The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese˙Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese˙The selecting of keywords/phrases in thetextbooks is greatly in line with vocabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks In recent years, the background of learners has become diversified, and the number of self-study students of elementary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards school l
內容簡介 ˙The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL ˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese ˙Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts ˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese ˙The selecting of keywords/phrases in thetextbooks is greatly in line with vocabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks In recent years, the background of learners has become diversified, and the number of self-study students of elementary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards s
