GenRad Trainning
英语教学法第二版 复习提纲
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one‟s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:无需要解决的问题;纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动;完成纯语言练习复杂性;单一成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers‟ awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aimsnguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don‟t take things personally 对事不对人3).Do not use threats6. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss‟ opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers‟ meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw linesUnit 7. Teaching Grammar1. What are grammar presentation methods? 演示法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students‟ confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students‟ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener‟s response5) Speaker‟s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can‟t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood‟s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasks☐Design small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.☐Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one‟s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity‟).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:。
FABtrain Basic1
FABmaster File Path Picture
C:\
ACADEM I
Main Program FAB.EXE
F AB
Sub-programs FABXXX.EXE
2.”N+1” Explaining: ”N” is multi-Gerber file; “1” is only a total aperture file.
Two.Rs-274-X Format:
D-code information is in every Gerber file.
Every layer is only a Gerber file.
▪ PCB physical layout information ▪ Including …
• Component(Name, center x,y, shape,rotation,pin) • Trace(Router, width) • Net(signal connectivity) • Silkscreen • Sold mask • Drill(Shape, size) • Layer •…
Drill File: Drill数据是所有PCB CAD系统可以生成的,可以被所有CNC机处
理的文件。
Welcome to our Training Center
for Electronics
The Power to Manufacture at the Speed of Demand
PCB CAD File Explaining
光绘机处理的文件格式。
Gerber format:
One.Rs-274-D Format: D-code information is not in Gerber file.
Shanghai GR228X Fundamental Training
GR228X Hardware Introduction
Receiver
Prepared by TC Chew, Dec20’2003
PC
MXIbus
GR228X Pin Cage
MTG : RTC :
MXI To GenRad Board Run Time Controller
ቤተ መጻሕፍቲ ባይዱ
Functional Blocks MXI to GR Bus interface, low speed controller, data expander
Prepared by TC Chew, Dec20’2003
All Windows NT based GR228X are PC controlled and have similar standard and optional hardware components.
System Control Panel
End of testing.
End of test prog structure
Prepared by TC Chew, Dec20’2003
GR228X Language Standard Command
Test Program Execution
Ctrl + J , run To run the test on UUT Ctrl + C , abort To abort the current execution Monitor , mon To go to monitor page or diagnose page from TEST or DEBUG mode Ctrl P To run a test on UUT for dual well testing, and it will run for right fixture Translate , trans To go into TRANSLATE page Update , upd To go into UPDATE page Setup To go into SETUP page System To go into SYSTEM page License , lic To go into LICENSE page Diagnose , dia To go into DIAGNOSE page Debug , deb To select or go into DEBUG mode Test , te To select or go into TEST mode Begin , beg To begin a CRD to be debugged, example beg=r1 Message , mes To select the output of failure, example mes=file (msg into file) mes=crt (msg on screen) or mes=strip_printer (msg to printer) Rerun , rer To rerun a test for n times, example rer 100 (to rerun the single test for 100 times) Remove , rem to remove or discard all changes make on current DEBUG mode Swap , sw To swap nails between channels Channeal A & B will swap accordingly and all guard and guard sense will disable automatically Locpin , loc To locate the pin location nn To go to next component or so called next label for debugging Surrounding, surr To view surrounding pins that connected to particular nail Example surr 123 ( To view the surrounding pins of nail 123 ) Nail , na To view a nail location and connection of that particular nail example na 123 Edit , ed To edit a file in DIAGNOSE page, example ed .tpg ( To view and edit TPG file )
智能制造背景下工业设计工程专业学位研究生培养模式探讨——以南京林业大学为例
家具2020年第41卷第6期Furniture2020Vol.41No.6智能制造背景下工业设计工程专业学位研究生培养模式探讨——以南京林业大学为例熊先青，牛怡婷(南京林业大学家居与工业设计学院，南京,210037)摘要:在智能制造的背景下，要求中国的制造业发展是依附于互联网等技术的，制造业需要实现智能化，这也就表明，制造业所需要的高层次技术人才培养模式需要改变。
以市场需求为目标，对工业设计工程(家具设计与工程方向)专业学位研究生的培养模式进行创新，通过“理论+实践、校内+校外、目标+成果”等融合方式对研究生的创新能力以及实践能力进行定向培养，最终达到“1+1>2”的效果，满足智能制造模式下的制造业对交叉复合型高层次人才的需求。
关键词：智能制造；工业设计工程专业学位;人才培养;培养模式中图分类号:TS664文献标志码:A文章编号:1000-4629(2020)06-0102-05Talent Training Mode of Postgraduate in Major Industrial Design and Engineering under the Background of“Smart Manufacturing''------Taking Nanjing Forestry University as an ExampleXIONG Xianqing,NIU Yiting(College of Fumishings and Industrial Design,Nanjing Forestry University,Nanjing210037,China) Abstract:In the context of smart manufacturing,the development of Chinese manufacturing industry is required to dependent on the technologies such as the Internet.That is to say,the training mode of high-level technical talents required by manufacturing industry needs to be changed.Aiming at the demand of market and social,this paper innovate the training mode of postgraduates in major of industrial design and engineering(furniture design and engineering direction)o Through the combination of theory and prac・tice,on and off campus,target and results,the creativity and practical ability of postgraduates are direc-tionally trained and finally the effect of"1+1a2”is achieved,which meets the demand of cross-com・plex senior talents by manufacturing industry under the mode of smart manufacturing.Key words:Made in China2025;major degree in industrial design and engineering;talent training graining mode伴随着智能化时代的到来，互联网、大数据等新技术成为制造业的标志，《中国制造2025》已经明确指出，制造业是立国之本、兴国之器、强国之基,是国民经济的主体，基本方针是“创新驱动、质量为先、绿色发展、结构优化”冋。
大学生目前就业困难及解决办法英语作文
大学生目前就业困难及解决办法英语作文全文共6篇示例，供读者参考篇1College Kids Have a Hard Time Getting Jobs and Here's What We Can Do About ItHi there! My name is Tommy and I'm going to tell you all about the big problem that college kids are having when they try to get jobs after graduating. It's a super tough situation that a lot of my older friends and cousins are dealing with. But don't worry, I'll also share some ideas on how we can make things better!So what's the big deal? Well, you see, when kids go to college for four whole years, they learn a ton of stuff in their classes. They study really hard subjects like math, science, business, and lots more. By the time they finally graduate and get their diplomas, you'd think companies would be lining up to hire them because they're so smart and educated, right?But here's the problem - there aren't nearly enough jobs for all the college graduates! Companies don't have space to hire every single one of them. So what happens is there's like a billion applicants for every single job opening. It's crazy!My cousin Brad just graduated last year with a degree in accounting. You'd think every business would want an accounting whiz like him, but he applied to over 100 jobs and only got a couple interviews. He finally landed a job, but it took him almost a year of rejections and struggling to find something.A lot of his friends are still looking for work in their fields.And you know what the worst part is? A lot of these kids have crazy student loans they have to pay back. Like 50,000 or even 100,000 worth of debt from their four years in college! But if they can't find a good job, how are they supposed to start paying that money back? Their parents went into debt helping them and now the kids can't find work to support themselves. It's a really big mess.So what can we do to fix this problem and make sure college graduates don't have such an impossible time getting hired? I've got a few ideas that could help:Schools should spend more time teaching job skills like resumes, interviews, networking - not just book knowledge. They need to prepare students for actually getting jobs.Companies could create more internship programs while kids are still in college. That way they get experience andcompanies can identify talented students to hire after graduation.The government should provide tax breaks or incentives for companies that hire a certain number of new graduate employees each year. That would motivate businesses to give more opportunities to college kids.We could find ways to better match students' skills with jobs that actually need those skills. Like economic experts could analyze what jobs will be needed in the future as the world changes and make sure we have people trained for those roles.Students could consider getting job experience through part-time work, volunteering, or internships while still in college. That way they'll have experience along with their degrees.Maybe we could even have a year of national service where all students do some kind of service job or internship for a year between college and entering the full-time workforce. That would give them skills and experience.Those are just some of my ideas, but I'm sure there are smarter people out there who could come up with even better solutions. The important thing is that we have to take actionbecause this jobs problem is only getting worse for college grads.We spend so many years preparing kids academically, but then don't properly prepare them for finding actual employment when they're done with school. That's not good for the graduates or for the businesses who really need their talents. We're wasting a lot of potential by not fixing this situation.So let's all put on our thinking caps - students, teachers, parents, business leaders, and even elementary school kids like me! If we all work together, I'm sure we can come up with amazing ways to ensure college graduates get hired in good jobs that put their expensive educations to use. After all that hard work, they deserve to be successful, don't they?Anyway, that's my take on this important issue affecting so many young people today. Thanks for reading my essay! I'll be over here practicing my times tables while the adults get to work on solving the big employment problem. Looking forward to the day when getting hired after college is as easy as second grade math!篇2College Kids Have a Hard Time Getting Jobs These Days, and Here's What We Can Do About It!Hi there! My name is Emma, and I'm going to tell you all about the super tough situation that college grads are dealing with when it comes to finding jobs after they finish school. It's a really big problem, but don't worry - I've got some ideas for how we can help make things better!First, let me explain what's going on. You see, when big kids go to college, they spend four whole years (that's like, a bajillion days in kid years!) studying really hard subjects like math, science, writing, and more. They do this so they can learn all the skills they'll need for the jobs they want after graduation.But lately, even after alllll that hard work, a lot of college grads are having an super duper hard time actually getting hired for jobs in their field of study. Can you imagine? You work so hard for four years, and then you can't even get the job you dreamed of! No fair!There are a few different reasons why this is happening. One biggie is that there just aren't enough jobs available right now for all the kids graduating from college. With the world economy being a little wonky lately, some companies have had to shrink or close down, so they can't hire as many new workers.Another issue is that a lot of the jobs that ARE available require more experience than new graduates have. Employers want to hire people who have already been working in that job for a little while, not just kids straight out of school. No matter how much you learned, they want you to have real on-the-job experience too. Tricky, tricky!On top of that, the skills that students are learning in college don't always match up perfectly with what employers are looking for. Technology changes so fast that sometimes what colleges are teaching gets a little outdated by the time kids graduate. Employers need workers with the latest, cutting-edge skills. It's banana pants!Phew, that's a lot of problems, huh? Lucky for you college grads, I've got some ideas for how we can start fixing things. Listen up!Okay, first of all, colleges should work more closely with companies and industries to make sure they're teaching students the exact skills those employers will need. If professors know exactly what tools, software, and knowledge kids will need to get hired, they can update their classes to cover it all. No more outdated info!The schools can also do a better job of helping kids get internships and apprenticeships while they're still students. That way, by the time they graduate, they'll already have some work experience under their belts. Employers will be way more interested in hiring them!Another smart idea is for colleges to offer more career services like resume workshops, interview practice, job search assistance, and networking events. Connecting students with alumni who already have jobs can give them a leg up. A couple colleges near me started doing workplace scenario simulations too - crazy cool!But colleges can't do it all alone. Companies have to step up as well! Maybe they can create more internship and entry-level job openings specifically for new graduates. They could also visit college campuses more to meet students, see their work, and potentially hire them before they even graduate. Recruit them early, you know?Employers should also try to provide more on-the-job training instead of always expecting prior experience. If a college kid has the core skills but needs some extra training in certain tools or processes, the company can teach them! Everybody starts somewhere, after all.And you know what would be really awesome? If working professionals could go back to colleges as guest lecturers or mentors occasionally. They could make sure students are learning the current skills and give them an insider's view into their industry. Kill two birds with one stone!Lastly, I think we need to get elementary kids like me more interested and engaged in the job world from an early age. You've got to start planting those career seeds young! More field trips to companies, more career exploration in school, getting us thinking about our future jobs in a fun way. That way, by the time we're in college, we'll be primed and ready!Phew, that's a lot of ideas, but I think if we all work together - colleges, companies, professionals AND kids - we can make it tons easier for college grads to find awesome jobs they're pumped about. We've got this, team!So let's get out there and start putting these solutions into action. College grads, don't you worry - brighter job waters are ahead! Stay positive, keep on learning, and never stop hustling for your dreams. The perfect job IS out there for you!篇3College Grads Can't Find Jobs? No Way!Hi friends! Today I want to talk about a super important topic - why it's so hard for big kids who just graduated from college to get a job these days. It's a really tricky problem with no easy answers, but I'll do my best to explain it in a way that makes sense. Let's get started!First off, there are way more people going to college now than there used to be. When my parents and grandparents were young, only a few lucky students got to go to university. But nowadays, most kids further their education after high school. That's awesome because it means we're all getting smarter! However, it also means there are a whole lot more graduates out there looking for work. Companies can be picky about who they hire.Another big issue is that lots of grads don't have the right skills that bosses want. In college, students spend most of their time learning aboutSubjectName from books and lectures. But when you get a real job, you need practical hands-on experience. Employers want to hire people who already know how to use certain computer programs, communicate well, manage their time, and solve problems. Just having a degree isn't enough sometimes.The economy also plays a major role. When there isn't a lot of money going around, companies can't afford to hire as many fresh graduates. They have to let some of their current workers go first before bringing in new blood. Recessions and tough economic times make it extra hard to land that first job out of college. Grown-ups call this a "competitive job market."So what can be done? Well, colleges could try to give students more hands-on training through internships, projects, and partnerships with local businesses. That way, grads get real work experience along with their book knowledge. Teachers could also focus more on developing life skills like time management, public speaking, teamwork, etc. Those are just as important as subject expertise.Grads themselves can be proactive too! Instead of just sending out resumes and waiting, they can look for volunteer opportunities, freelance gigs, or even start their own small business. Anything to gain experience, skills, and connections in their field. Getting guidance from a career counselor can also help figure out the right path.Companies could also be more open-minded when hiring. Maybe they could provide extra training for promising candidates who need to learn certain programs or tools. Or theycould redesign the hiring process to look beyond just grades and degrees. An entry-level employee with drive, motivation, and a willingness to learn can sometimes be better than an A+ student without any real-world practice.At the end of the day, finding that first career job out of college will always be challenging. But if schools, students, employers and the whole community works together, I think we can make it a little bit easier. We just have to be creative, flexible and never stop learning - even after graduation!Well, that's my take on this super-duper important issue facing so many big kids today. I had fun breaking it down in a way that (hopefully) makes sense. Let me know if you have any other questions! Obtaining that dream job is possible with some hard work and by following the right strategies. Never give up! Thanks for reading, guys.篇4College Kids Have a Hard Time Getting Jobs These DaysHi there! My name is Tommy and I'm in 4th grade. My big sister just graduated from college last year. She studied really hard for four whole years, but now she can't find a job! A lot of her friends are also having trouble getting hired. It's a super bigproblem that lots of college grads are facing. Let me tell you all about it!When you finish college, you usually want to start your career and get a good job to make money. But these days, it's crazy hard for new graduates to land that first job after school. There are just too many people looking for too few open positions. Companies can be really picky about who they hire since they have tons of applicants to choose from.My sister sent out like a bazillion resumes and only got a few interviews. A lot of her applications didn't even get looked at because she didn't have much real work experience yet. How is she supposed to get experience if no one will give her a chance? It's like one of those things where you can't get a job without experience, but you can't get experience without having a job first. It's a catch-22!Another big problem is that a lot of the jobs want people with very specialized skills. Like if you studied English literature in college, it can be tough to find a regular office job since your skills don't really match what they're looking for. My sister's friend Brian was an art major and he's having the hardest time of anyone we know. There just aren't that many galleries and museums hiring right now.The economy being a little rocky doesn't help either. When things are tight, companies don't want to spend money hiring new folks. They make the employees they already have work longer hours instead of bringing in new blood. That's no fun at all!So with all these troubles facing new graduates, what are they supposed to do? The good news is there are some solutions that can help. I'll go over the main ones now:First off, getting an internship while you're still in college is huuuuge. Like ginormous! Having real work experience under your belt, even if it's not paid, makes you way more attractive to companies. It shows you know how to actually apply the stuff you learned in a job setting. My sister interned one summer and that's probably the only reason she's even gotten a few interviews so far.Networking and making connections is another big deal. We're talking about going to job fairs, joining alumni groups, hitting up family friends...anything to meet people already working in your desired field. Sometimes it's not what you know, but who you know, you know? If your uncle's neighbor's cousin can put in a good word for you at their workplace, that can open doors.You also have to be persistent and don't give up. Sending out hundreds of resumes and going on tons of interviews is just part of the process nowadays. My sister's friend Jamal went on like 20 different interviews over 6 months before he was finally offered an entry-level marketing position. It's about having stamina and resilience.Getting more education or certifications can separate you from the pack too. Companies love to see you took the initiative to learn extra stuff. Maybe you can't find a job right away, but you could go after a master's degree or get certified in something employers want. My sister is actually thinking about getting her real estate license to make herself more marketable.Being flexible about what kind of job you'll take and where you're willing to go is important too. You can't be too choosy right out of the gate. Sometimes you have to start off with something that's not your dream job just to get experience. Or you may have to move somewhere for better opportunities. My cousin had to take a job three states away before he found something back home a year later.And finally, don't be afraid to think outside the box! If you're really struggling to get hired, you could try freelancing or even start your own little business. The internet makes it easier thanever to sell services or products online these days. Just think of all the apps and digital companies that started in dorm rooms! You never know, you could get something going and be your own boss.So in conclusion, yes employment is tough for recent college graduates right now. But if you get experience, network your butt off, keep grinding, get extra training, stay open-minded about opportunities, and get creative, you can make it happen. It just might take some time and hard work to land that first real job. Luckily kids like me don't have to worry about that for like ten more years at least! Stay strong, college kids!篇5Title: Jobs Are Hard to Find for University Grads - What Can We Do?Hi friends! Today I want to talk about something that is very important, especially for older kids who will go to university one day. It's about finding a job after you finish your studies at university.University is where you go after high school to learn lots of new things and get really smart in a special subject like science, math, art, business or many others. After 4 years or so, you finallygraduate which means you finished all your classes. Yay! But then comes the hard part - finding a good job.Sadly, it is really difficult these days for new university graduates to find a job, especially a good job related to what they studied. There are a few main reasons why:There are just too many university graduates! Lots and lots of people go to university now. But there are only so many job openings for all those grads. It's like a very long line of people all waiting to get on the same bus. Too crowded!The types of jobs that companies and businesses need are changing fast with new technology. By the time you graduate, the skills you learned might not perfectly match what employers want anymore. It's like you trained to be a horse rider but everyone wants race car drivers now!Companies don't always think new grads have enough "real world" experience and skills beyond just book knowledge. They want people who have already practiced their skills somewhere before.The economy goes through cycles of being really good with lots of jobs, and then cycles of being slow with not as many jobsavailable. Grads have an easier time in the good cycles but a much harder time in the slow cycles.So those are some of the big challenges. It can be really frustrating and even scary for new graduates trying to start their careers and make a living. Many have to take jobs very different from their university major just to get some income. Or they have to mov to different cities and provinces to find work. Pretty tough!But don't lose hope - there are some things students and grads can do to improve篇6University Students Have a Hard Time Getting Jobs and Here is How to Fix ItHi friends! Today I want to talk about a very important topic - university students finding jobs after they graduate. It's a really big problem and a lot of young people are struggling. But don't worry, I also have some good ideas on how we can make it better!First, let me explain why it's so hard for university graduates to get hired these days. One major reason is that there are justtoo many students graduating every year compared to the number of job openings out there. Companies only have so many position they need to fill, but universities are pumping out more and more graduates constantly. It's simple math - if there are 1000 job openings but 5000 new graduates, a lot of those grads won't be able to find work right away. It's like if your class had 30 kids but your teacher only brought 10 cookies to share. A bunch of you would go snackless!Another issue is that sometimes students study subjects in university that don't actually prepare them for the types of jobs employers are looking to fill. For example, if you spend four years learning all about 18th century French existential philosophy, it might be hard to find a company that's hiring for that very specific expertise. It would be like training every day to become a professional unicorn rider - cool in theory, but there's just not much demand for those skills!A third big challenge is that university students often don't get enough hands-on work experience before graduating. They spend years in classrooms learning concepts, but don't necessarily get a chance to actually apply that knowledge in a real job setting. It's kind of like being taught all about how to bake a cake, but never actually cracking an egg or turning on anoven yourself. When you go to get a job at a bakery, you might know the theory but lack the practical skills.So those are some of the reasons why so manynewly-minted graduates have such a tough time finding that first major career opportunity straight out of school. It can be really frustrating and disheartening. But don't lose hope - there are some things we can do to improve the situation!One important step is for universities to take a really careful look at the types of degrees and coursework they are offering to make sure it properly aligns with the skills and knowledge that employers need most in the modern job market. If there aren't a ton of jobs for professional unicorn riders out there, maybe don't make that a major! It's about providing students with an education that maximizes their career prospects.Universities can also expand co-op, internship and apprenticeship programs to give students more chances to get real-world work experience before graduating. Bring the bakery into the classroom, so to speak! That way, grads won't just have a theoretical understanding but will already have some actual job skills and experience on their resume. Yum, nothing beats the smell of fresh-baked job experience!Another good idea is for universities to double down on career counselling and job preparation resources for soon-to-be graduates. Help them get their resumes and cover letters looking great. Provide interview training. Connect them with alumni mentors already working in their desired field. The more tools and guidance schools can offer to make students extremely hire-able, the better.Students themselves also need to be proactive about giving themselves a competitive edge. In addition to working hard on their studies, undergrads should seek out internships, co-ops, volunteering, job shadowing, freelancing, and any other opportunities to start building skills, knowledge and experience. The more you can pack onto your resume before graduation day, the more attractive you'll be to potential employers.Students should also get career counselling early to explore exactly what types of roles their degree could qualify them for. That way they can start developing the right skills, making the right connections, and turning towards the right industries. Knowing the path you want to take makes the journey smoother.Speaking of connecting, students and recent grads need to master the art of networking! Getting out there, meeting people in your desired field, letting them get to know you and yourstrengths. You never know where that next great job opportunity or brilliant career advice might come from. Going to industry events, joining professional associations, and leveraging social media can all help you grow your network.Lastly, when it comes time to apply for jobs, be resourceful and don't get discouraged! Use every tool at your disposal to uncover opportunities - job boards, company websites, recruitment events, reaching out to alumni, etc. If you don't hear back after applying somewhere, follow up politely to reinforce your interest. And if you do get rejected, don't take it personally -faces forward to the next opportunity!Well there you have it friends - the lowdown on why job searching is so tough as a newly-graduated university student, plus lots of tips and advice for overcoming those challenges and maximizing your chances of success. I know it's not easy, but if you work hard, get creative, and never give up, you'll get there! Good luck!。
辽宁省2024_2025学年高三英语上学期期中试题
辽宁省 2024-2025 学年度上学期期中阶段测试高三英语试卷考试时间：120 分钟试题满分：150 分第一部分:听力（共两节，满分30分）第一节（共 5 小题；每小题 1. 5 分，满分 7. 5 分）听下面5段对话。
每段对话后有一个小题, 从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后, 你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What are the speakers doing?A. Making an appointment.B. Planning a business trip.C. Checking the woman's schedule.2. Who is the woman probably talking to?A. A bank clerk.B. A deliveryman.C. A shop assistant.3. Where does the conversation probably take place?A. At the farmers' market.B. In the street.C. In the post office.4. How does the man sound?A. Apologetic.B. Offended.C. Disappointed.5. What is the probable relationship between the speakers?A. Colleagues.B. Business partners.C. Salesperson and customer.其次节（共15小题;每小题1. 5分, 满分22. 5分）听下面5段对话或独白。
每段对话或独白后有几个小题, 从题中所给的A、B、C三个选项中选出最佳选项。
听每段对话或独白前, 你将有时间阅读各个小题, 每小题5秒钟;听完后，各小题将给出5秒钟的作答时间。
大学英语4级翻译练习(真题集合)
The Yellow River is over 5,400 km long and is the second longest river in China. Seen from the map, the Yellow River lies in the shape of a huge “几”. The upper reaches of the Yellow River are the main producing area of wool, leather and other livestock products. The middle and lower reaches are one of the origins of China’s agriculture. The Yellow River is considered as the Mother River of the Chinese people. The drainage area of the Yellow River is honored as the cradle of the Chinese people and also one of the origins of world civilization. It is said that Huangdi, legendary ruler and ancestor of the Chinese nation, was born here. It is said man was made by Nv Wa (a legendary goddess) with the mud in the Yellow River.
着眼发展所需专业施训
着眼发展所需专业施训英文回答：Developing specialized skills and knowledge through professional training is essential for career growth and success. In today's competitive job market, employers are increasingly looking for candidates who possess specific expertise in their field. Therefore, investing in professional training can greatly enhance one's employability and open up new opportunities for career advancement.One area where specialized training can be particularly beneficial is in the field of technology. With the rapid advancements in technology, professionals need to continuously update their skills to stay relevant and competitive. For example, acquiring certifications in programming languages such as Python or Java can greatly enhance a software developer's career prospects. Similarly, professionals in the field of data analysis can benefitfrom training in data visualization tools like Tableau or Power BI.Another area where specialized training can be valuable is in project management. Project management skills are highly sought after in various industries, as they are essential for ensuring successful completion of complex projects. Professionals who have undergone training in project management methodologies such as Agile or Six Sigma are more likely to be entrusted with important projects and are better equipped to handle challenges that arise during the project lifecycle.In addition to technical skills, soft skills trainingis also crucial for career development. Soft skills such as communication, leadership, and problem-solving are highly valued by employers as they contribute to a productive and harmonious work environment. For instance, effective communication skills can help professionals build strong relationships with colleagues and clients, while strong leadership skills can enable them to motivate and inspire their team members.Furthermore, specialized training can also provide professionals with the opportunity to expand their network and learn from industry experts. Attending conferences, workshops, and seminars allows individuals to connect with like-minded professionals, exchange ideas, and gaininsights into the latest trends and best practices in their field. This not only enhances their knowledge but also opens up doors for potential collaborations and career opportunities.中文回答：通过专业培训发展专业技能和知识对于职业发展和成功至关重要。
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PIN卡配置
* Applicable to e Series, i Series, and the retrofit systems • For the GR2280 and GR2281 testers 11 pin boards can be used if the AFTM is not used. • The GR2285e and the GR2289e are both extended performance systems and work at 10 MHz. All other systems operate at 5 MHz except Stinger systems, which are analog only.
March 25, 2015 转载请注明来自 Page11
Receiver(Position 0)
Position 0
Group 7 [ PS11-PS13] Pin Define:
Pin 1: 12V/15V
Pin 3,7: +5V
Pin 2: -12V/-15V
CST: Clock/Sync/Trigger board, provides enent timing and event detection; Reference: PIO card, Driver/Sensor reference, supplies programmed dc reference voltages, for the D/S pin boards; CFB: Custom Function Board; AFTM: Analog Functional Test Module; March 25, 2015 DSM: Deep Serial Memory; ICA: In-Circuit Analog Module 转载请注明来自
Pin 4,8: +5V_Return
Pin 5,6: +-12V_Return/ +-15V_Return INSTRUCTOR NOTE: * Position 0 is used for power supplies 7 through 13. * Fixed Power Supplies will be installed at PS11, PS12, and PS13. * PS1 - PS6 are in slot 3. INSTRUCTOR NOTE: Position 1 is no user interface! March 25, 2015 转载请注明来自 Page12
GenRad ICT Trainning
By HavenGu
March 25, 2015
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Page1
228X 系统结构
March 25, 2015
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GenRad系统差异及注意点
GR2281A 和GR2287A系统：仅为模拟测试系统; GR228X-e 系列系统：Non-ICA System; GR228X-i 系列系统：ICA System; GR228XL 系列系统：High Density Tester 高密度系统; TS系列系统：
• INSTRUCTOR NOTE: ASM: analog scanner module HDC: high density card XP: extended performance SPEED: ASM/HDC: Up to 5MHz XP: Up to 10MHz
March 25, 2015
Test Station System Controller Card = MTG + CST + SFTM + DSM + ICA Be Installed In Slot 2.
March 25, 2015
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Pin卡基本结构
Pin card type: Combo I, Combo II, HDC etc. For TS128L can use Ultra 128L/124 card, max 30pcs pin card. MUX ration is 2X16 or 2X8, 16 or 32 real Driver/Sensor are configured into 8 or 16 groups of 2 each. Each group maps into 8 or 16 nails, therefore, only 2 of 16 nails can be utilized simultaneously.
INSTRUCTOR NOTE: Position 3 is the D/S reference, PIO Fixture ID, PIO Relay Drivers & PIO TTL D/S. These resource is used for digital test. Contains power supplies 1 - 6.
RTC: Run Time Controller, BUS interface for the analog subsystem directs & coordinates pin board activities; data transfers between cpu and the digital subsystem;
March 25, 2015
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Page10
UUT Power Supply
•
• • •
Programmable voltage power supplies (PS)
0-7 V @ 15 A 0-20 V @ 8 A 0-60 V @ 2.5 A
•
• • •
GR228x Pin Cage
INSTRUCTOR NOTE: Up to 30 pin boards max. ICA always last board. If AFTM is used, it comes directly before ICA board and after the DSM board.
MTG
RTC
1
User Power Supplies (optional)
0
CST 2
IEEE-488 Interface
3
4
5
6
7
31
32
MTG: MXI to GenRad Board, functional block is MXI to GR bus interface, low speed controller, data expender;
Resource : 16 Clock outputs(1:4). 28 Trigger outputs(1:4) 8 Sync outputs(1:8).
March 25, 2015
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Page13
Receiver (Position 3)
Position 3 (Reference Card)
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测试工具
AWG
DMM ARIT H [1] ACM ICA ACZ AFT M DCS MUX DCM RM [1] SVS SHORT S, OPENS, AND CONT ACT [1] I488 (BUS OPT ) T EST PINOPENS [1]
Fixed voltage power supplies
5 V @ 6 A (购买时必选电源) 12 V @ 1.3 A + 15 V @ 0.75A
Fixed Power Supplies will be installed at PS11, PS12, PS13, ON THE RECEIVER POSISTION 0； PS7-PS10 also be installed at receiver position 0, it used for high current, and PS1-PS6 be installed at position 3, it used for low current. Fixed Power Supplies usually used for Open Xpress Test; UUT PS can not be used the Fixed PS.
Receiver (Position 2)
Position 2 (CST Card)
INSTRUCTOR NOTE:
Position 2 is used for clock/sync/trigger board outputs.
Clock/Sync/Trigger board not available for 2281A/2287A Testers. 2285/2289 testers have a different CST board.
31936.0
PIO
ST M
UUT
SCAN
PEX
[3] [3]
LGC [2]
UPS
DSM
PVS/HCS [3] PS
March 25, 2015
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测试工具
DCS: include DC voltage source(DCV) and DC current source(DCI), programmable voltage between –18V and +18V, current output limit ranges from –500ma to –1ma and 1ma to 500ma, default is 128ma. DCM: DC measurement unit, voltage measurement range is –200V to +200V, current measurement range is –160ma to 160ma. ACZ: provides an AC source voltage for measurement of impedance, capacitance and inductance. Frequency: 0 to 100KHZ, default is 1KHZ, voltage 0 to 7Vrms, default is 0.2Vrms. Bias:0 to +/-10V, default is 0. ACM: AC impedance measurement unit, provides an AC source voltage for measurement of impedance, capacitance and inductance.