This book is written based on the investigation and trial use. Today, the module of teaching Chinese as a foreign language has changed from E-learning to B-learning. Guided by the idea of blended learning, this book combines traditional classroom teaching with digital learning, and integrates face-to-face learning with online learning, teacher-centered idea with student-centered idea.

 

This book includes a textbook and a student reference book, with the audio-visual materials provided. Both the textbook and student reference book are composed of two volumes, each with 10 units, including education, life, current affairs, society, culture, finance and trade, entertainment, physical education, science and technology, and environment, etc. Each of the ten units is composed of four modules. All the contents, which are connected but have different priorities, focus on one topic. As teaching materials, the news pays much attention to timeliness, and emphasizes the text structures, commonly-used words and expressions. It involves a variety of corpora, with equal attention paid to authenticity and practicability. 

Liu Chang (1976—), works at the College of Chinese Studies in Beijing Language and Culture University, has been engaged in undergraduate and graduate teaching for many years in the field of international Chinese teaching, with experience in Spain, Singapore, Thailand and other places. At present, she is committed to the textbooks and teaching in Chinese as a foreign language course, the study of ancient Chinese Philology and Critical Interpretation of Ancient Texts and published a number of related papers and co-edited a number of textbooks: Er Ya Chinese ? Elementary Chinese: Comprehensive Course, HSK Standard Course, International Student Grading Reading Guide, for example.

Teachers can use the book based on the teaching time and students’ proficiency. We usually suggest the intensive listening part (Module 1) should be carried out in class; and the pre-listening part (Module 1) and extensive reading part (Module 3) can be handled with flexibility. For advanced students who do not spend much time in class, the pre-listening part can be finished out the class; and the practice part (Module 4) need to be finished after class, so as to fully implement the teaching idea of “learning in use”. Students can choose time and methods to make self- examinations and self-evaluations.