English-Communication-Ability-and-Language-Output-Strategy-in-the-Employment-Market英語(yǔ)專業(yè)論文

PAGEPAGE1中國(guó)某某某某學(xué)校學(xué)生畢業(yè)設(shè)計(jì)(論文)題目：EnglishCommunicationAbilityandLanguageOutputStrategyintheEmploymentMarket姓名：000000000班級(jí)、學(xué)號(hào)：0000000000000系(部)：經(jīng)濟(jì)管理系專業(yè)：商務(wù)英語(yǔ)指導(dǎo)教師：000000000開(kāi)題時(shí)間：2009-04完成時(shí)間：2009-11-122009年11月12日PAGEPAGE19目錄畢業(yè)設(shè)計(jì)任務(wù)書(shū)…………………1畢業(yè)設(shè)計(jì)成績(jī)?cè)u(píng)定表……………2答辯申請(qǐng)書(shū)……………………3-4正文……………5-18答辯委員會(huì)表決意見(jiàn)……………19答辯過(guò)程記錄表…………………20課題:EnglishCommunicationAbilityandLanguageOutputStrategyintheEmploymentMarket課題(論文)提綱0引言1就業(yè)市場(chǎng)狀況1.1列舉大學(xué)生具備良好的英語(yǔ)交際能力能更好找到工作1.2英語(yǔ)交際能力的重要性2英語(yǔ)交際能力2.1英語(yǔ)交際能力概括及定義2.2提高英語(yǔ)交際能力的方法3老師和學(xué)生的良好配合4語(yǔ)言輸出策略4.1學(xué)習(xí)外語(yǔ)困難的原因4.2怎樣在英語(yǔ)交際環(huán)境下提高語(yǔ)言輸出策略5結(jié)論二、內(nèi)容摘要隨著經(jīng)濟(jì)全球化進(jìn)程的進(jìn)一步加快以及我國(guó)經(jīng)濟(jì)建設(shè)的飛速發(fā)展，具備良好的英語(yǔ)能力，特別是交際能力的大學(xué)畢業(yè)生越來(lái)越受到就業(yè)市場(chǎng)的青睞。而近幾年在金融危機(jī)爆發(fā)的環(huán)境下，越來(lái)越多的人面臨失業(yè)。如何在不利的環(huán)境下找出自己的優(yōu)勢(shì)？大學(xué)生英語(yǔ)交際能力便是最有競(jìng)爭(zhēng)力的強(qiáng)項(xiàng)。本文針對(duì)大學(xué)生英語(yǔ)交際能力普遍較低的現(xiàn)狀，論述如何培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)和老師有效的教學(xué)及有效的語(yǔ)言輸出策略。參考文獻(xiàn)[1]李海英.專業(yè)趨同趨熱畢業(yè)生扎堆“滯銷(xiāo)”[N].沈陽(yáng)日?qǐng)?bào),2008年6月26日第A10版[2]河北日?qǐng)?bào)記者:哪些文科專業(yè)就業(yè)更容易[EB].http://hbrb.hebnews.cn/20080201/ca839332.htm,2008年5月28日[3]戴煒棟.構(gòu)建具有中國(guó)特色的英語(yǔ)教學(xué)“一條龍”體系研究[J].外語(yǔ)教學(xué)與研究.2001,05[4]Ellis,R.TheStudyofSecondLanguageAcquisition.Oxford:OxfodEnglishCommunicationAbilityandLanguageOutputStrategyintheEmploymentMarket00000000Abstract:WiththeaccelerationoftheprocessofeconomicglobalizationandtherapiddevelopmentofChina'seconomicconstruction,havinggoodEnglishskills,especiallyforthegood

communicationskills’universitystudentsare

seizingmoreandmore

eyesinthejobmarketandunderthecircumstanceofthefinancialcrisisburnedoutinrecentyears,moreandmorepeoplearedismissed,Howcanwedointhisdisadvantagedenvironmenttofindoursuperiorityforsurviving.TheansweristodevelopEnglishcommunicationability.thispaper,facingChina’collegestudentscommunicativecompetenceinEnglishgenerallylowstatus,discussinghowtocultivatetheabilityofthestudentsstudybythemselvesandhowtheteachersteachmoreeffectively,theeffectivelanguageoutputstrategies.KeyWords:thejobmarket；communicativecompetence；activeuse;languageoutputstrategy0.IntroductionThe21stcenturyisascienceandtechnology,rapideconomicgrowthintheeraofgreatchangeandthepeopleofallwalksoflifehavebecomeincreasinglydemandingforthetalentmereholdofexpertisehasbeenfarfromsatisfyingtherequirementsofsocialdevelopment.Thenewcentury,themorenecessarytohaveaglobalconceptoftalentaswellasproficientinand

handleinternationalaffairs’abilityofwhichthefirstconditionisthatwemusthaveforeignlanguagecapabilities.TimeMagazinerecentlysuggestedthatbytheturnofthemillennium,EnglishwillbetheLinguaFrancaforonequarteroftheword’spopulation.Alreadytodaysixtypercentsoftheword’televisionandradiobroadcastsareproducedanddeliveredinEnglish.Seventypercentsoftheworld’smailaddressedinEnglish.Anditisthelanguageofchoiceforalmosteverybiteofcomputerdatasentacrosstheglobe.so,learningEnglishisveryimportantforallofus.SinceChina'saccessiontoWTOhasbeen,andafterthebidforthe2008BeijingOlympicGames,ourcountry’sinternationalstatushasobviouslyimprovedandestablishbusinessrelationswithothercountryfrequentfromallovertheworld.ThusthesuccessofChina'seconomytofurtheracceleratethepaceofglobalizationandinvariousfieldscannotdowithoutEnglishlanguageskills.1.ThejobmarketsituationThatiswhy,formanyyears,ourEnglishmajorgraduatesandotherprofessionalswithEnglishproficiencyofgraduatesintheemploymentratehasbeenhighinthemarket."HebeiDaily"2008May28report:InLanguageclassprofessionalemployment

foreignlanguagesmajoris

veryeasilytofindajob;languagehasalwaysbeenarelativelyprosperousprofession,employmentandenrollmentbotharebooming.Atthesametime,non-Englishmajorgraduates,ifhavegoodEnglishlanguageskillswillmakejobsearch,employmentunleashedlikeicingonthecake.Onthecontrary,ifdoesnotspeakEnglish,orEnglishproficiencyisverylow,willmissalotofjobopportunitiesandlossalotofcareerdevelopmentopportunities.Forexample,"ShengyangDailyNews"reporterinLiaoningProvinceinJunethisyear,thegraduatesofcollegesanduniversitieshavedoneasurveyfoundthat:inmanyareasandtheemployerwillbeinCET4astheentrythreshold,inadditiontoprofessionalrequirements,theonlyhardwarerequirements

isCET4,butaconsiderablenumberofgraduatesaredifficulttomeetthisrequirement,foreignlanguageproficiencyisgenerallynotahighimpactonemploymentandthefinancialcrisisburnoutresultmanycompanytoclosedandmanyworkerhaveturnedtobenojob.so,thereishighlycompetitiveintheemploymentmarket.Itisreportedthatmostpeoplecannotbeasuccessfulcandidate:2.7percentofthenumberofcandidatesinthefivetimesless;2percentofthenumberofpeoplerecruitedatthe6-10times,sofacingthesesituation,Nowadays,moreandmorepeoplearelearningEnglish.Itisgraduallybecomingakindoftrend.Why?Firstofall,Englishisaninternationallanguage.ManycountriesintheworldconsiderEnglishastheirofficiallanguage.Secondly,theimportanceoflearningEnglish.AseveryoneknowsthatEnglishworksasthelanguageofinternationalconferences.AlargenumberofbooksareprintedbyEnglish.AbettergraspofEnglishcanmakeyouhaveabetterunderstandingofthewholeworld.Lastbutnotleast,peoplewanttohaveagoodfuture.2.EnglishcommunicationabilityEnglishisacommunicativetool,Englishlanguageteachingaimistotrainstudentstousesuchcommunicationtools.Ofcourse,Englishlanguageabilitymustincludelistening,speaking,reading,writingandtranslationoftheintegrateduseofcapabilities,andoralcommunicationskillsinEnglishgraduatesmoreandmoreemphasisonrecruitmentofunits,theynotonly"havegoodoralcommunicationskills"directwriteintotherecruitmentpamphlets,butalsotointerviewdirectlywiththecandidatesinEnglishdialogue.Forexample,thisyear,thedomesticwell-knownhospitalselectionof302nurses,graduatesofmyschool,theveryfocusofnursingstudentsinEnglishoralcommunicativecompetencetests.Atpresent,employersgenerallyfeltthat:MostgraduatesarelackofEnglishcommunicativecompetence.First,thelanguagefromthelinguisticpointofviewofcommunicativecompetence.LinguistHymesAmericanSocietyforChomsky's"language"(linguisticscompetence)proposeda"communicativecompetence"(communicativecompetence)oftheconcept.CommunicativecompetenceproposedbyHymesbeunderstoodasapersonofthepotentialapplicationoflinguisticknowledgeandability.Hebelievesthatcommunicationskillsneedtoconsiderfouraspects:(1)inlinewiththesyntax,somesayit(andtowhatextent)intheformpossible;(2)thesuitability,somesayit(andtowhatextent)feasible;(3)theappropriateness,somesayit(andtowhatextent)propriety;(4)theactualoperational,somesayit(andtowhatextent)actuallyappeared.Thatis,communicationskills,includingthelegalityofthegrammar,thefeasibilityofpsychological,socialandculturalappropriateness,aswellasinpracticeareassuchasabilitytojudgetheprobability.Broadlyspeaking,communicationskillsistouseeverypossiblelanguageandnon-verbalmeanstoachieveacommunicativepurposecapabilities.Thiscapabilityreflectsthepeople'soverallquality.Communicativecompetenceincludesanumberoffactors:Linguisticknowledge──groupofwordsintosentences,theabilitytogroupwordsintoarticles;──cognitivelevelofawarenessofthings,intelligencelevel,responsecapabilityandknow-howoftheworld,etc.;──culturalknowledgeandculturalbeliefsandpracticesofknowledge;Stylistics──object-basedcommunicationandthecommunicativepurposeofselectionofdifferentstylesofwordsandtextssuchastheabilitytocommunicate;Otherknowledge──includingnon-linguisticknowledge(bodypotentiallanguage,facialexpressions,etc.);──emotionalfactorsandthethingsofotherssocialattitudes,communicationmotivation,personalqualitiesandcharacterandhabits.Thus,communicativecompetenceisacomplexconcept,whichinvolveslanguage,rhetoric,social,cultural,psychologicalandotherfactors.Whyisthequalityofforeignlanguageeducationcanbethroughthecommunicativelanguageabilitiestoachieve,becausethisisit.Oneofthebiggestfeaturesofcommunicativecompetenceisitsbroadscope.Avarietyoffactorsatdifferentlevels,interaction,mutualrestraint,formingahighlycomplexsystemofknowledgeandskills.Anotherfeatureofcommunicativecompetenceisrelative,thatis,communicativeability,anddonothaveaspecificcriteria,"toconveyhisideas"isprobablytheminimumrequirementofcommunicativecompetence.ThereisnomaximumlimitofcommunicativecompetenceInfact,thecommunityhaslongbeenawareofouruniversitystudentshavethepooreroralcommunicativeability..MinistryofForeignLanguagesTeachingCollegeDaiWeidong,directoroftheSteeringCommittee,said:Facingthenewsituationandnewrequirements,foreignlanguageeducationindevelopmentobvioushaslagged,"Highmarks,butlowability","deafEnglish"veryprominentphenomena.CPPCCNationalCommitteememberFengJunsaid:TherearenomanypeoplereallyunderstandEnglishinChina,mostofthemininternationalexchangescanonlyactasa"dumb"and"deaf."2008BeijingOlympicGameshasgreatlyinspiredtheChinesepeople'senthusiasmtolearnEnglish,butinexchangeactuallyusetheEnglishlanguage,manypeoplestillfeeltheunspeakableintheend.Soitwassuggestedthatasharpquestion:Englishlanguageskillsarehardtoopenmouth,butlearningEnglishforwhat?JustforthesewordshavetouchedChinesethedeepestpaintolearnEnglish,so

whenthisarticleontheXinhuareleaseatApril7

immediatelycreatedastirandthepeople

resonance,thedomesticmorethan10well-knownwebsitescompetingreproduced,suchas:S,ChinaCourtNet,education,lifenet,inthelabornetwork,ChinaM&Dnet.so,wemusttostrengthenourEnglishcommunicationability.Herearesometips.First,developcommunicativecompetencethroughlanguagedrills.Languagedrillingdoesnotmeanthatlanguagecommunication.Languagedrillsfocusisthelanguageform,toenablestudentstomasterthelanguagedrillslanguageform;Second,theprocessofteachingCommunicative.TeachingCommunicativeEnglishclassroomshouldbestudent-teacherexchanges,studentexchanges,touseauthenticlanguagematerialsinEnglishtoteachEnglishandlearnEnglishlanguagework,usingrole-plays,situationaldialoguestoenablecommunicationactivitiesthroughouttheclassroomhasalwaysbeenThird,breakingtextbooksCenter,classroomcenter,teachercenters,developcommunicativecompetence.Modernforeignlanguageteachingshouldpayattentiontobooks,butifcompletelyboundbooks,isnotuptocommunicativepurpose.Therefore,inteachingmaterialstoincreaselanguageinput.ClassroomteachingistheprimaryEnglishlanguageteachingandactivitiesoftheoccasion.However,theclassroomalonedozensofminutestodevelopcommunicativecompetencebutisagoodaspiration.Nomatterhowwell-designedteachersandstudentshowtowork,andwithouttheclosecooperationbeforeandafterthelessonsareverydifficulttoachievethatdesiresoweself-study3.CollaborationbetweenteachersandstudentsAsweallknow,theabilitytocommunicativeinEnglishisthestartingpointandfundamentalpointoftheEnglishteaching.throughavarietyofcommunicationactivitiestoimprovethestudentabilityofEnglishcommunication,thisisneedforteachers,andforstudents,thestudentsarelearningthesubject.Fromlearningtouse,inadditiontotheeffectsofmethodsbyteachers,studentsallaspectsoftheirsituationhaveamajorimpactonlearning.sogoodrelationshipsbetweenthemareveryimportant.Theteachersmusttounderstandthestudentspersonalityanddothethingssuitableforthem.Thestudentmustrespectteachersandlearntoholdthemainideaforthestudy.

4.LanguageoutputstrategyAseveryoneknows,thereasonwhytheChinesepeoplelearningEnglishdifficultismainlythelackoflanguageenvironments.Howtobreakfreeofthisbottleneckhasalwaysbeenthelanguageeducationsectorto

study.In1985,Swainhasdonethe

famous"immersiontest"(immersionprogram)."ShearguedthatFrenchimmersionstudentsdonotdemonstratenative-speakersproductivecompetencenotbecausetheircomprehensiveinputislimited,butratherbecausetheircomprehensiveoutputislimited."Hethoughttheexperimentsandfoundthat:studentshavereceivedalotoflanguageinput,buttonoavailasnativewhoproducethekindoflanguageability,itsnotbecausethestudentsofthelanguageinputislimited,butthattheirlanguageoutputactivitiesareinadequate.Well,theChinesecollegeEnglishteachersshouldhowtotaketheeffectivestrategiesoflanguageoutputtoeffectivelytrainstudentsintheEnglishcommunicativeability?1.Restricttheuseofmothertongue,forcingtheuseofEnglishSecondLanguageAcquisitionisanewhabittocultivate,whilethehabitisakindofconditionedreflex,andsubjecttoconstantcontact,repetitionandimitationcanbeestablished.Sincethesecondlanguageacquisitionistodevelopnewhabitsandskills,whichskillstheyneedtopracticetheuseofrepeated,thenshould

"force"learnerstousethetargetlanguageasmuchaspossible,ratherthantheirmothertongue.Readingabilityisrecognizedasasecondlanguagelearningthemoststableandmostenduringmodel.Asateacher,notonlytolimitthelearnersbutalsotoputanendtotheirexcessiveuseofmothertonguephenomenon,wemustguardagainsttheEnglishclassintotheuseofChinesetoexplainEnglishclass.Also,in-depthstudyandtoexcludetheinterferenceofthemothertongueofthetargetlanguagetohelplearnersinthetargetlanguageacquisitionprocess,thesmoothformationofnewhabits.2.Toreducethepassiveinputandactiveoutputincrease"Swainstatesthatbesidesthenecessarycomprehensibleinput,learnersmusthaveopportunitiestoproducethelanguageiftheyaretobecomefluent,native-likespeakers."CollegeEnglishteaching,teachersarealwaysinputallclassandthephenomenonoflearnersarebusycopyingfrequentoccurrence.Ifteachersblindlyspoon-feeding,itwillnotcreateopportunities,providetimeforthelearnerstooutputtargetlanguage,soforlanguagelearnershavenochancetooutput,forthelongrun,itisdifficulttooutputthetargetlanguagefluently.Therefore,thepreferenceforthetraditionalteachingmethodandtheobsessionwithinputallclasses’teachers,musttakethetimetoreturnlearner,allowedtheuseofsufficienttimeforadequatepracticeofthelanguageoutput.Asweallknow,ifwelearnanewthings,themorewedid,themoreweknow.so,givingmoretimetolearner,theywillgettingmorethingsandasalearner,wemustlearntoseizeeverydaytoactiveoutput.3.Thecreationoflinguisticcontexts,andstimulatingexportZhangalinguistoncesaid:thereallanguageisthehumanorganismasaresponseforthesituation.Thereisnocontext(linguisticcontext),languagewouldbenomeaning.Onlywhenthelearner'slanguageoutputinamorerealsituationsastheyarisewillassignmeaningful.AsthelinguistMalinowskisaid:Ifthereisnolanguagescenarios,theworddoesnotmakesense,alsodoesnotmeananything.Therefore,thediscourseonlyinthesituationalcontexthavemeaning.so,onlyallowsthelearnertoexposuretodifferentsituations,makethetruemeaningofconsultation,todeveloptheirdignifiedandaccurateuseofthetargetlanguagetheabilitytodothings(todothingsthroughlanguage),thatiscommunicativecompetence.Therefore,teachersmusttrytocreatethereallanguagecontextforthelearnersuseofthetargetlanguagetounderstandandexpresstheauthenticlanguagecontexts,letimmersivemannerlanguageoutput,forexample,designshops,hospital,restaurantmealsandotherspecificcontext.4.Organizationoflanguageactivitiestoachieveatwo-waycommunicationLanguageisreflectedintheactivitiesofallhumanactivityandnotisolatedactivities,solanguageisalwaysaccompaniedbyotheractivities.Whenthelearnerstoparticipateincertainactivities,andtoincreasetheirexistingcapacityofinfinite,thestudywillbeenlarged,thistime,languagePotential(linguisticpotential)becomesalanguage(linguisticcompetence).Languageactivityisboundtoactivatethelearnersexistingknowledgestructureandcognitiveschemata,learnersthroughitsownrestructuringandtheconstructionofknowledge,andpromotedbytheintakeofnewinformationandlearner'scognitiveschemataexistingconnectionbetweenthe,blendingandintegration,thusspeedinguptheinsideoflanguageinformation.Atthesametime,languageactivitiesmustconstructknowledgethroughinteractionandcooperation,therefore,withparticularemphasisonlearnerthroughcooperationandinteractionwithothers,learnthelanguage.Therefore,inordertoeffectivelyimprovethecommunicationskillsofuniversitystudents,teachersshouldtakethetimeforthestudentstoengageinlanguageactivities,suchas:interviews,pairactivities,groupdiscussions,brainstormingsessions(brainstorming),simulations(simulation),speakingcompetitions.5.Beyondtheoutputofspaceandtime,naturallanguageacquisitionLanguageoutputactivitiescannotbeconfinedtoaspecifictimeandplace,suchastheclassroom,theclassroom.Languageoutputmustgobeyondtimeandspaceconstraints.Whenthelearnersexposuretoextra-curricularnaturalenvironmentandbeabletotaketheinitiativetocarryoutspontaneouslanguageoutputactivity,canbeanaturalacquisitionoflanguage.ThisistheSecondLanguageAcquisitionResearchandteachingtheultimategoal.Therefore,teachersshouldencourageandguidestudentstoboldlytaketheinitiativeinthenaturalenvironmenttouseEnglish,andgraduallydevelopextra-curricularinthebedroom,dining,sportsarenas,shoppingmallsandothernaturalenvironmentsoutsidetheclassroominEnglishcommunicationhabits.5.ConclusionWeknow,Englishprimaryadvantageisthatofflexibility.ontheonehand,ithasthelargestvocabularyofalltosayexactly,allowingus,asitsusers,tosayexactlywhatwewantinexactlytheworldwechoosetouse.ontheotherhand,globalizationhasinsuredtheintroductionofabusinessEnglish.SocialprogressandthedevelopmentneedsofalargenumberoftimesstrongerEnglishskillsofuniversitygraduates,andhavegoodEnglishcommunicationskillsofuniversitystudentsareincreasinglysubjecttothejobmarketofallages.Languageoutputforcollegestudentstoobtaintheabilityofthenecessarymeansofcommunication.IntheEnglishlearningprocess,theneedtostrengthenlanguageoutput,andcreateoutputcondition,andstrengthenexportpractice,theonlyforsuchwaycantrulydevelopstudentscommunicativecompetenceinEnglishsoastomakeitanaturalacquisitionofEnglish.Bibliography:[1]李海英.專業(yè)趨同趨熱畢業(yè)生扎堆“滯銷(xiāo)”[N].沈陽(yáng)日?qǐng)?bào),2008年6月26日第A10版[2]河北日?qǐng)?bào)記者:哪些文科專業(yè)就業(yè)更容易[EB].http://hbrb.hebnews.cn/20080201/ca839332.htm,2008年5月28日[3]戴煒棟.構(gòu)建具有中國(guó)特色的英語(yǔ)教學(xué)“一條龍”體系研究[J].外語(yǔ)教學(xué)與研究.2001,05[4]Ellis,R.TheStudyofSecondLanguageAcquisition.Oxford:Oxfod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AT89S52單片機(jī)的通用數(shù)據(jù)采集系統(tǒng)基于單片機(jī)的多道脈沖幅度分析儀研究機(jī)器人旋轉(zhuǎn)電弧傳感角焊縫跟蹤單片機(jī)控制系統(tǒng)基于單片機(jī)的控制系統(tǒng)在PLC虛擬教