Details
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 lexical cognitionproblems by means of picture cognition, solving the problem of the mismatchbetween learners’ mastery of Chinese vocabulary and professional skills bymeans of displaying videos, stressing the practicality of skills, and focusing 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 NetworkingTechnology (Elementary).
About the Author
Edited by the compilation committee of New Silk Road “Chinese +Vocational Skills” Series
Xie Yonghua is the president of Nanjing Vocational University ofIndustry Technology, and a professor and doctoral supervisor of School ofComputer Science of Nanjing University of Information Science & Technology.Concurrently, he is the chairman of Vocational Education Branch of ChinaEducation Association for International Exchange (CEAIE) and deputy director ofthe Teaching Guidance Committee for National Vocational Education in MechanicalEngineering, and has engaged in the management of vocational colleges anduniversities as well as scientific research on the theory and application ofpattern recognition for a long time. He has presided over 10 scientificresearch projects above provincial and ministerial levels and over 4 nationalquality courses and provincial and ministerial teaching research and reformprojects, published more than 100 scientific research papers, and won the firstprize of National Teaching Achievement Award.
Du Zenghui, graduated from the International College for ChineseStudies of Nanjing Normal University, has a Master’s degree and is an associateprofessor. Her research mainly focuses on the differences between Chinese andWestern language and culture. She has been deeply engaged in “Chinese +Vocational Education"" for many years, with fifteen years of internationalChinese language teaching experience. She has won the first prize of Teachers’Teaching Ability Competition of Jiangsu Province, Advanced Individual inInternational Chinese Language Education Management in Jiangsu Province,Outstanding Instructor in Chinese Bridge Competition for University Students,and has been awarded the Outstanding Instructor Award at the provincial levelfor a number of times. She has published more than 20 papers, and presided overand participated in 6 projects above the provincial and ministerial levels inrecent years, and published 25 textbooks and 1 monograph.
DingJibin, professor and research senior engineer, had graduated from Xi’an HighwayInstitute, majoring in Automobile and Tractor. His research focuses onautomotive testing and intelligent connected vehicle. Professor Ding has morethan 30 years of teaching experience in automotive. He has won the first prizeof National Teaching Achievement in 2018, instructed students to win the firstprize at national level in skill competitions for 6 times, published more than60 papers, and presided over 8 provincial and ministerial level projects.Furthermore, he has published 10 textbooks (including 1 during the 12thFive-Year Plan, 1 during the 13th Five-Year Plan and 1 during the 14thFive-Year Plan) and 1 translation work.
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 suitablefor long-term or short-term students who come to China to learn Chinese andadvanced skills with zero language basis and zero skill basis, as well as forforeign students in overseas Chinese-invested enterprises.
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.
5. Teachers should lead learners to proficiently readthe texts aloud, asking them to recite the keywords, sentences and classroomexpressions in each unit.
* Every volume contains 10 units with each unit allocating 8 to 10 class hours.
