《新实用汉语课本》不同时期版本比较研究

A comparative study of two editions of New Practical Chinese Textbook

本文以《新实用汉语课本》第一版与第三版为研究对象,从教学理念、语法项目编排、功能项目设置3个方面分析了两版教材的承继关系与发展变化。我们发现,第三版教材强化了第一版中"重视语言结构教学"的核心理念,通过板块位置的调整,强化了句型教学,实现了语法讲练之间的无缝对接,同时通过增设新板块以及创立交际练习新形式,加强了交际性、任务型的活动,呈现出功能教学角度新、形式新的特点。在语法项目编排上,第三版采用随出随讲的方式安排语言点,同时明显增加了语法项目数量,并将话题功能纳入语法解释。在功能项目设置上,第三版教材功能项目数量是第一版的近两倍,并对功能项目进行了层级关系的细化,使功能项目类别更加清晰。此外,我们还分析了教师使用教材时面临的共性问题,如高度抽象的句型表达式掩盖句型内部的语义差异,且生成性不足。教材存在"话题—句型—功能"三者关联失调的情况,表现为话题与功能关联不够,核心句与目标功能匹配度不足,教材在功能项目确定上也有欠合理之处。此外,教材中功能项目都是以"微观交际功能"的形式出现,缺少功能项目的"互动模式"。

This paper gives a comparison of the first edition and third edition of New Practical Chinese Textbook, and analyzes the relevant inheritance and development from the teaching concepts, the arrangement of grammatical items and functional items. It concludes that the third edition strengthens the first edition＇s core concept of ＂focus on the teaching of language structures＂, which finds expression in the rearrangement of the modules, emphasis on the teaching of sentence patterns, the best possible integration of grammar teaching with grammar practice as well as more new modules and exercises for better communication-based and task-based activities with features of the functional approach. The third edition has more grammatical items like the topical function and explains them based on the on-the-spot principle. The functional items in the third edition are almost doubled, and are clearly arranged in a hierarchical order. Besides, it also analyzes the common teaching problems such as highly abstract sentence patterns that cover their semantic differences and have a weak genera- tive capacity. The weaknesses include the poor connection among the topic, the sentence pattern and the function, or between the core sentence and the target function, an unreasonable choice of functional items in the form of ＂micro-communicative function＂, and the lack of an interactive mode.