Unit 1
Further reading
?Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000
?How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1
?Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989
?How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15
?Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995
?How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .
?How to teach speaking: Harmer, J. The Practice of English Language Teaching .new edition. Longman 1991. Chapter 8
?How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981
Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10
How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.
Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8
?How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.
?Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003
?《外语教学法丛书》20本Shanghai Foreign Language Education Press
The structural view
The structural view sees language as a linguistic system.
The system of language = the system of sounds +
the system of words +
the system of grammar
The functional view
(The functional-notional view)
The functional view sees language as
a linguistic system
and as
a means for doing things
The interactional view
The interactional view sees language as
a communicative tool
(to build up and maintain relations between people).
?The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.
?The target of language learning is learning to initiate and maintain conversation with other people
Two things are needed for communication
?Rules of language form (grammar & vocabulary)
?Rules of language use in a context (Is it appropriate to use this language item in this context?)
Views on Language Learning
Behaviorism
Three basic behaviorist ideas about learning
?1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.
?2. Habit formation (Skinner and the sporty pigeon)
?3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning
?Environment: an event, a situation or another person (teacher or parent)
Environment Organism
The Cognitive theory
?Chomsky:
?Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)
?There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )
Students should be asked to think rather than simply repeat.
Constructivist views
?Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.
?Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.
Social constructivism
?Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.
Vygotsky’s theory
?Vygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.
?Vygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.
scaffolding
?Scaffolding: the technique of changing the level of support over the course of a teaching session; a more-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.
?Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.
Teaching grammar
Grammar teaching depends on certain variables(learner and ins t ructional ) in the language teaching/learning context
Grammar presentation methods
-deductive method: relies on reasoning, analyzing and comparing
teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the rules.Advantages:good for selected and motivate students;save time to explain complex rules;increase students’ confidence in examination.Disadvantages:grammar is taught isolated ly;little attention is paid to meaning;the practice is often mechanical
-inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advantages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in context.Disadvantages:the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily
-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)
Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways.Learning and acquiring (second language acquisition theory)
The synthesis approaches to grammatical pedagogy:
Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.
Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.
Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.
Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.
Grammar practice:Pre-learning;Volume and repetition:Success-orientation.Heterogeneity .Teacher assistance.Interest
1.Mechanical practice:activities that are aimed at form accuracy.By doing mechanical practice,students pay repeated attention to a key element in a structure.form of practice:Substitution and transformation drills
2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are use d in the process.
https://www.doczj.com/doc/e54246036.html,ing prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.
A good presentation should include both oral and written and form and meaning Visual materials can aid comprehension
It’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.
Teaching vocabulary
The first question need to know is what does knowing a word involve.
A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)
Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among words
Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects
Connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something.
Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.
Synonyms refer to items that mean the same, or nearly the same.Antonyms refer to items that mean the opposite of a word.
Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabulary
Passive vocabulary: the words they know.Active vocabulary: the words they use
So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use.
Ways of consolidating vocabulary:labelling,spot the difference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using word net-work,using the Internet resources for some ideas
Developing vocabulary building strategies:review regularly,guess meaning from context, Organize vocabulary effectively,using a dictionary,manage strategy use
Teaching listening
Listening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors
A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listening
Listening and reading are receptive skills, but listening can be more difficult than reading.
Different speakers produce the same sounds in different ways
The listener has little or no control over the speed of the input of spoken material;
Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;
The listener cannot pause to work out the meaning of the heard material as can be done when reading; Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly;
The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions.
Characteristics of the listening process,formal or informal?rehearsed or non-rehearsed?can the listener interact with the speaker or not?
Listening characteristics:Spontaneity,Context,visual clues,listener’s response,speaker’s adjustment Listening purpose:for social reasons,to obtain and exchange information
Principles and models of teaching listening
Focus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they he ar to what they already know;it’s also possible to hear people talking without paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)
Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriately
Designing listening activity:give a clear purpose, a specific task,an appropriate context for doing them Bottom-up model:Listening comprehension is believed to start with sound and meaning recognitions.In other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.
Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised.In other words,listening comprehension involves ‘knowledge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is avail able within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the talk.prior knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memory
Pre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for the gist and specific information
小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
河南特岗招教考试大题知识点总结 一、教师任务：教师是学校教育工作的主要实施者，根本任务是教书育人。 二、教师素养：（一）教师的职业道德素养：1.对待事业：忠于人民的教育事业(a.依法执教，严谨治教;b.爱岗敬业，廉洁从教)；2.对待学生：热爱学生(热爱学生是教师职业道德的核心)；3.对待集体：团结协作(a.相互支持、相互配合；b.严于律己，宽以待人；c.弘扬正气，摒弃陋习)；4.对待自己：为人师表(良好的道德修养a.高度自觉，自我监控；b.身教重于言教)；（二）教师的知识素养：1.政治理论修养；2.精神的学科专业知识；3.广博的科学文化知识；4.必备的教育科学知识；（三）教师的能力素养：1.语言表达能力；2.教育教学能力；3.组织管理能力；4.自我调控和自我反思能力(较高的教育机智)；（四）职业心理健康：1.高尚的师德；2.愉悦的情感；3.良好的人机关系；4.健康的人格。 三、学生的特点：1.学生是教育的对象(客体，学生具有可塑性、依赖性、向师性)；2.学生是自我教育和发展的主体(学生的主观能动性表现在：自觉性、独立性、创造性)；3.学生是发展中的人。 四、现代学生观：1.学生是发展中的人，要用发展的观点认识学生；2.学生是独特的人；3.学生是具有独立意义的人(a.每个学生都是独立于教师的头脑之外，不以教师的意志为转移的客观存在；b.学生是学习的主体；c.学生是责权主体)。 五、师生关系类型：1.专制型师生关系；2.放任型师生关系；3.民主型师生关系(理想的师生关系类型)。 六、我国新型的师生关系：1.尊师爱生；2.民主平等；3.教学相长；4.心理相容。 七、良好师生关系建立的途径与方法？(一)教师应从以下几个方面努力：1.了解和研究学生；2.树立正确的学生观；3.热爱、尊重学生，公平对待学生；4.提高教师自身的素质；5.发扬教育民主；6.主动与学生沟通，善于与学生交往；7.正确处理师生矛盾；8.提高法制意识，保护学生的合法权利；(二)学生应作的努力：1.正确认识自己，加强自身的道德素养，规范自己的行为；2.正确认识老师，积极与老师沟通；(三)最后还应从加强校园文化建设和加强学风教育等方面努力。 八、教学过程的基本规律：(一)间接经验与直接经验相结合(间接性规律)：1.以间接经验为主是教学活动的主要热点；2.学生学习间接经验要以直接经验为基础；3.贯彻直接经验与间接经验相统一的规律，要防止两种倾向；(二)教师主导作用与学生主体作用相统一(双边性规律)：1.充分发挥教师的主导作用；2.充分发挥学生主体参与教学的能动性；3.教师的主导作用和学生主体作用之间的关系；4.贯彻教师主导作用与学生主体作用相统一的规律，要防止两种倾向；(三)掌握知识和发展智力相统一(发展性规律)：1.知识和智力是两个不同的概念；2.传授知识与发展智力二者是相互统一和相互促进的；3.要使知识的掌握真正促进智力的发展是有条件的；4.贯彻掌握知识和发展智力相统一的规律，要防止两种倾向；(四)传授知识与思想品德教育相统一(教育性规律)：1.知识是思想品德形成的基础；2.思想品德的提高为学生积极地学习知识提供动力； 3.贯彻传授知识和思想品德教育相统一的规律时，必须注意的问题。 九、我国目前中小学主要的教学原则：1.思想性(教育性)和科学性相统一的原则；2.理论联系实际原则；3.直观性原则；4.启发性原则；5.循序渐进原则；6.巩固性原则；7.因材施教原则；8.量力性原则。 十．常用的教学方法：(一)以语言传递为主的教学方法：1.讲授法；2.谈话法；3.讨论法；读书指导法；(二)以直观感知为主的教学方法：1.演示法；2.参观法；(三)以实际训练为主的教学方法：1.练习法；2.实验法； 3.实习作业法； 4.实践活动法；(四)以引导探究为主的方法：发现法；(五)以情感陶冶为主的教学方法：1.欣赏教学法；2.情境教学法。
1-1衡量传感器静态特性的主要指标。说明含义。 1、线性度——表征传感器输出-输入校准曲线与所选定的拟合直线之间的吻合(或偏离)程度的指标。 2、回差(滞后)—反应传感器在正(输入量增大)反(输入量减小)行程过程中输出-输入曲线的不重合程度。 3、重复性——衡量传感器在同一工作条件下,输入量按同一方向作全量程连续多次变动时,所得特性曲线间一致程 度。各条特性曲线越靠近,重复性越好。 4、灵敏度——传感器输出量增量与被测输入量增量之比。 5、分辨力——传感器在规定测量范围内所能检测出的被测输入量的最小变化量。 6、阀值——使传感器输出端产生可测变化量的最小被测输入量值,即零位附近的分辨力。 7、稳定性——即传感器在相当长时间内仍保持其性能的能力。 8、漂移——在一定时间间隔内,传感器输出量存在着与被测输入量无关的、不需要的变化。 9、静态误差(精度)——传感器在满量程内任一点输出值相对理论值的可能偏离(逼近)程度。 1-2计算传感器线性度的方法,差别。 1、理论直线法:以传感器的理论特性线作为拟合直线,与实际测试值无关。 2、端点直线法:以传感器校准曲线两端点间的连线作为拟合直线。 3、“最佳直线”法:以“最佳直线”作为拟合直线,该直线能保证传感器正反行程校准曲线对它的正负偏差相等并 且最小。这种方法的拟合精度最高。 4、最小二乘法:按最小二乘原理求取拟合直线,该直线能保证传感器校准数据的残差平方与最小。 1-3什么就是传感器的静态特性与动态特性？为什么要分静与动？ (1)静态特性:表示传感器在被测输入量各个值处于稳定状态时的输出-输入关系。 动态特性:反映传感器对于随时间变化的输入量的响应特性。 (2)由于传感器可能用来检测静态量(即输入量就是不随时间变化的常量)、准静态量或动态量(即输入量就是随时间变化的变量),于就是对应于输入信号的性质,所以传感器的特性分为静态特性与动态特性。 1—4 传感器有哪些组成部分？在检测过程中各起什么作用？ 答:传感器通常由敏感元件、传感元件及测量转换电路三部分组成。 各部分在检测过程中所起作用就是:敏感元件就是在传感器中直接感受被测量,并输出与被测量成一定联系的另一物理量的元件,如电阻式传感器中的弹性敏感元件可将力转换为位移。传感元件就是能将敏感元件的输出量转换为适于传输与测量的电参量的元件,如应变片可将应变转换为电阻量。测量转换电路可将传感元件输出的电参量转换成易于处理的电量信号。 1-5传感器有哪些分类方法？各有哪些传感器？ 答:按工作原理分有参量传感器、发电传感器、数字传感器与特殊传感器;按被测量性质分有机械量传感器、热工量传感器、成分量传感器、状态量传感器、探伤传感器等;按输出量形类分有模拟式、数字式与开关式;按传感器的结构分有直接式传感器、差分式传感器与补偿式传感器。 1-6 测量误差就是如何分类的？ 答:按表示方法分有绝对误差与相对误差;按误差出现的规律分有系统误差、随机误差与粗大误差按误差来源分有工具误差与方法误差按被测量随时间变化的速度分有静态误差与动态误差按使用条件分有基本误差与附加误差按误差与被测量的关系分有定值误差与积累误差。 1-7 弹性敏感元件在传感器中起什么作用？ 答:弹性敏感元件在传感器技术中占有很重要的地位,就是检测系统的基本元件,它能直接感受被测物理量(如力、位移、速度、压力等)的变化,进而将其转化为本身的应变或位移,然后再由各种不同形式的传感元件将这些量变换成电量。1-8、弹性敏感元件有哪几种基本形式？各有什么用途与特点？ 答:弹性敏感元件形式上基本分成两大类,即将力变换成应变或位移的变换力的弹性敏感元件与将压力变换成应变或位移的变换压力的弹性敏感元件。 变换力的弹性敏感元件通常有等截面轴、环状弹性敏感元件、悬臂梁与扭转轴等。实心等截面轴在力的作用下其位移很小,因此常用它的应变作为输出量。它的主要优点就是结构简单、加工方便、测量范围宽、可承受极大的载荷、缺点就是灵敏度低。空心圆柱体的灵敏度相对实心轴要高许多,在同样的截面积下,轴的直径可加大数倍,这样可提高轴的抗弯能力,但其过载能力相对弱,载荷较大时会产生较明显的桶形形变,使输出应变复杂而影响精度。环状敏感元件一般为等截面圆环结构,圆环受力后容易变形,所以它的灵敏度较高,多用于测量较小的力,缺点就是圆环加工困难,环的各个部位的应变及应力都不相等。悬臂梁的特点就是结构简单,易于加工,输出位移(或应变)大,灵敏度高,所以常用于较小力的测量。扭转轴式弹性敏感元件用于测量力矩与转矩。 变换压力的弹性敏感元件通常有弹簧管、波纹管、等截面薄板、波纹膜片与膜盒、薄壁圆筒与薄壁半球等。弹簧管可以把压力变换成位移,且弹簧管的自由端的位移量、中心角的变化量与压力p成正比,其刚度较大,灵敏度较小,但过载能力强,常用于测量较大压力。波纹管的线性特性易被破坏,因此它主要用于测量较小压力或压差测量中。 Z-1 分析改善传感器性能的技术途径与措施。
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
人物、著作、主张 1.利托尔若（法，社会学家）、沛西*能（英，教育学家），“生物起源说”（教育是 一种生物现象，不是人类所特有的社会现象）。第一个正式提出的有关教育起源的学说，标志着在教育起源上开始转向科学解释。否认社会属性，不科学。P6 2.孟禄（美，教育学家），“心理起源说”（教育起源于日常生活中儿童对成人无意 识的模仿）。否认社会属性，不科学。P6 3.苏格拉底，“产婆术”或“苏格拉底法”或“问答式教学法”。（后人概括为四部 分：讽刺“助产术”，归纳，定义）P20 4.柏拉图，《理想国》，培养的最高目标：哲学家兼政治家——哲学王。P20 5.亚里士多德，①《政治学》，在教育史上首次提出“教育遵循自然”；P20②《论 灵魂》，是历史上第一部论述各种心理现象的著作P250 6.昆体良（古罗马，教学法大师）①西方教育史上第一个专门论述教育问题的教 育家 P21 ②《雄辩术原理》《论演说家的教育》，西方最 早的教育著作，古代西方第一部教学法论著 ③对班级授课制进行一些阐释，这是班级授课 制思想的萌芽 7.夸美纽斯（捷克，教育家），《大教学论》教育学开始形成一门独立学科的标志， 被认为是近代第一本教育学著作，最早从理论上对班级授课制作了阐述，为班级授课制奠定了理论基础。P161 主要教学观点：①教育目的：为人的永生做准备，又有现实目的。 P21 ②“泛智”教育：普及教育的思想，“把一切事物教给一
切人。” ③教育适应自然：该原则是贯穿夸美纽斯整个教育体系的一条根本性的指导性原则。 ④学制系统：分别四个时期。 ⑤教学原则：提出并论述了直观性P152、系统性P153、 量力性、巩固性P154和自觉性等。 7.卢梭（法国，启蒙思想家、哲学家、教育家、文学家）， ①《爱弥儿》《忏悔录》；P21 ②“教育上的哥白尼”； ③自然主义教育思想（被誉为“旧教育”和“新教育”的分水岭）； ④个人本位论P56（关于教育目的确立的理论）； ⑤儿童（学生）中心论（杜威，师生关系两种对立的观点）P100 主要观点：①教育的任务：使学生“归于自然”，这是其自然主义教育的核心 ②把儿童的发展和教育划分四个阶段：婴儿期、儿童期、青年期、青春期。 9.康德（德，哲学家，唯心主义），①理性主义教育思想的主要倡导者和践行者； ②《康德论教育》，认为自由式道德教育的最高目的；③是最早在大学开设教育 学讲座的有影响的学者之一，最早的教育学课程——哥尼斯堡大学1774年。P22 10.特拉普（德，教育家）——最早的教育学教授。1779年，哈勒大学。P22 11.裴斯泰洛奇（瑞士，民主主义教育家和教育改革家），《林哈德与葛笃德》 ①西方教育史上，第一个明确提出“教育心理学化”口号；P22 ②要素教育论是他教学理论体系的重心；
传感器知识点 一、电阻式传感器 1) 电阻式传感器的原理：将被测量转化为传感器电阻值的变化，并加上测量电路。 2) 主要的种类：电位器式、应变式、热电阻、热敏电阻 应变电阻式传感器 1) 应变：在外部作用力下发生形变的现象。 2) 应变电阻式传感器：利用电阻应变片将应变转化为电阻值的变化 a. 组成：弹性元件+电阻应变片 b. 主要测量对象：力、力矩、压力、加速度、重量。 c. 原理：作用力使弹性元件形变发生应变或位移应变敏感元件电阻值变化通过测 量电路变成电压等点的输出。 3) 电阻值：A L R ρ= (电阻率、长度、截面积)。 4) 应力与应变的关系：εσE =(被测试件的应力=被测试件的材料弹性模量*轴向应变) 5) 应力与力和受力面积的关系：（面积） （力） （应力）A F = σ 6) 应变片的种类：
种类金属电阻应变片（应变为主）半导体电阻应变片（压阻为主）灵敏度 优点散热好允许通过较大电流 电阻应变的温度补偿：电桥补偿 应注意的问题： a.R3=R4； b.R1与R2应有相同的温度系数、线膨胀系数、应变灵敏度、初值； c.补偿片的材料一样，个参数相同； d.工作环境一样； 测量电路：直流电桥、交流电桥 直流电桥交流电桥 平衡条件R1R4=R2R3 输出电压
典型应用 种类被测量 电阻式力传感器荷重或力 电阻式压力传感器流动介质 ~液体重量传感器容器内液体的重量 ~加速度传感器加速度 ~差压传感器气动测量 二、电感式传感器 1)电感式传感器的原理：将输入物理量的变化转化为线圈自感系数L或互感系数M的 变化。 2)种类：变磁阻式、变压器式、电涡流式。 3)主要测量物理量：位移、振动、压力、流量、比重。 变磁阻电感式传感器 1)原理：衔铁移动导致气隙变化导致电感量变化，从而得知位移量的大小方向。
英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.doczj.com/doc/e54246036.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
《教育知识与能力》考点梳理 第一章教育基础知识和基本原理 专题一教育与教育学 ◆考点 1：“教育”一词的由来：“教育”一词最早见于《孟子·尽心上》。 ◆考点 2：教育的概念 从广义上说，凡是增进人的知识和技能、发展人的智力和体力、影响人的思想和品德的活动都称之为教育。它包括社会教育、学校教育和家庭教育。狭义的教育主要指学校教育，是教育者根据一定的社会要求，有目的、有计划、有组织地对受教育者施加影响，促使他们朝着所期望的方向发展的活动。 ◆考点 3：学校教育的三要素 1.教育者（主导） 2.受教育者（主体） 3.教育影响（中介）--教育内容和教育手段 ◆考点 4：教育的属性 1.教育的本质属性 教育是一种有目的地培养人的社会活动。它有以下四方面的特点： （1）教育是以人的培养为直接目标的社会实践活动。 （2）教育是有意识、有目的地进行。
（3）存在教育的基本三要素。 2.教育的社会属性 （1）永恒性（2）历史性（3）相对独立性 ◆考点 5：教育的起源 ※巧记：“本能生利息（西），心源美梦（孟）” ◆考点 6：原始社会教育的特点
（1）无等级性； （2）教育与生产劳动、社会生活融洽在一起----紧密集合；（3）教育内容简单，教育方法单一。 ◆考点 7：古代社会的教育
古代学校教育的基本特征是： （1）古代学校教育与生产劳动相脱离，具有非生产性。 （2）具有阶级性；封建社会的学校还具有等级性。 （3）表现出道统性、专制性、刻板性和象征性。 （4）古代学校教育初步发展。 ◆考点 8：20 世纪以后的教育 1．20 世纪以后教育的新特点 （1）教育的终身化。（2）教育的全民化。（3）教育的民主化。（4）教育的多元化。（5）教育的现代化。 ※巧记：“全民多现终” 2．现代教育发展趋势 第一，加强学前教育并重视与小学教育的衔接。 第二，强化普及义务教育、延长义务教育年限。 第三，普通教育与职业教育朝着相互渗透的方向发展。 第四，高等教育的类型日益多样化。 第五，学历教育与非学历教育的界限逐渐淡化。
绪论 一、传感器的定义、组成、分类、发展趋势 能够感受规定的被测量并按照一定规律转换成可用输出信号的器件或装置，通常由敏感元件和转换元件构成。 如果传感器信号经信号调理后，输出信号为规定的标准信号（0~10mA,4~20mA;0~2V,1~5V;…），通常称为变送器， 分类： 按照工作原理分，可分为：物理型、化学型与生物型三大类。物理型传感器又可分为物性型传感器和结构型传感器。 按照输入量信息： 按照应用范围： 传感器技术: 是关于传感器的研究、设计、试制、生产、检测和应用的综合技术. 发展趋势: 一是开展基础研究，探索新理论，发现新现象，开发传感器的新材料和新工艺；二是实现传感器的集成化、多功能化与智能化。 1．发现新现象； 2．发明新材料； 3．采用微细加工技术； 4．智能传感器； 5．多功能传感器； 6．仿生传感器。 二、信息技术的三大支柱 现在信息科学（技术）的三大支柱是信息的采集、传输与处理技术，即传感器技术、通
信技术和计算机技术。 课后习题 1、什么叫传感器，它由哪几部分组成？它们的作用与相互关系？ 传感器(transducer/sensor)：能感受规定的被测量并按照一定的规律转换成可用输出信号的器件或装置（国标GB7665—2005）。通常由敏感元件和转换元件组成。 敏感元件：指传感器中能直接感受或响应被测量并输出与被测量成确定关系的其他量(一般为非电量)部分。 转换元件：指传感器中能将敏感元件感受或响应的被测量转换成适于传输或测量的可用输出信号(一般为电信号)部分。 信号调理电路(Transduction circuit) ：由于传感器输出电信号一般较微弱，而且存在非线性和各种误差，为了便于信号处理，需配以适当的信号调理电路，将传感器输出电信号转换成便于传输、处理、显示、记录和控制的有用信号。 第一章 传感器的一般特性 1. 传感器的基本特性 动态特性 静态特性 2. 衡量传感器静态特性的性能指标 （1） 测量范围、量程 （2） 线性度 %100max ??± =?S F L y δ 传感器静态特性曲线及其获得的方法 传感器的静态特性曲线是在静态标准条件下进行校准的。
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：