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

PAGEPAGE1中國某某某某學校學生畢業(yè)設計(論文)題目：EnglishCommunicationAbilityandLanguageOutputStrategyintheEmploymentMarket姓名：000000000班級、學號：0000000000000系(部)：經濟管理系專業(yè)：商務英語指導教師：000000000開題時間：2009-04完成時間：2009-11-122009年11月12日PAGEPAGE19目錄畢業(yè)設計任務書…………………1畢業(yè)設計成績評定表……………2答辯申請書……………………3-4正文……………5-18答辯委員會表決意見……………19答辯過程記錄表…………………20課題:EnglishCommunicationAbilityandLanguageOutputStrategyintheEmploymentMarket課題(論文)提綱0引言1就業(yè)市場狀況1.1列舉大學生具備良好的英語交際能力能更好找到工作1.2英語交際能力的重要性2英語交際能力2.1英語交際能力概括及定義2.2提高英語交際能力的方法3老師和學生的良好配合4語言輸出策略4.1學習外語困難的原因4.2怎樣在英語交際環(huán)境下提高語言輸出策略5結論二、內容摘要隨著經濟全球化進程的進一步加快以及我國經濟建設的飛速發(fā)展，具備良好的英語能力，特別是交際能力的大學畢業(yè)生越來越受到就業(yè)市場的青睞。而近幾年在金融危機爆發(fā)的環(huán)境下，越來越多的人面臨失業(yè)。如何在不利的環(huán)境下找出自己的優(yōu)勢？大學生英語交際能力便是最有競爭力的強項。本文針對大學生英語交際能力普遍較低的現(xiàn)狀，論述如何培養(yǎng)學生主動學習和老師有效的教學及有效的語言輸出策略。參考文獻[1]李海英.專業(yè)趨同趨熱畢業(yè)生扎堆“滯銷”[N].沈陽日報,2008年6月26日第A10版[2]河北日報記者: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.構建具有中國特色的英語教學“一條龍”體系研究[J].外語教學與研究.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”[N].沈陽日報,2008年6月26日第A10版[2]河北日報記者: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.構建具有中國特色的英語教學“一條龍”體系研究[J].外語教學與研究.2001,05[4]Ellis,R.TheStudyofSecondLanguageAcquisition.Oxford:Oxfod基于C8051F單片機直流電動機反饋控制系統(tǒng)的設計與研究基于單片機的嵌入式Web服務器的研究MOTOROLA單片機MC68HC（8）05PV8/A內嵌EEPROM的工藝和制程方法及對良率的影響研究基于模糊控制的電阻釬焊單片機溫度控制系統(tǒng)的研制基于MCS-51系列單片機的通用控制模塊的研究基于單片機實現(xiàn)的供暖系統(tǒng)最佳啟停自校正（STR）調節(jié)器單片機控制的二級倒立擺系統(tǒng)的研究基于增強型51系列單片機的TCP/IP協(xié)議棧的實現(xiàn)基于單片機的蓄電池自動監(jiān)測系統(tǒng)基于32位嵌入式單片機系統(tǒng)的圖像采集與處理技術的研究基于單片機的作物營養(yǎng)診斷專家系統(tǒng)的研究基于單片機的交流伺服電機運動控制系統(tǒng)研究與開發(fā)基于單片機的泵管內壁硬度測試儀的研制基于單片機的自動找平控制系統(tǒng)研究基于C8051F040單片機的嵌入式系統(tǒng)開發(fā)基于單片機的液壓動力系統(tǒng)狀態(tài)監(jiān)測儀開發(fā)模糊Smith智能控制方法的研究及其單片機實現(xiàn)一種基于單片機的軸快流CO〈,2〉激光器的手持控制面板的研制基于雙單片機沖床數控系統(tǒng)的研究基于CYGNAL單片機的在線間歇式濁度儀的研制基于單片機的噴油泵試驗臺控制器的研制基于單片機的軟起動器的研究和設計基于單片機控制的高速快走絲電火花線切割機床短循環(huán)走絲方式研究基于單片機的機電產品控制系統(tǒng)開發(fā)基于PIC單片機的智能手機充電器基于單片機的實時內核設計及其應用研究基于單片機的遠程抄表系統(tǒng)的設計與研究基于單片機的煙氣二氧化硫濃度檢測儀的研制基于微型光譜儀的單片機系統(tǒng)單片機系統(tǒng)軟件構件開發(fā)的技術研究基于單片機的液體點滴速度自動檢測儀的研制基于單片機系統(tǒng)的多功能溫度測量儀的研制基于PIC單片機的電能采集終端的設計和應用基于單片機的光纖光柵解調儀的研制氣壓式線性摩擦焊機單片機控制系統(tǒng)的研制基于單片機的數字磁通門傳感器基于單片機的旋轉變壓器-數字轉換器的研究基于單片機的光纖Bragg光柵解調系統(tǒng)的研究單片機控制的便攜式多功能乳腺治療儀的研制基于C8051F020單片機的多生理信號檢測儀基于單片機的電機運動控制系統(tǒng)設計Pico專用單片機核的可測性設計研究基于MCS-51單片機的熱量計基于雙單片機的智能遙測微型氣象站MCS-51單片機構建機器人的實踐研究基于單片機的輪軌力檢測基于單片機的GPS定位儀的研究與實現(xiàn)基于單片機的電液伺服控制系統(tǒng)用于單片機系統(tǒng)的MMC卡文件系統(tǒng)研制基于單片機的時控和計數系統(tǒng)性能優(yōu)化的研究基于單片機和CPLD的粗光柵位移測量系統(tǒng)研究單片機控制的后備式方波UPS提升高職學生單片機應用能力的探究基于單片機控制的自動低頻減載裝置研究基于單片機控制的水下焊接電源的研究基于單片機的多通道數據采集系統(tǒng)基于uPSD3234單片機的氚表面污染測量儀的研制基于單片機的紅外測油儀的研究96系列單片機仿真器研究與設計基于單片機的單晶金剛石刀具刃磨設備的數控改造基于單片機的溫度智能控制系統(tǒng)的設計與實現(xiàn)基于MSP430單片機的電梯門機控制器的研制基于單片機的氣體測漏儀的研究基于三菱M16C/6N系列單片機的CAN/USB協(xié)議轉換器基于單片機和DSP的變壓器油色譜在線監(jiān)測技術研究基于單片機的膛壁溫度報警系統(tǒng)設計基于AVR單片機的低壓無功補償控制器的設計基于單片機船舶電力推進電機監(jiān)測系統(tǒng)基于單片機網絡的振動信號的采集系統(tǒng)基于單片機的大容量數據存儲技術的應用研究基于單片機的疊圖機研究與教學方法實踐基于單片機嵌入式Web服務器技術的研究及實現(xiàn)基于AT89S52單片機的通用數據采集系統(tǒng)基于單片機的多道脈沖幅度分析儀研究機器人旋轉電弧傳感角焊縫跟蹤單片機控制系統(tǒng)基于單片機的控制系統(tǒng)在PLC虛擬教