语言是一种意义结合的符号系统，是人类最
重要的交际工具和思维工具。操不同语言的人要进行交际，不可避免地要借助翻译活动
这个媒介。从《尚书大传》上“越裳国以三象九译而献白雉”的记载可以看出，中越
两个民族的交往和翻译活动至少从周朝就开始了。我们从事的越汉翻译活动，其实就是
一种跨文化的语言交际活动。 - 翻译是一种创造性的语言交际活动。语言是文化的载体，它不仅仅是一个结构符
号系统，还是一种社会文化现象。也就是说，一个民族的语言是在这个民族的长期历史
发展中形成的，它不仅仅具有自己的一套语音、词汇和语法结构体系，而且由于受到民族
联想心理、思维方式等因素的支配而具有独特的表现力。翻译不单是语言的转换，更确
切地说，是文化的转换，因此我们在翻译的过程中不能逐字逐句地把两种语言机械地加
以转换，也不能只凭技巧就能完整准确地再现原作，而必须深入准确地理解原文并选择
相应而恰当的表达手段使之符合译语的全民规范。比如下面这些句子:
① Anh hãy giữ lấy chút kỷ niệm ấy của một người yêu anh cho đến chết.
② Tạo nên những chuyển biến mới trong sự nghiệp xây dựng và phát triển nghề rừng ở
nước ta!
③ Đồng chí Nguyễn Phú Trọng, Tổng bí thư Ban chấp hành T.Ư Đảng Cộng sản Việt
Nam đã vào thăm và làm việc tại Đà Nẵng.
例①中的most người yêu anh cho đến chết 是补语中心词 kỳ niệm 的定语，意思是“一
个爱你至死不渝的人”，汉越词 kỳ niệm 指“纪念品”，整句话的意思就是“请你收下那
一件—个爱你至死不渝的人(送给你)的小小的纪念品”。从这句可以看出，越语的定语
一般放在它所修饰的中心词后面，这是和汉语不同的。经过调整，这这句话可以翻译成:
编写说明 (续)
4. 练习部分: (1) 统一了本教材的练习类型,使其在体例和练习量上更能保持一致。特别是加强了
复习课中的练习,突出了复习、总结和归纳的作用。(2) 对练习中的句子进行了修改。主要使用学过的
词语,以加强词汇重现率。(3) 课本中保留了机械性、操练性的可控练习,基本上在老师的带领下即可
当堂完成;将需要思考和书写的练习,如组词成句、短文填空、阅读问答题、段落写作练习等,调整
到了《练习册》,可作为课外作业布置给学生。
5. 汉字部分: 每课选取 10 个在结构上具有代表性典型性的汉字,以田字格的形式呈现在课文的最
后部分,目的是让学生了解汉字的基本结构,给学生一个整体印象和书写标准,具体的书写练习则放在
《练习册》。
6. 对课文及语言点的英文翻译重新做了校对。
本教材自 2004 年出版以来,一晃已经 9 年过去了。在此期间,我们不断得到使用这套教材的教师、
留学生的反馈意见。也看到了对这套教材进行研究的论文中读到的意见和建议。我们早就有修订再版
的想法。此次终于在北大出版社王献老师的推动下付诸实施。特在此表示感谢!也特别对所有使用和关
心《博雅汉语·初级起步篇》并提出意见和建议的朋友表示衷心的感谢!恕我不能在此将他们的名字——
列出。
在本书的编写过程中,我们得到了各方面的大力支持和帮助,主编李晓琪教授多次就教材的编写原
则及许多细节问题和编者进行充分的沟通和讨论。责编吕幼筠、沈莉莉老师也提出了非常专业的意见,
她们尽职尽责的工作态度令我感动。在此一并表示诚挚的谢意!
此次再版,我们请美国斯坦福大学语言中心的 Michelle Leigh DiBelio (狄泽) 对本书的英文翻译进
行了全面的修订,为此,狄老师 2012 年的春假过得比学期还忙。在这里,对她的辛勤付出表示最诚恳
的感谢!
我们仍然希望使用本套的老师和学生朋友能够喜欢她,并能通过本书享受学习汉语的过程。我们忠
期待着来自您的宝贵意见。
编者
2012 年 4 月
Publisher’s Note
When Integrated Chinese was first published in 1997, it set a new standard with its focus on the development
and integration of the four language skills (listening, speaking, reading, and writing). Today, to further enrich the
learning experience of the many users of Integrated Chinese worldwide, Cheng & Tsui is pleased to offer this
revised and updated Fourth Edition of Integrated Chinese. We would like to thank the many teachers and students
who, by offering their valuable insights and suggestions, have helped Integrated Chinese evolve and keep pace
with the many positive changes in the field of Chinese language instruction. Integrated Chinese continues to offer
comprehensive language instruction, with many new features, including the ChengTsui Web App™, as detailed in
the Preface.
The Cheng & Tsui language education program is designed to publish and widely distribute quality language learning
materials created by leading instructors from around the world. We welcome readers’ comments and suggestions
concerning the publications in this series. Please send your comments and suggestions to our Editorial Department, in care
of our Editorial Department (email: editor@chengtstui.co).
Cheng & Tsui Editorial Board
Professor Shou-hsin Teng (Chief Editor)
Graduate Institute of Teaching Chinese as a Second Language
National Taiwan Normal University
Professor Dana Scott Bourgerie
Department of Asian and Near Eastern Languages
Brigham Young University
Professor Samuel Cheung
Department of Chinese
Chinese University of Hong Kong
Professor Hong Gang Jin
Faculty of Arts and Humanities
University of Macau
Professor Ying-che Li
Department of East Asian Languages and Literatures
University of Hawaii
Former members of our Editorial Board
Professor Timothy Light (emeritus), Western Michigan University
Professor Stanley R. Munro (emeritus), University of Alberta
Professor Ronald Walton (in memoriam), University of Maryland
Contents
Preface ……………………………………………………………………………………………………………………………………….. ix
Series Structure ………………………………………………………………………………………………………………………………….. xii
Volume IV Lesson Structure …………………………………………………………………………………………………………………….xiv
Scope & Sequence ………………………………………………………………………………………………………………………………….. xvi
Abbreviations of Grammatical Terms ……………………………………………………………………………………………………… xvii
Legend of Digital Icons ………………………………………………………………………………………………………………………… xxi
Photo Credits …………………………………………………………………………………………………………………………………….. xxi
Cast of Characters ……………………………………………………………………………………………………………………………… xxii
Lesson 11: 中国的节日/中国的节日·China’s Holidays………………………………………………………………………. 1
Text…………………………………………………………………………………………………………………………………………………………… 2
Vocabulary ……………………………………………………………………………………………………………………………………….. 10
How About You?………………………………………………………………………………………………………………………………….. 11
Get Real with Chinese…………………………………………………………………………………………………………………………… 12
Grammar…………………………………………………………………………………………………………………………………………… 13
Words & Phrases…………………………………………………………………………………………………………………………………. 16
A Way with Words……………………………………………………………………………………………………………………………….. 19
Language Practice……………………………………………………………………………………………………………………………….. 21
A Way with Words……………………………………………………………………………………………………………………………….. 22
Characterize It!……………………………………………………………………………………………………………………………………. 23
Chinese Chat………………………………………………………………………………………………………………………………………. 24
Cultural Literacy…………………………………………………………………………………………………………………………………… 28
Lesson Wrap-Up………………………………………………………………………………………………………………………………….. 31
Pinyin Text…………………………………………………………………………………………………………………………………………. 31
Lesson 12:中国的变化/中国的变化·Changes in China…………………………………………………………………………… 33
Text…………………………………………………………………………………………………………………………………………………………… 34
Vocabulary ……………………………………………………………………………………………………………………………………….. 40
How About You?………………………………………………………………………………………………………………………………….. 41
Get Real with Chinese…………………………………………………………………………………………………………………………… 42
Grammar…………………………………………………………………………………………………………………………………………… 43
Words & Phrases…………………………………………………………………………………………………………………………………. 48
A Way with Words……………………………………………………………………………………………………………………………….. 50
Language Practice……………………………………………………………………………………………………………………………….. 52
A Way with Words……………………………………………………………………………………………………………………………….. 54
Characterize It!……………………………………………………………………………………………………………………………………. 57
Chinese Chat………………………………………………………………………………………………………………………………………. 58
Cultural Literacy…………………………………………………………………………………………………………………………………… 58
Lesson Wrap-Up………………………………………………………………………………………………………………………………….. 60
Pinyin Text…………………………………………………………………………………………………………………………………………. 60
Lesson 13: 去云南旅游/去雲南旅游·A Trip to Yunnan………………………………………………………………………….. 63
Text…………………………………………………………………………………………………………………………………………………………… 64
Vocabulary ……………………………………………………………………………………………………………………………………….. 70
How About You?………………………………………………………………………………………………………………………………….. 71
Grammar…………………………………………………………………………………………………………………………………………… 72
Words & Phrases…………………………………………………………………………………………………………………………………. 74
Language Practice……………………………………………………………………………………………………………………………….. 78
A Way with Words……………………………………………………………………………………………………………………………….. 79
Characterize It!……………………………………………………………………………………………………………………………………. 81
Get Real with Chinese…………………………………………………………………………………………………………………………… 81
A Way with Words……………………………………………………………………………………………………………………………….. 81
Cultural Literacy…………………………………………………………………………………………………………………………………… 86
Lesson Wrap-Up………………………………………………………………………………………………………………………………….. 88
Pinyin Text…………………………………………………………………………………………………………………………………………. 88
Lesson 14: 生活与健康/生活与健康·Lifestyle and Health……………………………………………………………………… 91
Text…………………………………………………………………………………………………………………………………………………………… 94
Vocabulary ……………………………………………………………………………………………………………………………………….. 100
How About You?………………………………………………………………………………………………………………………………….. 101
Get Real with Chinese…………………………………………………………………………………………………………………………… 102
Grammar…………………………………………………………………………………………………………………………………………… 103
Words & Phrases…………………………………………………………………………………………………………………………………. 104
A Way with Words……………………………………………………………………………………………………………………………….. 105
Language Practice……………………………………………………………………………………………………………………………….. 107
A Way with Words……………………………………………………………………………………………………………………………….. 110
Characterize It!……………………………………………………………………………………………………………………………………. 111
Chinese Chat………………………………………………………………………………………………………………………………………. 112
Cultural Literacy…………………………………………………………………………………………………………………………………… 114
Lesson Wrap-Up………………………………………………………………………………………………………………………………….. 116
Pinyin Text…………………………………………………………………………………………………………………………………………. 119
Lesson 15: 男女平等·Gender Equality……………………………………………………………………………………………………… 121
Text…………………………………………………………………………………………………………………………………………………………… 122
Vocabulary ……………………………………………………………………………………………………………………………………….. 128
Get Real with Chinese…………………………………………………………………………………………………………………………… 129
How About You?………………………………………………………………………………………………………………………………….. 130
Grammar…………………………………………………………………………………………………………………………………………… 131
Words & Phrases…………………………………………………………………………………………………………………………………. 135
Characterize It!……………………………………………………………………………………………………………………………………. 138
A Way with Words……………………………………………………………………………………………………………………………….. 139
A Way with Words……………………………………………………………………………………………………………………………….. 140
Language Practice……………………………………………………………………………………………………………………………….. 141
Cultural Literacy…………………………………………………………………………………………………………………………………… 144
Lesson Wrap-Up………………………………………………………………………………………………………………………………….. 147
Pinyin Text…………………………………………………………………………………………………………………………………………. 149
Bringing It Together (L11-L15)……………………………………………………………………………………………………………. 151
Lesson 16:环境保护与节约能源/环境保护与节约能源·Environmental Protection and Energy Conservation……. 159
Text…………………………………………………………………………………………………………………………………………………………… 160
Vocabulary ……………………………………………………………………………………………………………………………………….. 168
How About You?………………………………………………………………………………………………………………………………….. 169
Get Real with Chinese…………………………………………………………………………………………………………………………… 170
Grammar…………………………………………………………………………………………………………………………………………… 171
Words & Phrases…………………………………………………………………………………………………………………………………. 177
A Way with Words……………………………………………………………………………………………………………………………….. 181
Preface
The Integrated Chinese (IC) series is an internationally acclaimed Mandarin Chinese language course that delivers
a cohesive system of print and digital resources for highly effective teaching and learning. First published in 1997, it
set a new standard with its focus on the development and integration of the four language skills (listening, speaking,
reading, and writing). Today, to further enrich the learning experience of the many users of Integrated Chinese
worldwide, Cheng & Tsui is pleased to offer this revised and updated Fourth Edition of Integrated Chinese. We
would like to thank the many teachers and students who, by offering their valuable insights and suggestions, have
helped Integrated Chinese evolve and keep pace with the many positive changes in the field of Chinese language
instruction. Integrated Chinese continues to offer comprehensive language instruction, with many new features,
including the ChengTsui Web App™, as detailed in the Preface.
In developing this latest edition of IC, we have consulted the National Council on Teaching of Foreign Languages
(ACTFL) 21st Century Skills Map for World Languages. The national standards for foreign language
learning in the 21st century focus on five goals in five areas—communication, cultures, connections, commerce, and
communities. In addition to classifying the applicable Language Practice activities by communication mode
(Interpersonal, interpretive, and presentational), we have added a host of materials that address the 5 Cs. The
delivery of IC via the new ChengTsui Web App™ elevates the teaching and learning experience by presenting
multimedia and interactive content in a truly blended and integrated way.
New, vastly rich supplementary modules that recur in each lesson have become integral. These can be taught in
any sequence to serve as prompts for classroom discussion and student reflection:
Get Real with Chinese: Draws on realia to translate language learning in real-life contexts. Students are
required to analyze, predict, and synthesize before coming to conclusions about embedded linguistic and
cultural meaning. Photos and questions connect the classroom to authentic Chinese experiences. To
familiarize students with both character sets, students are exposed to realia in simplified characters or
realia in traditional characters.
Chinese Chat: Provides opportunities for language practice in the digital environment. Realistic texting,
microblogging, and social media scenarios show students how the younger generation has adapted Chinese to
new communication technologies.
Characterize It!: Encourages students to approach the first two volumes and newly introduced in Volumes 3 and 4.
Additional activities are provided on the ChengTsui Web App.
How About You?: This module encourages students to personalize their study of vocabulary and learn words and phrases
that relate to their own interests and background. Visual cues, which prompt possible answers, promote
vocabulary expansion and retention. In Volumes 3 and 4, questions appear in Chinese only, and encourage
students to start in a full sentence or short paragraph.
A Way with Words, Students will find in the example sentence words and phrases that, although
unstudied, bear a cognate relationship to a word or phrase that they have just learned in the current lesson.
Based on the provided context, students are encouraged to guess at the meaning of these new words or
phrases. The exercise is designed to raise students’ awareness of the latent semantic connections among
different vocabulary items and to foster their ability to expand their vocabulary on their own.
第一版前言
越语是人类交流信息、沟通思想最直接的工具,是人们进行交往最便捷的桥梁。随着中
国经济、社会的蓬勃发展,世界上学习汉语的*, 越来越*,对各类优秀汉语教材的需求也越
来越迫切。为了满足各界人士对汉语教材的需求,北京大学一批长期从事对外汉语教学的优
秀教师在多年积累的经验之上,以第二语言学习理论为指导,编写了这套新世纪汉语精品
教材。
语言是语言。语言是桥梁,但语言更是人类文明发展的结晶。语言把社会发展的成果
——固化在自己的系统里。因此,语言不仅是文化的*,语言本身就是一种重要的文化。
汉语,走过漫长的漫长道路,更具有其独特的深厚的文化积淀,她博大、她典雅,是人类最优
秀的文化之一。正是基于这种认识,我们本套教材定名为《博雅汉语》。
《博雅汉语》共分四个级别——初级、准中级、中级和高级。掌握一种语言,从开始学习
到自由运用,要经历一个过程。我们把这—过程分解为起步——加速——冲刺——飞翔四个阶
段,把四个阶段的教材分别定名为《起步篇》、《(一)、(二)》、《(冲刺篇)》、《(飞翔篇)》。
各阶段的教学,都力求做到:
第二语言学习的写,在不同阶段的教学目标和特点。《博雅汉语》四个级别的编写底
色,既充分考虑到各阶段的特点,力求较好地体现各自的特色和目标。
《起步篇》
运用结构、情景、功能理论,以结构为纲,寓结构、功能于情景之中,重在学好语言基
础知识,为“飞翔”做扎实的语言知识准备。
《加速篇》
运用功能、情景、结构理论,以功能为纲,重在训练学习者在各种不同情景中的语言交
际能力,为“飞翔”做比较充分的语言功能积累。
《冲刺篇》
以理论原语为原则,为已经基本掌握了基础语言知识和交际功能的学习者提供经过精
心训练的类人共同语和反映中国传统与现实的语商,目的是在新的层次上加强对学习者运用
特殊句型、常用词语和成段表达能力的培养,推动学习者自觉得地进入“飞翔”阶段。
《飞翔篇》
以语篇理论为原则,以内容深刻、语言优美的原文为范文,重在体现人精神、突
出人
类共通文化,展现语篇章达的丰富性和多样性,让学习者凭借本阶段的学习,最终能在
汉语的天空自由飞翔。
为实现上述目的,《博雅汉语》的编写者对四个级别的每一个阶段的编写思路,基本理
论,各阶段词汇量的大约 1000、3000、5000 和 10000,前三阶段的语言点分别为:基本
覆盖甲级、涉及乙级——完成乙级、涉及丙级——完成丙级、兼顾丁级。《飞翔篇》的语言点
已经超出了现有语法大纲的范围。各阶段课文的长度也也现逐进原则:600字以、1000字
以、1500-1800 字、2000-2500 字不等。学习完《博雅汉语》的四个不同阶段后,学习者
的汉语水平可以达到 HSK 的 3 级、6 级、8 级和 11 级。此外,全套教材配有教学用书,
为选用这套教材的教师最大可能地提供方便。
综观全套教材,有如下特点:
针对性:使用对象明确,不同阶段采取各具特点的编写理念。
趣味性:内容丰富,贴近学生生活,立足中国社会,放眼世界,突出人类共通文化;练
习形式多样,版面活泼,色彩协调美观。
系统性:词汇、语言点、篇章内容及练习形式体现比较强的系统性,与 HSK 协调配
套。
科学性:课文语料自然、严谨;语言点解释科学、简明;内容编排循序渐进;词语、句
的重现率重。
独创性:本套教材充分考虑汉语自身特点,充分体现学生学习心理与语言认知特点,
充分吸收在外国语教材编写经验,力求有所创新。
我们能够使每个准备学习汉语的生都对汉语产生深厚的兴趣,使每
个已经开始学习汉语的学生都感到汉语并不难学。学习汉语实际上是一种轻松愉快的体验,
只要付出,就可以 M 快速地掌握汉语文化和宝贵的金初印象。我们也希望对外汉语教学的
教师都能使用《博雅汉语》,并与我们建立起密切的联系,通过我们的共同努力,使这套教
材日渐完善。
我们祝愿所有使用本套的汉语学者都能取得成功,在汉语的天地自由飞翔!我们忠
期待着来自您的宝贵意见。