Details
Target Audience(Age): College, Adults
Target Audience(Language): Advanced
The New Silk Road “Chinese + Vocational Skills” is a series of Chinesetextbooks for specialized and vocational purposes that combine professional andvocational technologies with Chinese as a second language. The textbooks aredeveloped with a view of meeting the basic communication needs of learners ingeneral Chinese environment, and their professional learning needs andworkplace demands as well.
This series adopts a Chinese teaching and textbook compilation modelcombining special language skills and vocational skills training. Starting fromthe basic phonetic knowledge learning and job cognition at the elementarylevel, this series integrates “Chinese + Vocational Skills” into the workingscene dialogues, breaking down the job into various tasks, solving lexicalcognition problems by means of picture cognition, solving the problem of themismatch between learners’ mastery of Chinese vocabulary and professionalskills by means of displaying videos, stressing the practicality of skills, andfocusing on “learning by doing”.
The series includes the textbooks for six popular majors such as logisticsmanagement, automotive service engineering technology, e-commerce,mechatronics, computer networking, and hotel management, with each majorconsisting of the textbooks at the elementary, intermediate and advancedlevels. Each volume contains 10 units, with each unit consisting of modulessuch as “Phonics/Chinese Character, Texts, Communicative Phrases, PracticalTraining, Summary”.
This volume is the Chinese + Computer Networking Technology(Advanced).
About the Author
The New Silk Road “Chinese + Vocational Skills” Series Writing Committee iscomposed of experts from the Centre for Language Education and Cooperation ofthe Ministry of Education and the Nanjing Vocational University of IndustryTechnology. The writing committee has realized the organic integration of “Chinese+ Vocational Skills” from the perspective of international Chinese languageteaching materials and vocational characteristics. Meanwhile, it has realizedthat Chinese language teaching provides guarantee for vocational education andvocational education injects energy into Chinese language education, which arecomplementary to each other. On the basis of vocational competence standards,the construction of vocational Chinese language competence can be promoted incombination with the needs of enterprises, which can solve the direct needs oflocal enterprises in the fastest way, build a feasible language developmentenvironment that meets the interests of all parties, and maximize the promotionof both sides to achieve consensus in language, technology and ideology, thuspromoting the construction of a community with a shared future for mankind.
Editorial Review
1. Language knowledge skills and professionalknowledge skills go hand in hand to meet the
demands of current popular and urgently needed jobpositions;
2. It adopts the thematic content organization andtask-based teaching design.
3. Language knowledge and professional knowledgerecur scientifically and efficiently, language skills and professional skillsspiral upward, and the situational stage, semantic framework, and ontologyinput methods cooperate with each other;
4. Professional knowledge and skills are visualized,using a lot of pictures and videos;
5. It addresses the mismatch between the difficultyof language learning and that of mastering skills by supplementing withpractical videos and practical training.
Suggestion
This series is suitable for long-term or short-termstudents who come to China to learn Chinese and advanced skills with zerolanguage basis and zero skill basis, as well as for foreign students inoverseas Chinese-invested enterprises.
Every volume contains 10 units with each unit allocating 12 to 14 class hours.
1. The notes and explanations in the textbooks focuson conciseness, practicality, and the training of listening and speakingskills. The grammar knowledge involved in the textbook can be detailed andsupplemented by teachers as the case may be.
2. “Unit Practical Training” can be used as aclassroom exercise after the texts and language points, preferably to becompleted in two class hours. Teachers should guide students to complete thetraining tasks step by step. Students are not required to read and understandthe training steps. It is important that teachers guide students to achieve thegoal of mastering professional skills.
3. “Unit Summary” summarizes the keywords and corecontent of the entire unit. Through listening and speaking exercises, this partcan better help learners understand the core tasks of this unit.
4. Teachers should make full use of the exercisesdesigned in the textbooks during class, and guide the learners to listen moreand practice more, combine listening and speaking, and integrate learning withpractice.
Teachers should lead learners to proficiently readthe texts aloud, asking them to recite the keywords, sentences and classroomexpressions in each unit.
