Volume 10,Issue 9
Deep Integration of German Language Teaching and Mechanical Engineering Knowledge: A Curriculum Reform Practice in Sino-German Cooperative Education Programs
Against the background of the integration between the “Made in China 2025” strategy and Germany’s “Industry 4.0” initiative, mechanical engineering programs in Sino-German cooperative education urgently need to address the separation between language education and professional training. Based on the concept of Content and Language Integrated Learning (CLIL), this study incorporates constructivist learning theory, intercultural communication competence theory, and Outcome-Based Education theory to explore approaches for deeply integrating German language instruction with mechanical engineering education. A three-stage progressive and modular curriculum framework consisting of “foundation-core-advanced” was developed. Meanwhile, localized teaching guidelines and case databases were developed, and a collaborative teaching mechanism involving professional instructors and German language teachers was established. In response to challenges such as institutional barriers and resource constraints, corresponding strategies, including the supervision of joint teaching committees and comprehensive support throughout the educational process, were proposed. The proposed reform approach facilitates the simultaneous development of students’ language proficiency and professional understanding, strengthens their ability to solve complex engineering problems in German, and provides a practical framework for transforming international cooperative education from a “simple combination” toward “deep integration.”
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