在英語(yǔ)教學(xué)中激發(fā)大學(xué)生的學(xué)習(xí)動(dòng)機(jī)-文學(xué)學(xué)士畢業(yè)論文

2.LiteratureReview2.1MotivationalstudiesfromabroadTherearealargenumberofresearchesonwhethermotivationaffectsforeignlanguagelearning.Amongtheresearchers,Gardner＆Lambert(1972)identifiedthatmotivationisofgreatimportancetosuccessfullanguageacquisition.Accordingtothem,effort，desiretolearn，andsatisfactionwiththetaskarethethreemainelementsessentialtoidentifythedegreeofmotivationinlanguagelearning.D?rnyei(1994)putitfurtherwiththecognitivefactorsofthelearningmotivationandhealsodidtheexperimentwhichwasbasedonastateofforeignlanguageteachingclassroom.HeputforwardthoseL2learnersatthefollowingthreelevels:thelanguage,learner,andthelearningsituation.Apartfromthese,thereareotherresearchesshowingtherelationshipsbetweenmotivationandotherpossibleconsiderationssuchasattitudes,learninghabits,anxiety,andteachers.Forinstances,Matthew,P.(1997)triedtofindouttheeffectsofauthenticlanguagematerialsonmotivation.Heturnedtoclassroomobservation,andthenhegotthatauthenticlanguagematerialscanpromotemotivationthroughhisresearch.2.2DomesticstudiesaboutmotivationChinabeganitsstudyoflanguagelearningmotivationinthe1980s,atthattime,thetermmotivationcouldonlybefoundinchaptersorsectionsinsomemonographsaboutpsychologyoflearning(Gui,1985,1991).SomeacademicjournalsinthefieldofforeignlanguageteachinginChinarevealedthatonlyoneauthor(Zheng,1987)usedthewordmotivationinthetitleofhisresearchpaper.Until1990s,manymoreresearchesbegantoconcernwithmotivationasmoreandmorepeoplehadrealizedglobalizationandtherewasapopularityofforeignlanguagelearningamongChinesepeople.TheearliestexperimentalresearchwasdonebyGuiShichun(1986)whocenteredonlearningmotivation,learningenvironments,attitudestowardlearningsituationsandlearningstyles．Theresultidentifiedthatlearningenvironmentsandattitudes(especiallywhohavestronginstrumentalmotivation)affectmostuponstudents’learningmotivation.IntheinvestigationofZhouYan(1992),heconcludedthatmotivationiscorrelatedwithlearningachievement.HaoMeiandHaoRuoping(2001)reportedthatstudents’achievementmotivationispositivelyrelatedtotheirfinalscores，butnegativelyrelatedtotheirstateanxiety．InstudyofindividualdifferencesonmotivationconductedbyWuYi’anandLiuRunqing(1993),theyfoundthatChineselearners’Englishlearningmotivationwere,moreoftenthannot,instrumental．Accordingtotheirstudy,gettingacertificateisthemajormotivationofChineselearnerswhichisdifferentfromthemotivationtypeofstudentsinothercountries.WenQiufang(1995，2001),whoanalyzedtherelationshipbetweenmotivationandlearningstrategies,classifiedmotivationintotwocategories:superficialanddeepmotivations.Theyalsofoundthatmotivationiscorrelatedwithlanguagelearningbeliefsandstrategies.Apartfromthisclassification,GaoYihongeta1.(2003)，summedupthatthereareseventypesofmotivationamongstudentswhichareinterest,achievement,learningcontext,goingabroad,socialresponsibility,personaldevelopmentandinformationmedia.Toconclude,ChineseresearchersadoptthetheoriesofthestudyofmotivationonL2learningfromoverseasanddevelopitsowntheoriesbasedontherealsituationinlandthroughinvestigation,realclassroomcontextandsoon.Factors,suchaslearningenvironment,interest,teacher,passingexams,socialresponsibility,peers,affectstudents’learningmotivation.TheabovetheoriesnotonlyenrichthemotivationtheoriesofL2learning,butalsohelpustoknowwhatproblemsarestillexist,howwecanimprovestudents’Englishlearning.3.Motivation3.1DefinitionofmotivationMotivationiscommonlythoughtofastheinnerdrive,impulse,emotionordesirethatmovesonetoparticularaction(Brown,1981:121).AsstatedbyHarmer,J.(1983)thatmotivationissomekindofinnerdrivethatencouragesomebodytopursuitacourseofaction.Gardner’sdefinitionofmotivation,whichisbasedonsocialpsychology,islargelyacceptedandfrequentlyquoted.AsonsocialnatureofL2learning,hedefinesmotivationtolearnaL2astheextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity(Gardner,1985:1).AndwhenmotivationisappliedinEnglishlearning,motivationcanbeadecisivefactorforlearnerstosucceedinlearningEnglish.Thereisalargebodyofresearchdocumentinghowknowledgeandexperiencearedynamicallyrelatedtomotivation(Graham＆Golan,1991).WhenmotivationisappliedinEnglishlearning,itisnotonlyanintensivedesireforlearningandacquiringknowledge,butalsoaninnerpowertopushstudentsforwardwithenthusiasmandwillingness.StudentswhoaremotivatedstronglyarelikelytotakeacorrectandpositiveattitudetowardsstudyandwillthusworkhardinlearningEnglish.Consequentlythestudentscangetbettergradethanthosewhohaven’tbeenmotivatedorthosewhodon’thaveanyinterestinlearningEnglish.Fromthedefinitionandtheoryabove,wecanseethatmotivationisaprocessrelatedtothementalstate.Itisassociatedwithvariousdecision-making,intentions,determinations,personalimpulseandsoon.FromhowGardnerdefinesmotivationinlanguagelearning,wecouldseethatmotivationisanimportantfactorinlanguagelearningsinceonceone’slearningmotivationisaroused,he/shewillprobablytryeverywaytoworkhardunlesshe/shereachesthegoal.Soitisessentialforustounderstandmotivationinadeepstate,especiallywhenitisusedinEnglishlearning.3.2Typesofmotivation3.2.1IntegrativemotivationandinstrumentalRobertGardnerandWallaceLambert(1972),whoseaimwasstudyinghowattitudeandmotivationaffectlanguagelearning,haddonealargenumberofinvestigationsandresearcheswithforeignlanguagelearnersinCanada,somepartsoftheUnitedStates，andthePhilippinesforovertwelveyears.Basedontheirresearchfindings,theygroupedmotivationastwobasickinds:Integrativemotivationandinstrumentalmotivation.i)IntegrativemotivationIntegrativemotivationappearswhenlearnerswishtointegratethemselveswithinthecultureofasecondlanguagegroup，toidentifythemselveswithandbecomeapartofthesociety(GardnerandLambert,1972).Whenoneshowshisrealinterestinthepeopleandthecultureofoneparticularcommunity(especiallywheretheyneedtospeakaforeignlanguage),hewillbemotivatedbytheneedsthatacquiringthesecondlanguagewillenablehimtomeetwithandtalktothetargetlanguagespeakers.ii)InstrumentalmotivationInstrumentalmotivationreferstothemotivationtoacquirealanguageasmeansforattaininginstrumentalgoals：furtheringacareer,readingtechnicalmaterial，translation，andsoforth(GardnerandLambert,1972).Comparedwithintegrativemotivation,instrumentalmotivationfocusesmoreonthepracticalvalueandadvantagesoflearninganewlanguageinthatainstrumentalmotivatedpersonoftenshowsarelativelylimitedinterestinthepeopleandthecultureofthetargetlanguagecommunity.Inthiscase,onelearnsthelanguagemainlybecausehe/sheneedsitforoneormorecertainpurposes.However,thisclassificationofintegrativeandinstrumentalmotivationisnotsuitabletobeappliedhere.AsBrajKachru(1977-1992)notedthatinthedevelopingcountrieswhereEnglishhasbecomeaninternationallanguage，peoplelearnEnglishwellforinstrumentalreasonsalone．Sothiskindofclassificationcannotillustratehowwelloneismotivated,becausenomatteroneismotivatedbytheintegrativeorinstrumentalfactororboth,thedegreeofhowwelloneismotivatedisstillunknown.However,ifwewanttomotivatestudentseffectively,weneedtoknowhowwellstudentsaremotivatedandwhichkindofmotivationcanhelptheminEnglishlearning.3.2.2Extrinsicmotivationandintrinsicmotivationi)ExtrinsicmotivationExtrinsicmotivationregardstoouterfactors,suchasprizes,appraisals,complimentsorfeedbacks.Inaword,asLatham(1998)statedextrinsicmotivationisrelatedto"Tangiblebenefits".Itexistswhenindividualsaremotivatedbyanoutcomethatisexternalorfunctionallyunrelatedtotheactivityinwhichtheyareengaged(Spaulding,1992:4).Forexample,astudentwhoismotivatedbyparents’complimentwillworkhardtogethighscores;hiseffortsaremadeforextrinsicreasonaloneinsteadofgainingtheknowledgeitselforhavingarealinterestoflearning.ii)IntrinsicmotivationOnthecontrary,intrinsicmotivationisaresponsetoneedsthatexistswithinthelearner,suchascuriosity,theneedtoknow,andfeelingsofcompetenceorgrowth(Eggen&Kauchak,1994:428).Itisalsocalleddirectsatisfactionforitreferstolearnerswhogetsatisfactionderivedfromlearning.Itexistswhensomeoneworksbecauseofaninnerdesiretoaccomplishatasksuccessfully,whetherithassomeexternalvalueornot(Spaulding,1992:4).Acaseinpointisthatastudentmakeseveryefforttolearntheknowledgebecauseheisinwardlyinterestedatthatsubjectandwantstoknowmoreaboutit.Hiswillingforlearningthatsubjectwellgrowsandcausesintrinsicmotivation.Hispurposeoflearningisfortheenjoymentofthelearningprocessratherthanforpraisesorrewards.Inconclusion,wecanseethatbothextrinsicandintrinsicmotivationbooststudy,theyarebothimportantandcomplementarytoeachother.Theoutwardpraisesandrewardsencouragestudentstostudymoreactivelywhiletheinwardinterestmakesonestudyhardandthiskindofmotivationcankeeprunningforalongtime.Theuseofrewardsasextrinsicmotivatorshavesometimesbeenfoundtoincreaseintrinsicmotivation,especiallywhentherewardsarecontingentonthequalityoftheperformanceratherthansimplyonparticipation(Lepper,1983:267).

Butitisalsoclearthattheextrinsicmotivatorissometimesnecessaryforitgetsstudentsstartedinthefirstplace,but,havingthedrawbackofnotlastingforlongandoverusingofextrinsicmotivationcanstifleintrinsicmotivationwhileitistheintrinsicmotivationthatcanarousethestudents’reallearninginterest. 4.PresentSituationaboutCollegeStudents’MotivationAstheglobalizationandopeningpolicyinChina,foreignlanguage,especiallyEnglishhasenjoyeditsimportantplaceandEnglishteachinghasreceivedgreatimprovements.ButthetraditionalEnglishteachingmodehasmadelotsofdump-EnglishlearnersinChinaasitpayfarmoreattentiononmultiplechoicesofgrammarandreadingcomprehensionthanspeakingcompetence.Collegestudentsareallattheprimeagesoflearning,theydefinitelyhavetheabilitytolearnEnglishwell,buttheyfailtodosojustinthereasonthattheyareinappropriatelyeducated.AsLiLanqing,theformervice-premierofChina,pointedoutthatChinesecollegeEnglishstudentshavelearnedEnglishforovertenyears,buttheyareunabletolisten，speak,readorwritewell--theirabilitiestouseEnglisharestillpoor.Chinesescholar,GaoYihong(2003)hasprovedthatthemainmotivationofChinesecollegestudentstowardsEnglishlearningiscertificatemotivation.Asfornon-Englishmajorslearners,CET4(CollegeEnglishTestBand4)andCET6(CollegeEnglishTestBand6)certificatesplayaveryimportantroleincollegeEnglishteachingandlearningsincemanycollegesanduniversitiesstipulatethatstudentswhocan’tpassCET4willnotgetthediploma.AsforEnglishmajors,passingTEM4(TestforEnglishMajorsBand4)andTEM8(TestforEnglishMajorsBand8)isnotonlyprovingoftheirabilitybutalsoapathtotheircareers.LiHua(2006)conductedaninvestigationonhermasterthesisOnLearningMotivationandEnglishTeachinginVocation-technicalColleges.Surveying755students’scoresfromcollegeentranceexaminationinOctober,2004andOctober,2005,havinginterviewwith280freshmenfromdifferentdepartments,Lifoundoutthat60%ofthestudentslackinterestofEnglishlearning,86%admitthattheystudyEnglishmainlytogetahigherscore,67.49%ofthemhavenoconfidencetolearnitwell.Fromtheabovetworesearches,wecanseethatmostcollegestudentsaremotivatedbyextrinsicfactorsmuchmorethanintrinsicones.WhentheyaremorenegativelymotivatedtopassexamsratherthantolearnEnglishwell,theycannevercultivatetheirrealinterestandgainknowledgeinEnglishandwillthusneverlearnwell.5.MotivatingCollegeStudentsinthePartofTeachers5.1Teacher’sroleinlanguageteachingTeachingandlearningco-exist.Studentsarethemainbodyoflearningwhileteachersplaytheirpredominaterole.AccordingtothelatestCourseStandardofEnglishTeaching,teachers’workistomotivatestudents’interestinEnglish,cultivatestudents’senseofsuccess,guidestudentstoformagoodlearninghabit,enablethemtocommunicatesmoothlyanddevelopsoundvaluetowardslearningandliving.Basically,teachersaretheonlyonewhostudentscanrelyoninthepartofstudy.Soitissuggestedthatteachersmakeeveryefforttomotivatestudentsintrinsicallyandconsequently,studentswillbemotivatedtocultivatearealinterestoflearningEnglishandstudyhardforacquiringknowledge.Theauthorsuggeststhefollowingstrategiesforarousingthecollegestudents’intrinsicmotivation.5.2StrategiesAllcollegestudentshavecollegeEnglishclassesandclassroomlearningistheirmainsourceoflearningEnglish,butthefactisthatstudentsarenotsuccessfullymotivatedinclass,andweallknowteacheristheleadingactorinarousingstudents’intrinsicmotivation.Herefollowssomesuggestivestrategiesinthepartofteachersthatcanserveasremediestothepresentsituation.1.SettinggoalsManycollegestudentsarelackofasenseofmakinggoals,especiallythatoflong-termgoalswiththereasonthattheyneverformhabitsofmakinggoalsintheirearlyages.Goalisawantedresultorpurpose;whenyousetyourgoal,therewillbeinnerimpulsesinyourhearttopushyouworkhardtowardsyourgoal.SoitisimportantforteacherstomakesurestudentstosetgoalsintheirEnglishlearning.Inthelearningprocess,teacherscanhelpstudentstoestablishasenseofdirectionandconstantlyremindthemoftheirgoals,bitbybit,studentsarenotonlyencouragetomakegoalsbutalsokeeptheirgoalsinmindandthuswillworkhardtofulfilltheirgoals.Moreover,teachersshouldalsoremindthestudentstosetthegoalsneithertoohighnortolow,bothofwhichcanbringnegativeeffectsontheirlearningmotivation.Anditisadvisableforstudentstohavelong-termgoals,teachers,asguiders,canencouragestudentstothinkabouttheirdreamsandmakefutureplans,andonceawhile,talktothemandcheckwhethertheyarestillworkingonit.2.Buildingupself-confidenceAswecanseefromtheaboveinvestigation,whichwasconductedbyLiHua(2006)inOnLearningMotivationandEnglishTeachinginVocation-technicalColleges.Surveying755students’scoresfromcollegeentranceexaminationinOctober,2004andOctober,2005,hefoundthat67.49%ofthemhavenoconfidencetolearnEnglishwell.Whycollegestudents,whohavelearnedEnglishforovertenyears,stilllackofconfidencetolearnEnglishwell?Secondlanguagelearningisquitedifferentfromourmothertongue,wecantalktootherwithourmotherlanguageconfidentlybutitisnotthecasewhenwespeakEnglish.Thefearoffailureormakingafoolofoneselfmaydriveastudent’sconfidenceinEnglishlearningaway.Buildingupstudents’confidencecanhelpthembelieveorfeelthattheywillsucceedandweknowthoughconfidencerelatestoinneraspect,wecangeneratestudents’confidencebyoutermethods.Whendesigningthetasksinclass,teachersneedtoawareaboutthedegreeofdifficulty,likesettinggoals,toohighwilldecreasestudents’confidence,toolowwilllessentheirinterest,soitisbetterforteacherstodesignsuitabledegreeofdifficultytasks.Whendoingpracticeinclass,likepairswork,presentationordialogue,itisbeneficialforteacherstomakesureenoughpracticetimeforstudentstotalkinEnglish.AndwhenstudentsmakeerrorsinusingEnglish,teachersneedtousesuitableerrorcorrectingmethodwhichwouldnotdecreasingstudents’confidence.3.ArousinginterestStudentsareeducatedtopassexamsfromPrimarySchooltillcollege;moststudentsthusnevercultivatearealinterestoflearningEnglish.Andwhentheyentercollege,theyarestillmotivatedtopassexamsassomeschoolsevendeferordon’tawarddegreetostudentswhohaven’tpassedCET4.Whenstudentsare,toalargeextent,motivatedtopassexams,howcantheysimplydeveloparealinterestoftheirlearning?However,interestisveryimportantinarousingstudents’learningmotivation,whenstudentshaveinterestinclass,theywillpayspecialattentiontoteachersandtakepartintheteachingactivities.Therearemanywaystoarousestudents’interest;onecommonwayinclassistheactivitiesandtasks.Variouskindsofactivitiescancertainlyattractstudents’attention,teacherscanneveronlydoingpairsworkinclass,instead,teachersneedtothinkdifferentkindsofactivities,likequiz,presentation,doingdialogue,roleplay,makingsentences,situationalaskandanswer,andevenouterclassroomactivities.Andwhat’smore,agoodlead-ininclass,likegreeting,talkingaboutcurrentaffairs,orthebackgroundaboutthetext,canmotivatestudentsintheverybeginning.4.SatisfactionItisveryessentialforteacherstotreateverystudentthesame,becausewhenunfairnessappears,someofthestudentsmaybediscouragedbythisphenomena.Teachersneedtocreateasenseofsatisfactiontostudentsbytreatingthemequally,praisingthemandgivingthemsomerewardswhentheyaredoingwell.Treatingequallywillcreateasenseofsatisfactionamongstudents.Apartfromthis,studentsalsoexpectpositiveappraisalswhentheyaredoingwell,soteachersareadvisedtooralormaterialrewardstostudentsasencouragement.Thusstudentswillknowthatteachersaresatisfiedwiththeeffortstheymadeandhavethedrivetogoonworkinghardandevenworkingharder.5.StimulationinclassIntraditionalclassroom,teachersalwaysignoretheimportanceofstimulationandgivetheanswerstostudentsdirectly,butitisnolongerusefulinmodernclassroomnow.Inmodernclassroom,studentsaretheleadingroleinthelearningprocess,andteachersareservedasguides.TheteachingmodeofcollegeEnglishteachingisdifferentfromthoseofPrimarySchoolorMiddleSchool,theremightbemorestudentsinacollegeEnglishclassroomandteachercannottakecareofeverystudent,cannotgeneratefeedbackintime.Sowhatteachersneedtodoistomakestudentstothink,toexplore,andtofinishthetaskbyone’sowneffortorgroupwisdoms.Teacherscandropahint,directstudentstoarightwayandthenstimulatethemtothinkhowtosolvetheprobleminsteadoftellingthemhowtodointhefirstplace.6.HomeworkInmostofthecases,teachersaskstudentsjusttodotheexercisesonworkbookandpreparefordictation,somorecommonthannot,studentscopytheanswersfromtheguidebookandtreatindictation.Asamatteroffact,collegeteachersseldomcheckstudents’homework,thussomestudentsevendon’tdohomeworkatall.Whatcausessuchproblems?Lazinessisareason,butinmostcases,studentsthinkthatsimplydoingexercisesdonoimportanthelpintheirstudy.Butthepurposeofdoinghomeworkisforstudentstoreinforceaboutwhattheyhavelearntinclass.Lackingsuchprocess,studentswillforgetwhattheyhavejustlearntmoreeasilyandcannotextendthedegreeofwhattheyhavelearnt.Soteachersneedtopayattentiontodesigninghomeworksinceexerciseswhichlackvarietiescannotarousestudents’motivation.Makingitinvariousways,andbydoingsowill,ofcourse,arousestudents’interestAndwhentheyaredoingthehomeworkwhichiscarefullydesigned,theycandefinitelyreinforcetheirknowledgeandlearnsomethingformtheirhomework.7.RelationshipbetweenteachersandstudentsIncollege,unlikeMiddleSchoolstudents,thereisnofixedclassroomforcollegestudents,inmostcases,studentshaveBusinessEnglishinoneclassandwillheadtoanotherclassroomforChinese.EnglishmajorsmighthavemorethanthreeEnglishclassesinaweek,butnon-EnglishmajorswillhaveonlyoneortwoEnglishclassesinaweek,sothereisnodoubtthatcollegestudentssometimesbarelyknowanythingaboutteachers,andsodoteachers.However,agoodrelationshipbetweenteachersandstudentscannotonlydevelopacloseatmosphereinclass,butalsocanmaketeachingmoreefficiently.Whatcanwedotodevelopagoodrelationshipbetweenteachersandstudents?Respectsandmutualtrustarethetwokeyelementsofbuildingupagoodrelationshipwhileunfairnessandprejudicewillruinthetwo.Itissuggestivethatteacherstalktostudentsabouttheirfamilies,theirstudyandsharehappinessandsorrowasfriendsnowandagainbeforeorafterclasses;itisalsogoodforteacherstoregardstudentsasindividualswithdifferentpersonalities;anditisbetterforteacherstousecloselanguageinclasstoencouragestudentstoexpressthemselvesinEnglish.Ifteacherscanbeclosetostudents,trytogettoknowthem,everystudentwill,inreturn,welcometeachersastheirfriendsandthuswillpaymoreattentionandmakemoreeffortsinclass.基于C8051F單片機(jī)直流電動(dòng)機(jī)反饋控制系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的嵌入式Web服務(wù)器的研究MOTOROLA單片機(jī)MC68HC（8）05PV8/A內(nèi)嵌EEPROM的工藝和制程方法及對(duì)良率的影響研究基于模糊控制的電阻釬焊單片機(jī)溫度控制系統(tǒng)的研制基于MCS-51系列單片機(jī)的通用控制模塊的研究基于單片機(jī)實(shí)現(xiàn)的供暖系統(tǒng)最佳啟停自校正（STR）調(diào)節(jié)器單片機(jī)控制的二級(jí)倒立擺系統(tǒng)的研究基于增強(qiáng)型51系列單片機(jī)的TCP/IP協(xié)議棧的實(shí)現(xiàn)基于單片機(jī)的蓄電池自動(dòng)監(jiān)測(cè)系統(tǒng)基于32位嵌入式單片機(jī)系統(tǒng)的圖像采集與處理技術(shù)的研究基于單片機(jī)的作物營(yíng)養(yǎng)診斷專(zhuān)家系統(tǒng)的研究基于單片機(jī)的交流伺服電機(jī)運(yùn)動(dòng)控制系統(tǒng)研究與開(kāi)發(fā)基于單片機(jī)的泵管內(nèi)壁硬度測(cè)試儀的研制基于單片機(jī)的自動(dòng)找平控制系統(tǒng)研究基于C8051F040單片機(jī)的嵌入式系統(tǒng)開(kāi)發(fā)基于單片機(jī)的液壓動(dòng)力系統(tǒng)狀態(tài)監(jiān)測(cè)儀開(kāi)發(fā)模糊Smith智能控制方法的研究及其單片機(jī)實(shí)現(xiàn)一種基于單片機(jī)的軸快流CO〈,2〉激光器的手持控制面板的研制基于雙單片機(jī)沖床數(shù)控系統(tǒng)的研究基于CYGNAL單片機(jī)的在線(xiàn)間歇式濁度儀的研制基于單片機(jī)的噴油泵試驗(yàn)臺(tái)控制器的研制基于單片機(jī)的軟起動(dòng)器的研究和設(shè)計(jì)基于單片機(jī)控制的高速快走絲電火花線(xiàn)切割機(jī)床短循環(huán)走絲方式研究基于單片機(jī)的機(jī)電產(chǎn)品控制系統(tǒng)開(kāi)發(fā)基于PIC單片機(jī)的智能手機(jī)充電器基于單片機(jī)的實(shí)時(shí)內(nèi)核設(shè)計(jì)及其應(yīng)用研究基于單片機(jī)的遠(yuǎn)程抄表系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的煙氣二氧化硫濃度檢測(cè)儀的研制基于微型光譜儀的單片機(jī)系統(tǒng)單片機(jī)系統(tǒng)軟件構(gòu)件開(kāi)發(fā)的技術(shù)研究基于單片機(jī)的液體點(diǎn)滴速度自動(dòng)檢測(cè)儀的研制基于單片機(jī)系統(tǒng)的多功能溫度測(cè)量?jī)x的研制基于PIC單片機(jī)的電能采集終端的設(shè)計(jì)和應(yīng)用基于單片機(jī)的光纖光柵解調(diào)儀的研制氣壓式線(xiàn)性摩擦焊機(jī)單片機(jī)控制系統(tǒng)的研制基于單片機(jī)的數(shù)字磁通門(mén)傳感器基于單片機(jī)的旋轉(zhuǎn)變壓器-數(shù)字轉(zhuǎn)換器的研究基于單片機(jī)的光纖Bragg光柵解調(diào)系統(tǒng)的研究單片機(jī)控制的便攜式多功能乳腺治療儀的研制基于C8051F020單片機(jī)的多生理信號(hào)檢測(cè)儀基于單片機(jī)的電機(jī)運(yùn)動(dòng)控制系統(tǒng)設(shè)計(jì)Pico專(zhuān)用單片機(jī)核的可測(cè)性設(shè)計(jì)研究基于MCS-51單片機(jī)的熱量計(jì)基于雙單片機(jī)的智能遙測(cè)微型氣象站MCS-51單片機(jī)構(gòu)建機(jī)器人的實(shí)踐研究基于單片機(jī)的輪軌力檢測(cè)基于單片機(jī)的GPS定位儀的研究與實(shí)現(xiàn)基于單片機(jī)的電液伺服控制系統(tǒng)用于單片機(jī)系統(tǒng)的MMC卡文件系統(tǒng)研制基于單片機(jī)的時(shí)控和計(jì)數(shù)系統(tǒng)性能優(yōu)化的研究基于單片機(jī)和CPLD的粗光柵位移測(cè)量系統(tǒng)研究單片機(jī)控制的后備式方波UPS提升高職學(xué)生單片機(jī)應(yīng)用能力的探究基于單片機(jī)控制的自動(dòng)低頻減載裝置研究基于單片機(jī)控制的水下焊接電源的研究基于單片機(jī)的多通道數(shù)據(jù)采集系統(tǒng)基于uPSD3234單片機(jī)的氚表面污染測(cè)量?jī)x的研制基于單片機(jī)的紅外測(cè)油儀的研究96系列單片機(jī)仿真器研究與設(shè)計(jì)基于單片機(jī)的單晶金剛石刀具刃磨設(shè)備的數(shù)控改造基于單片機(jī)的溫度智能控制系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)基于MSP430單片機(jī)的電梯門(mén)機(jī)控制器的研制基于單片機(jī)的氣體測(cè)漏儀的研究基于三菱M16C/6N系列單片機(jī)的CAN/USB協(xié)議轉(zhuǎn)換器基于單片機(jī)和DSP的變壓器油色譜在線(xiàn)監(jiān)測(cè)技術(shù)研究基于單片機(jī)的膛壁溫度報(bào)警系統(tǒng)設(shè)計(jì)基于AVR單片機(jī)的低壓無(wú)功補(bǔ)償控制器的設(shè)計(jì)基于單片機(jī)船舶電力推進(jìn)電機(jī)監(jiān)測(cè)系統(tǒng)基于單片機(jī)網(wǎng)絡(luò)的振動(dòng)信號(hào)的采集系統(tǒng)基于單片機(jī)的大容量數(shù)據(jù)存儲(chǔ)技術(shù)的應(yīng)用研究基于單片機(jī)的疊圖機(jī)研究與教學(xué)方法實(shí)踐基于單片機(jī)嵌入式Web服務(wù)器技術(shù)的研究及實(shí)現(xiàn)基于AT89