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 + E-commerce (Advanced).

The New Silk Road “Chinese + Vocational Skills” Series Writing Committee is composed of experts from the Centre for Language Education and Cooperation of the Ministry of Education and the Nanjing Vocational University of Industry Technology. The writing committee has realized the organic integration of “Chinese + Vocational Skills” from the perspective of international Chinese language teaching materials and vocational characteristics. Meanwhile, it has realized that Chinese language teaching provides guarantee for vocational education and vocational education injects energy into Chinese language education, which are complementary to each other. On the basis of vocational competence standards, the construction of vocational Chinese language competence can be promoted in combination with the needs of enterprises, which can solve the direct needs of local enterprises in the fastest way, build a feasible language development environment that meets the interests of all parties, and maximize the promotion of both sides to achieve consensus in language, technology and ideology, thus promoting the construction of a community with a shared future for mankind.

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.

This series is suitable for long-term or short-term students who come to China to learn Chinese and advanced skills with zero language basis and zero skill basis, as well as for foreign students in overseas Chinese-invested enterprises.

Every volume contains 10 units with each unit allocating 10 to 12 class hours.

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.