The New Silk Road “Chinese + Vocational Skills” is a series of Chinese textbooks for specialized and vocational purposes that combine professional and vocational technologies with Chinese as a second language. The textbooks are developed with a view of meeting the basic communication needs of learners in general Chinese environment, and their professional learning needs and workplace demands as well.

This series adopts a Chinese teaching and textbook compilation model combining special language skills and vocational skills training. Starting from the basic phonetic knowledge learning and job cognition at the elementary level, this series integrates “Chinese + Vocational Skills” into the working scene dialogues, breaking down the job into various tasks, solving lexical cognition problems by means of picture cognition, solving the problem of the mismatch between learners’ mastery of Chinese vocabulary and professional skills by means 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 logistics management, automotive service engineering technology, e-commerce, mechatronics, computer networking, and hotel management, with each major consisting of the textbooks at the elementary, intermediate and advanced levels. Each volume contains 10 units, with each unit consisting of modules such as “Phonics/Chinese Character, Texts, Communicative Phrases, Practical Training, Summary”.

This volume is the Chinese + Mechatronics (Elementary).

Edited by the compilation committee of New Silk Road “Chinese + Vocational Skills” Series

Xie Yonghua is the president of Nanjing Vocational University of Industry Technology, and a professor and doctoral supervisor of School of Computer Science of Nanjing University of Information Science & Technology. Concurrently, he is the chairman of Vocational Education Branch of China Education Association for International Exchange (CEAIE) and deputy director of the Teaching Guidance Committee for National Vocational Education in Mechanical Engineering, and has engaged in the management of vocational colleges and universities as well as scientific research on the theory and application of pattern recognition for a long time. He has presided over 10 scientific research projects above provincial and ministerial levels and over 4 national quality courses and provincial and ministerial teaching research and reform projects, published more than 100 scientific research papers, and won the first prize of National Teaching Achievement Award.

Du Zenghui, graduated from the International College for Chinese Studies of Nanjing Normal University, has a Master’s degree and is an associate professor. Her research mainly focuses on the differences between Chinese and Western language and culture. She has been deeply engaged in “Chinese + Vocational Education" for many years, with fifteen years of international Chinese language teaching experience. She has won the first prize of Teachers’ Teaching Ability Competition of Jiangsu Province, Advanced Individual in International 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 level for a number of times. She has published more than 20 papers, and presided over and participated in 6 projects above the provincial and ministerial levels in recent years, and published 25 textbooks and 1 monograph.

Yan Jun, an English lecturer at Nanjing Vocational University of Industry Technology, focuses his research on foreign linguistics and applied linguistics. With 5 years’ experience in international Chinese language teaching, he published 15 papers in journals above the provincial level, assumed the leadership of 3 municipal and departmental projects and complied 2 textbooks.

 Rui Hongyan, a senior lecturer at Nanjing Vocational University of Industry Technology, majors in mechanical and electronic engineering technology. Her research areas are mechanical and electronic engineering, and dual education in Germany. With 10 years’ experience in international Chinese language teaching, she is the member of the first “Huang Danian Teacher Team of National Universities” and has won the first prize of Teaching Achievement in Jiangsu Province; the second prize of National Teaching Achievement. Under her supervision, her students won the second prize in the BRICS World Competition in Russia. She compiled two textbooks and is responsible for curriculum development and compilation for SGAVE-BOSCH Project--the Sino-German Advanced Manufacturing Project of Ministry of Education.

1. Language knowledge skills and professional knowledge skills go hand in hand to meet the

demands of current popular and urgently needed job positions;

2. It adopts the thematic content organization and task-based teaching design.

3. Language knowledge and professional knowledge recur scientifically and efficiently, language skills and professional skills spiral upward, and the situational stage, semantic framework, and ontology input 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 difficulty of language learning and that of mastering skills by supplementing with practical videos and practical training.

1. The notes and explanations in the textbooks focus on conciseness, practicality, and the training of listening and speaking skills. The grammar knowledge involved in the textbook can be detailed and supplemented by teachers as the case may be.

2. “Unit Practical Training” can be used as a classroom exercise after the texts and language points, preferably to be completed in two class hours. Teachers should guide students to complete the training tasks step by step. Students are not required to read and understand the training steps. It is important that teachers guide students to achieve the goal of mastering professional skills.

3. “Unit Summary” summarizes the keywords and core content of the entire unit. Through listening and speaking exercises, this part can better help learners understand the core tasks of this unit.

4. Teachers should make full use of the exercises designed in the textbooks during class, and guide the learners to listen more and practice more, combine listening and speaking, and integrate learning with practice.

5. Teachers should lead learners to proficiently read the texts aloud, asking them to recite the keywords, sentences and classroom expressions in each unit.