JustDesign_平台培训_4.1
Syllabus Design
Language Teaching:A Scheme. for Teacher Education Editors: C N Callan and H G WiddowsonSyllabus Design David NunanThe author and series editors vi Introduction viiSection One: Defining syllabus design1 1The scope of syllabus design3 1.1Introduction3 1.2 A general curricnlum model4 1.3Defining 'syllabus'5 1.4The role of the classroom teacher7 1.5Conclusion8 2Points of departure10 2.1Introduction10 2.2Basic orientations11 2.3Learning purpose13 2.4Learning goals24 2.5Conclusion25 3Product-oriented syllabuses27 3.1Introduction27 3.2Analytic and synthetic syllabus planning27 3.3Grammatical syllabuses28 3.4Criticizing grammatical syllabuses30 3.5Functional-notional syllabuses35 3.6Criticizing functional-notional syllabuses36 3.7Analytic syllabuses37 3.8Conclusion39 4Process-oriented syllabuses40 4.1Introduction40 4.2Procedural syllabuses42 4.3Task-based syllabuses444.4Content syllabuses48 4.5The natural approach51 4.6Syllabus design and methodology52 4.7Grading tasks54 4.8Conclusion60 5Objectives615.1Introduction61 5.2Types of objective61 5.3Performance objectives in language teaching63 5.4Criticizing performance objectives67 5.5Process and product objectives69 5.6Conclusion71Section Two: Demonstrating syllabus design73 6Needs and goals75 6.1Introduction75 6.2Needs analysis75 6.3From needs to goals79 6.4Conclusion84 7Selecting and grading content85 7.1Introduction85 7.2Selecting grammatical components86 7.3Selecting functional and notional components87 7.4Relating grammatical, functional, and notionalcomponents87 7.5Grading content92 7.6Conclusion95 8Selecting and grading learning tasks96 8.1Introduction96 8.2Goals, objectives, and tasks96 8.3Procedural syllabuses98 8.4The natural approach102 8.5Content-based syllabuses104 8.6Levels of difficulty107 8.7Teaching grammar as process118 8.8Conclusion1219Selecting and grading objectives122 9.1Introduction)122 9.2Product-oriented objectives122 9.3Process-oriented objectives131 9.4Conclusion133Section Three: Exploring syllabus design135 10General principles137 10.1Curriculum and syllabus models137 10.2Purposes and goals140 10.3Syllabus products144 10.4Experiential content147 10..5Tasks and activities149 10.6Objectives153Glossary158Further reading160Bibliography161Index166SECTION ONEDefining syllabus designThe scope of syllabus design1.1 IntroductionWe will start by outlining the scope of syllabus design and relating it to the broader field of curriculum development. Later, in 1.4, we shall also look at the role of the teacher in syllabus design.Within the literature, there is some confusion over the terms 'syllabus' and 'curriculum'. It would, therefore, be as well to give some indication at the outset of what is meant here by syllabus, and also how syllabus design is related to curriculum development.• TASK 1As a preliminary activity, write a short definition of the terms'syllabus' and 'curriculum'.In language teaching, there has been a comparative neglect of systematic curriculum development. In particular, there have been few attempts to apply, in any systematic fashion, principles of curriculum development to the planning, implementation, and evaluation of language programmes.Language curriculum specialists have tended to focus on only part of the total picture — some specializing in syllabus design, others in methodolo nfragmented approach has been criticized, and there have been calls for a more comprehensive approach to language curriculum design (see, for example, Breen and Candlin 1980; Richards 1984; Nunan 1985). The present book is intended to provide teachers with the skills they need to address, in a systematic fashion, the problems and tasks which confront them in their programme planning.Candl in (1984) suggests that curricula are concerned with making general statements about language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners. According to Candlin, they will also contain banks of learning items and suggestions about how these might be used in class. Syllabuses, on the other hand, are more localized and are based on accounts and records of what actually happens at die classroom level as teachers and learners apply a given curriculum to their own situation. These accounts can be used to make subsequent modifications to the curriculum, so that the developmental process is ongoing and cyclical.1.2 A general curriculum modelTASK 2Examine the following planning tasks and decide on the order inwhich they might be carried out.—monitoring and assessing student progress— selecting suitable materials—stating the objectives of the course—evaluating the course—listing grammatical and functional components—designing learning activities and tasks—instructing students—identifying topics, themes, and situationsh is possible to study 'the curriculum' of an educational institution from anumber of different perspectives. lo the first instance we can look at curriculum planning, that is at decision making, in relation to identifying learners' needs and purposes; establishing goals and objectives; selecting and grading content; organizing appropriate learning arrangements and learner groupings; selecting, adapting, or developing appropriate mate-rials, learning tasks, and assessment and evaluation tools.Alternatively, we can study the curriculum 'in action' as it were. This second perspective takes us into the classroom itself. Here we can observe the teaching/learning process and study the ways in which the intentions of the curriculum planners, which were developed during the planning phase, are translated into action.Yet another perspective relates to assessment and evaluation. From this perspective, we would try and find out what students had learned and what they had failed to learn in relation us what had been planned. Additionally, we might want to find out whether they had learned anything which had not been planned. We would also want to account for our findings, to make judgements about why some things had succeeded and others had failed, and perhaps to make recommendations about what changes might be made to improve things in the future.Filially, we might want to study the management of the teaching institution, looking at the resources available and how these are utilized, hose the institution relates to and responds to the wider community, how constraints imposed by limited resources and the decisions of administra-tors affect what happens in the classroom, and so on.All of these perspectives taken together represent the field of curriculum study. As we can see, the field is a large .d complex one.It is important that, in the planning, implementation, and evaluation of a given curriculum, all elements be integrated, so that decisions made at onelevel are not in conflict with those made at another. For instance, in courses based on principles of communicative language teaching, it is important that these principles are reflected, not only in curriculum documents and syllabus plans, but also in classroom activities, patterns of classroom interaction, and in tests of communicative performance.1.3 Defining 'syllabus'There are several conflicting views on just what it is that distinguishes syllabus design from curriculum development. There is also some disagreement about the nature of 'the syllabus'. In books and papers on the subject, it is possible to distinguish a broad and a narrow approach to syllabus design.The narrow view draws a clear distinction between syllabus design and methodology. Syllabus design is seen as being concerned essentially with the selection and grading of content, while methodology is concerned with the selection of learning tasks and activities. Those who adopt a broader communicative language teaching the distinction between content and tasks is difficult to sustain.The following quotes have been taken from Brumfit (1984) which provides an excellent overview of the range and diversity of opinion on syllabus design. The broad and narrow views are both represented in the book, as you will see from the quotes.■ TASK 3As you read the quotes, see whether you can identify which writersare advocating a broad approach and which a narrow approach.1 . . .I would like to draw attention to a distinction . . . betweencurriculum or syllabus, that is its content, structure, parts andorganisation, and, . . t.vhat in curriculum theory is often calledcurriculum processes, that is curriculum development, imple-mentation, dissemination and evaluation. The former is con-cerned with the WHAT of curriculum: what the curriculum is likeor should be like; the latter is concerned with the WHO andHOW of establishing the curriculum.(Stern 1984: 10-11)2 [The syllabus] replaces the concept of 'method', and the syllabusis now seen as an instrument by which the teacher, with the helpof the syllabus designer, can achieve a degree of 'fit' between theneeds and aims of the learner (as social being and as individual)and the activities which will take place in the classroom.(Yalden 1984: 14)3 ... the syllabus is simply a framework within which activities canbe carried mit: a teaching device to facilitate learning. It onlybecomes a threat to pedagogy when it is regarded as absolute rulesfor determining what is to be learned rather than points ofreference from which bearings can be taken.(Widclowson 1984: 26)4 We might . .. ask whether it is possible to separate so easily whatwe have been calling content from what we have been callingmethod or procedure, or indeed whether we can avoid bringingevaluation into the debate?5 Any syllabus will express—however indirectly—certain assump-tions about language, about the psychological process of learn-ing, and about the pedagogic and social processes within aclassroom.(Breen 1984: 49)6 . . . curriculum is a very general concept which involvesconsideration of the whole complex of philosophical, social andadministrative factors which contribute to the planning of aneducational program. Syllabus, on the other hand, refers to thatsubpart of curriculum which is concerned with a specification ofwhat units will be taught (as distinct from how they will betaught, which is a matter for methodology).(Allen 1984: 61)7 Since language is highly complex and cannot be taught all at thesame time, successful teaching requires that there should be aselection of material depending on the prior definition ofobjectives, proficiency level, and duration of course. Thisselection takes place at the syllabus planning stage.(op. cit.: 65)As you can see, some language specialists believe that syllabus (the selection and grading of content) and methodology should be kept separate; others think otherwise. One of the issues you will have to decide on as you work through this book is whether you thi iik syllabuses should be defined solely in terms of the selection and grading of contera, or whether they should also attempt to specify and grade learning tasks and activities.Here, we shall take as our point of departure the rather traditional notion that a syllabus is a statement of content which is used as the basis for planning courses of various kinds, and that the task of the syllabus designer is to select and grade this content. To begin with, then, we shall distinguish between syllabus design, which is concerned with the 'what of a languageprogramme, and methodology, which is concerned with the 'how'. (Later, we shall look at proposals for 'procedural' syllabuses in which the distinction between the 'what' and the 'how' becomes difficult to sustain.) One document which gives a detailed account of the various syllabus components which need to be corisidered in developing language courses is Threshold Level English (van Ek 1975). van Ek lists the following as necessary components of a language syllabus:1 the situations in which the foreign language will be used, includ-ing the topics which trill be dealt with;2 the language activities in which the learner will engage;3 the language functions which the learner will fulfil;4 what the learner will be able to do with respect to each topic;5 the general notions which the learner will be able to handle;6 the specific (topic-related) notions which the learner will be ableto handle;7 the language forms which the learner will be able to use;8 the degree of skill with which the learner will be able to perform.(van Ek 1975: 8-9)•TASK 4Do you think that van Ek subscribes to a 'broad' or 'narrow' view ofsyllabus design?Which, if any, of the above components do you think are beyond thescope of syllabus design?1.4 The role of the classroom teacherIn a recent book dealing, among other things, with syllabus design issues, Bell (1983) claims that teachers are, in the main, consumers of other people's syllabuses; in other words, that their role is to implement the plans of applied linguists, government agencies, and so on. While some teachers have a relatively free hand in designing the syllabuses on which their teaching programmes are based, most are likely to be, as Bell suggests, consumers of other people's syllabuses.•Study the following list of planning tasks.In your experience, for which of these tasks do you see the classroomteacher as having primary responsibility?Rate each task on a scale from 0 (no responsibility) to 5 (totalresponsibility).—identifying learners' communicative needs0 1 2 3 4 5—selecting and grading syllabus content0 1 2 3 4 5— grouping learners into different classesor learning arrangements0 1 2 3 4 5— selecting/creating materials and learningactivities0 1 2 3 4 5—monitoring and assessing learner progress0 1 2 3 4 5—course evaluation0 1 2 3 4 5 In a recent study of an educational system where classroom teachers are expected to design, implement, and evaluate their own curriculum, one group of teachers, when asked the above question, stated that they saw themselves as having primary responsibility for all of the above tasks except for the third one (grouping learners). Some of the teachers in the system felt quite comfortable with an expanded professional role. Others felt that syllabus development should be carried out by people with specific expertise, and believed that they were being asked to undertake tasks for which they were not adequately trained (Nunan 1987).■ TASK 6What might be the advantages andlor disadvantages of teachers inyour system designing their own syllabuses?Can you think of any reasons why teachers might be discouragedfrom designing, or might not want to design their own syllabuses?Are these reasons principally pedagogic, political, or administra 1.5 ConclusionIn 1, I have tried to provide some idea of the scope of syllabus design. I have suggested that traditionally syllabus design has been seen as a subsidiary component of curriculum design. 'Curriculum' is concerned with the planning, implementation, evaluation, management, and administration of education programmes. 'Syllabus', on the other hand, focuses more narrowly on the selection and grading of content.While it is realized that few teachers are in the position of being able to design their own syllabuses, it is hoped that most are in a position to interpret and modify their syllabuses in the process of translating them into action. The purpose of this book is therefore to present the central issues and options available for syllabus design in order to provide teachers with the necessary knowledge and skills for evaluating, and, where feasible, modifying and adapting the syllabuses with which they work. At the very least, this book should help you understand (and therefore more effectively exploit) the syllabuses and course materials on which your programmes are based.■ TASK 7Look back at the definitions you wrote in Task 1 and rewrite these in the light of the information presented in 1.In what ways, if any, do your revised definitions differ from the onesyou wrote at the beginning?In 2, we shall look at some of the starting points in syllabus design. The next central question to be addressed is, 'Where does syllabus content come from?' In seeking answers to this question, we shall look at techniques for obtaining information from and about learners for use in syllabus design. We shall examine the controversy which exists over the very nature of language itself ancl how this influences the making of decisions about what to include in the syllabus. We shall also look at the distinction between product-oriented and process-oriented approaches to syllabus design. These two orientations are studied in detail in 3 and 4. The final part of Section One draws on the content of the preceding parts and relates this content to the issue of objectives. You will be asked to consider whether or not we need objectives, and if so, how these should be formulated.2 Points of departure2.1 IntroductionIn 1 it was argued that syllabus design was essentially concerned with the selection and grading of content. As such, it formed a sub-component of the planning phase of curriculum development. (You will recall that the curriculum has at least three phases: a planning phase, an implementation phase, and an evaluation phase.)The first question to confront the syllabus designer is where the content is to come from in the first place. We shall now look at the options available to syllabus designers in their search for starting points in syllabus design.■ TASK 8Can you think of any ways in which our beliefs about the nature oflanguage and learning might in fl uence our decision-making on whatto put into the syllabus and how to grade it?If we had consensus on just what it was that we were supposed to teach in order for learners to develop proficiency in a second or foreign language; if we knew a great deal more than we do about language learning; if it were possible to teach the totality of a given language, and if we had complete descriptions of the target language, problems associated with selecting and sequencing content and learning experiences would be relatively straight-forward. As it happens, there is not a great deal of agreement within the teaching profession on the nature of language and language learning. As a consequence, we must make judgements in selecting syllabus components from all the options which are available to us. As Breen (1984) points out, these judgements are not yalue-free, but reflect our beliefs about the nature of language and learning. In this and the other parts in this section, we shall see how value judgements affect decision-making in syllabus design.The need to make value judgements and choices in deciding what to include in (or omit from) specifications of content and which elements are to be the basic building blocks of the syllabus, presents syllabus designers with constant problems. The issue of content selection becomes particularly pressing if the syllabus is intended to underpin short courses. (It could be argued that the shorter the course, the greater the need for precision in content specification.)2.2 Basic orientationsUntil fairly recently, most syllabus designers started out by drawing up lists of grammatical, phonological, and vocabulary items which were then graded according to difficulty and usefulness. The task for the learner was seen as gaining mastery over these grammatical, phonological, and vocabulary items.Learning a language, it was assumed, entails mastering the elementsor building blocks of the language and learning the rules by whirlsthese elements are combined, from phoneme to morpheme to wordto phrase to sentence.(Richards and Rodgers 1986: 49)During the 1970s, communicative views of language teaching began to be incorporated into syllabus design. The central cpiestion for proponents of this new view was, 'What does the learner wantineed to do with the target language?' rather than, 'What are the linguistic elements which the learner needs to master?' Syllabuses began to appear in whirls content was specified, not only in terms of the grammatical elements whirls the learners were expected to master, but also in terms of the functional skills they would need to master in order to communicate successfully.This movement led in part to the development of English for Specific Purposes (ESP). Here, syllabus designers focused, not only on language functions, but also on experiential content (that is, the subject matter through which the language is taught).Traditionally, linguistically-oriented syllabuses, along with many so-called communicative syllabuses, shared one thing in common: they tended to focus on the things that learners should know or be able to do as a result of instruction. In the rest of this book we shall refer to syllabuses in which content is stated in terms of the outcomes of instruction as 'product-oriented'.As we have already seen, a distinction is traditionally drawn between syllabus design, which is concerned with outcomes, and methodology, which is concerned with the process through which these outcomes are to be brought about. Recently, however, some syllabus designers have suggested that syllabus content might be specified in terms of learning tasks and activities. They justify this suggestion on the grounds that communica-tion is a process rather than a set of products.In evaluating syllabus proposals, we have to decide whether this view represents a fundamental change in perspective, or whether those advocating process syllabuses have made a category error; whether, in fact, they are really addressing methodological rather than syllabus issues. This is something which you will have to decide for yourself as you work through this book.■ TASK 9At this stage, what is your view on the legitimacy of defining syllabuses in terms of learning processes? Do you think that syllabuses should list and grade learning tasks and activities as well as linguistic content?A given syllabus will specify all or some of the following: grammatical structures, functions, notions, topics, themes, situations, activities, and tasks. Each of these elements is either product or process oriented, and the inclusion of each will be justified according to beliefs about the nature of language, the needs of the learner, or the nature of learning.In the rest of this book, we shall be making constant references to and comparisons between process and product. What we mean when we refer to 'process' is a series of actions directed toward some end. The 'product' is the end itself. This may be clearer if we consider some examples. A list of grammatical structures is a product. Classroom drilling undertaken by learners in order to learn the structures is a process. The interaction of two speakers as they communicate with each other is a process. A tape recording of their conversation is a product.Did you find that some elements could be assigned to more than one orientation or point of reference? Which were these?2.3 Learning purposeIn recent years, a major trend in language syllabus design has been the use of information from and about learners in curriculum decision-making. In this section, we shall look at some of the ways in which learner data have been used to inform decision-making in syllabus design. In the course of the discussion we shall look at the controversy over general and specific purpose syllabus design.Assumptions about the learner's purpose in undertaking a language cosiese, as well as the syllabus designer's beliefs about the nature of language and learning can have a marked influence on the shape of the syllabus on which the course is based. Learners' purposes will vary according to how specific they are, and how immediately learners wish to employ their developing language skills.■ TASK 11Which of the following statements represent specific language needsand which are more general?'I want to be able to talk to my neighbours in English.''I want to study microbiology in an English-speaking university.''I want to develop an appreciation of German culture by studyingthe language.''I want to be able to communicate in Greek.''I want my daughter to study French at school so she can matriculateand read French at university.''I want to read newspapers in Indonesian.''I want to understand Thai radio broadcasts.''I need "survival" English.''I want to be able to read and appreciate French literature.''I want to get a better job at the factory.''I want to speak English.''I want to learn English for nursing.'For which of the above would it be relatively easy to predict thegrammar and topics to be listed in the syllabus?For which would it be difficult to predict the grammar and topics?Techniques and procedures for collecting information to be used in syllabus design are referred to as needs analysis. The se techniques have been borrowed and adapted from other areas of training and development, particularly those assoeiated with industry and technology.• TASK 12One general weakness of most of the literature on needs analysis is the tendency to think only in terms of learner needs. Can you think of any other groups whose needs should be considered? Information will need to be collected, not only on why learners want to learn the target language, but also about such things as societal expectations and constraints and the resources available for implementing the syllabus.Broadly speaking, there arc two different types of needs analysis used by language syllabus designers. The first of these is learner analysis, while the second is task analysis.Learner analysis is based on information about the learner. The central question of concern to the syllabus designer is: Tor what purpose or purposes is the learner learning the language?' There are many other subsidiary questions, indeed it is possible to collect a wide range of information as can be seen from the following data collection forms.1* TASK 13Which of the above information do you think is likely to be most useful for planning purposes?What are some of the purposes to which the information might be put?The information can serve many purposes, depending on the nature of the educational institution in which it is to be used. In the first instance, it can guide the selection of content. It may also be used to assign learners to classgroupings. This will be quite a straightforward matter if classes are basedsolely on proficiency levels, but much more complicated if they are designed to reflect the goals and aspirations of the learners. In addition, the data can be used by the teacher to modify the syllabus and methodology so they are more acceptable to the learners, or to alert the teacher to areas of possible conflict.•TASK 14What sort of problems might the teacher be alerted to?HOW, in your opinion, might these be dealt with?With certain students, for example older learners or those who have only experienced traditional educational systems, there are numerous areas of possible conflict within a teaching programme. These potential points of conflict can be revealed through needs analysis. For example, the data might indicate that the majority of learners desire a grammatically-based syllabus with explicit instruction. If teachers are planning to follow a non-traditional approach, they may need to negotiate with the learners and modify the syllabus to take account of learner perceptions about the nature of language and language learning. On the other hand, if they are strongly committed to the syllabus with which they are working, or if the institution is fairly rigid, they may wish to concentrate, in the early part of the course, on activities designed to convince learners of the value of the approach being taken.•TASK 15Some syllabus designers differentiate between 'objective' and 'subjective' information.What do you think each of these terms refers to?Which of the items in the sample data collection forms in Task 12 relate to 'objective' information, and which to 'subjective' informa-tion?'Objective' data is that factual information which does not require the attitudes and views of the learners to be taken into account. Thus, biographical information on age, nationality, home language, etc. is said to be 'objective'. 'Subjective' information, on the other hand, reflects the perceptions, goals, and priorities of the learner. It will include, among other things, information on why- the learner has undertaken to learn a second language, and the classroom tasks and activities which the learner prefers. The second type of analysis, task analysis, is employed to specify and categorize the language skills required to carry out real-world communica-tive tasks, and often follows the learner analysis which establishes the communicative purposes for which the learner wishes to leant the。
APQP的培训资料-发布版
10.Preliminary process capability requirements 过程能力要求
Pilot / Pre-Launch
Planning 策划
Product Design and Development 产品设计和开发
Process Design and Development 工艺流程设计和开发
Product and Process Validation 产品和工艺过程确认
Feedback, Assessment and Corrective Action 反馈，评估和纠正措施
工程 (gōngchéng)组 主要 职 责
供给商 主要职责
生产采购 -- Buyer 选择潜在供给商
供给商质量 -- APQP 工程经理 -- 与 buyer 和 PE 紧 密 合 作 -- 负责供给商的质 量，能力和时间进度 -- 确保更新管理层信息
工程 -- 产品的设计和发布
主动符合AIAG APQP要求和工程组APQP任务要求
Output: design goals; reliability goals; quality targets; Preliminary BOM; Preliminary process flow chart; preliminary listing of special characteristics; any gov, environmental or safety regulations.
影院售票系统的设计与实现
影院售票系统的设计与实现摘要随着社会的发展，计算机的普及，计算机应用技术在我们的生活中起着越来越重要的作用，计算机的方便性、高效性日益突出。
在影院售票过程，从电影信息的添加，放映厅的安排，到影票的销售及统计，大量的工作都需要处理得井井有条，稍有错误就会给影院造成许多不必要的损失。
然而，面对复杂的管理，仅仅依靠人力来完成这些工作已经不能满足日益增长的需求，“影院售票系统”就是为解决这个问题而设计的。
通过分析知道，电影售票系统包含电影的添加、删除、管理与销售、统计等过程，怎样使这些过程快速有效的进行是我们首要解决的问题。
“影院售票系统”主要是针对这些问题来进行设计的。
系统的主要功能包括：1. 管理员对电影信息的添加、电影信息的修改与删除、票价的折扣管理和对当天影票销售的统计；2. 售票员对近期影票的销售、退票、订票的处理和会员的添加与管理；3. 前台界面展示近期电影的详细信息与查询结果；4. 会员登录实现在线购票和预订等。
系统架构为C/S，采用面向对象分析与设计方法进行系统的分析与设计，系统的实现采用Visual Studio 2008平台下的C#开发语言，数据库使用SQL Server 2005。
关键词：影院，售票，C#，SQL Server 2005THE DESIGN AND IMPLEMENTATION OF CINEMATICKETING SYSTEMABSTRACTWith the development of society, the computer was popularize, computer application technology in our life plays a more and more important role, the computer’s convenience and efficiency is more and more serious.In the cinema’s ticketing process, begin with film’s information add, and the movie house’s arrangement, ticket sales and the sale’s statistics, a large of work have to doing perfect order , a little mistake will be caused many unnecessary loss. However, face the complex management, just rely on human have already can't satisfy with the growing demand, In order to solve this problem, so design the " Cinema Ticketing System".With the analysis we know that how solve the problem to add, delete, management and sales is our top priority."Cinema Ticketing System" is mainly aimed at these problems to the design. The main functions of this system include:1. The administrator could add and delete the films, set the ticket price discount and statistic the sales.2. The Salesman could sale and deal with tickets, deal with the booking tickets, to add and management the member.3. Client of system could show detailed information of film and show result of querying.4. The Member could login and buy tickets or book tickets.This system’s framework is C/S. This system’s analysis and design method is Object-oriented. This system’s realization is under the Visual Studio 2008 platform and the language is C# and the database is SQL Server 2005.KEY WORDS: Cinema, Ticketing, C#, SQL Server 2005目录前言 (1)第1章绪论 (2)1.1 项目开发背景 (2)1.2 项目开发工具 (2)第2章系统分析 (3)2.1 系统功能需求分析 (3)2.2 系统用例图 (4)第3章系统结构设计 (6)3.1 系统功能模块划分 (6)3.1.1 权限划分 (6)3.1.2 前台界面功能设计 (7)3.1.3 销售端功能设计 (8)3.1.4 后台管理功能设计 (9)3.2 数据库设计 (10)3.2.1 数据库概念设计 (10)3.2.2 数据库物理设计 (11)第4章系统功能实现 (15)4.1 系统功能选择 (15)4.2 前台界面功能实现 (15)4.2.1 电影详细信息浏览 (15)4.2.2 放映信息查询 (15)4.2.3 会员登录界面 (16)4.2.4 会员购票界面 (17)4.3 管理与售票功能实现 (17)4.3.1 管理员及售票员登录界面 (18)4.3.2 电影信息管理实现 (18)4.3.3 售票功能实现 (19)第5章系统测试 (21)5.1 测试环境 (21)5.2 功能测试 (21)5.2.1 会员购票测试 (22)5.2.2 售票测试 (22)5.3 使用手册 (23)结论 (24)谢辞 (25)参考文献 (26)附录 (27)前言随着社会的发展，计算机在我们的生活中起着越来越重要的作用，办公自动化已是不可阻挡的趋势，如何在一定时间内高效地完成一项工作是我们生活中追求的一个目标。
义守大学计算及组织Chapter 4 The Processor
Use multiplexers where alternate data sources are used for different instructions
Chapter 4 — The Processor — 18
R-Type/Load/Store Datapath
Chapter 4 — The Processor — 19
Chapter 4 — The Processor — 7
How to Design a Processor?
Analyze instruction set (datapath requirement)
Select set of datapath components and establish
PC Extender for zero- or sign-extension Add 4 or extended immediate to PC
Chapter 4 — The Processor — 11
§ 4.3 Building a Datapath
Building a Datapath
clocking methodology
Build datapath meeting the requirements
Analyze implementation of each instruction to determine setting of control points effecting
Read two register operands Perform arithmetic/logical operation Write register result
DIALUX照明设计软件培训资料
选择灯具基本信息 与总功率
查看灯具位置 及坐标
3D效果图形象生动反应空间情况
对照以下照度色卡可以清楚看 出各区域照度情况
通过等照度曲线查看 照度值情况
通过点照度图可以知 道空间范围内任何一 个地方照度情况
选择颜色，在家具选项中选 择合适颜色，拖曳到家具上
家具颜色选择。
1、选择合适灯具，插入对应灯具插件。
2、确定安装数量、安装方式、安装位置。
点击选择灯具，在 我的灯具库内
在产品选型中选择 添加灯具
选择导入，添加我 司灯具插件
点击使用即可
选择灯具插件
在灯具一栏中选择 对应型号
灯具选型
灯具布置选择：单灯、 直线排列、区域排列、 灯具圆形排列等
在联系人一栏中 设计基本信息
灯具维护系数 的调整，一般 设定为0.8 对设计案封面 基本信息设定
报表字体线条、 字型大小调整， 工作面报表的 设定是否需要 显示灯具和画 出对象
设定完成后确 定即可
报表名称编辑、选择需要内 容如：设计案封面、摘要、 平面图、照明位置图、3D效 果图、伪色表现图、工作面 的等照度图、灰阶等照度图、 点照度图等
服 务珍 是惜 企为 业客 品户 牌服 的务 生的 命机 和会 灵 魂
DIALux 4.11软件使用培训 室内部分入门篇
随着紫光照明品牌的逐步建立，对市场一线专业化技能要求
越来越高，运用照度计算公式测算照度的方法局限性越来越 突出，无法解决复杂的、要求精准度更高的办公照明区域。
同时DIALUX照明软件的设计优势明显，已经广泛得到客户、
空间材质确定。
调整颜色、反射系数、 透明度、材料属性等
设置天花板材料
备选项，点击选择
点击天花板，选择右 侧对应颜色
H.264编码器解码器IP使用说明_4K Main Profile
H264 Lite 高清视频编解码(codec)器使用说明——— Fully RTL Code Design目录1.功能介绍 (3)2.IP特色 (3)3.应用场景 (3)4.本“使用说明”作用 (3)5.主要功能 (4)5.1.编码器功能 (4)5.2.解码器功能 (4)6.主要硬件指标 (5)6.1.编解码效率（单核） (5)6.2.面积 (5)6.3.编解码带宽需求 (5)6.3.1.编码模式带宽需求 (5)6.3.2.解码模式带宽需求 (5)6.4.综合速度 (5)7.设计结构框图 (6)8.接口信号时序 (7)8.1.寄存器配置接口时序 (7)8.2.DMA读写访问时序 (7)8.3.中断信号时序 (7)8.4.软件复位 (7)9.配置寄存器 (8)10.原始帧数据在外部存储器(DDR)的格式 (10)10.1.亮度(Y)数据 (10)10.2.亮度数据在内存的字节序 (11)10.3.色度(UV)数据： (11)10.4.色度数据在内存的字节序 (12)10.5.以1920X1088的图像为例： (12)11.软件控制流程（参考） (13)11.1.编码器软件控制流程 (13)11.2.H264标准相关寄存器推荐配置（编码模式有效） (14)11.3.解码器软件控制流程 (15)12.设计交付 (16)13.FPGA综合结果 (16)H264_Lite视频编解码器（encoder&decoder）由硬件描述语言verilog实现，此设计经过FPGA EDA工具编译后可集成于可编程逻辑器件(FPGA)平台；也可以使用Synopsys Design Compiler综合后作为ASIC芯片的IP核使用。
该视频编码器输出码流完全符合H.264视频编码标准；解码器能解码H264_Lite自己编码的码流。
该设计针对硬件面积，编码帧率，综合频率做了设计结构上的优化。
该设计对FPGA实现做了特别的时序优化，在Xilinx Zynq7020上可以综合到150MHZ，单核就能够实现1080P@30fps的FPGA应用场景，双核可以实现1080P@60fps的应用场景，三核可以实现4K@30fps的应用场景。
Cultural-Awareness-Program文化差异培训
WHAT • Cultural awareness programs are designed to help international assignees and their families to settle quickly and easily in a new country. Living abroad requires the need to learn and adapt to the main cultural values of the host country. These cultural values have an impact on how individuals in the target country live: how they behave in public, what social codes and rituals they follow and which communication styles and interactions they use. Cross cultural values also affect key working practices such as decision-making processes, hierarchy and time. Deciphering all these cross-cultural differences is key to avoiding cultural incidents or faux pas as an expatriate.
•Developing cultural awareness: increasing self-awareness and other awareness
•Language issues: accents, specific vocabulary and other factors hindering communication •Tips and strategies for living and working as an expatriate
哪里有《DFX面向各种需求的产品设计》
课程：DFX-面向各种需求的产品设计1对1培训及咨询、百度文库官方认证机构、提供不仅仅是一门课程，而是分析问题，解决问题的方法！管理思维提升之旅！（备注：具体案例，会根据客户行业和要求做调整）知识改变命运、为明天事业腾飞蓄能上海蓝草企业管理咨询有限公司蓝草咨询的目标：为用户提升工作业绩优异而努力，为用户明天事业腾飞以蓄能！蓝草咨询的老师：都有多年实战经验，拒绝传统的说教，以案例分析，讲故事为核心，化繁为简，互动体验场景，把学员当成真诚的朋友！蓝草咨询的课程：以满足初级、中级、中高级的学员的个性化培训为出发点，通过学习达成不仅当前岗位知识与技能，同时为晋升岗位所需知识与技能做准备。
课程设计不仅注意突出落地性、实战性、技能型，而且特别关注新技术、新渠道、新知识、创新型在实践中运用。
蓝草咨询的愿景：卓越的培训是获得知识的绝佳路径，同时是学员快乐的旅程，为快乐而培训为培训更快乐！目前开班的城市：北京、上海、深圳、苏州、香格里拉、荔波，行万里路，破万卷书！蓝草咨询的增值服务：可以提供开具培训费的增值税专用发票。
让用户合理利用国家鼓励培训各种优惠的政策。
报名学习蓝草咨询的培训等学员可以申请免费成为“蓝草club”会员，会员可以免费参加（某些活动只收取成本费用）蓝草club定期不定期举办活动，如联谊会、读书会、品鉴会等。
报名学习蓝草咨询培训的学员可以自愿参加蓝草企业“蓝草朋友圈”，分享来自全国各地、多行业多领域的多方面资源，感受朋友们的成功快乐。
培训成绩合格的学员获颁培训结业证书，某些课程可以获得国内知名大学颁发的证书和国际培训证书（学员仅仅承担成本费用）。
成为“蓝草club”会员的学员，报名参加另外蓝草举办的培训课程的，可以享受该培训课程多种优惠。
一．市场营销岗位及营销新知识系列课程《狼性销售团队建立与激励》《卓越房地产营销实战》《卓越客户服务及实战》《海外市场客服及实务》《互联网时代下的品牌引爆》《迎销－大数据时代营销思维与实战》《电子商务与网络营销-企业电商实战全攻略》《电子商务品牌成功之路－塑造高情商（EQ）品牌》《精准营销实战训练营》《卓越营销实战－企业成功源于成功的营销策划》《关系营销-卓越营销实战之打造双赢客户》《赢销大客户的策略与技巧》《如何做好金牌店长—提升业绩十项技能实训》二．财务岗位及财务技能知识系列《财务报表阅读与分析》《财务分析实务与风险管理》《非财务人员财务管理实务课程》《有效应收账款与信用管理控制》《总经理的财务课程》《财务体系人员的营销管理》《全面预算管理》《全面质量成本管理及实务》《内部控制实务与风险管理实务》《投融资项目分析与决策》《融资策略与实务》《税务管理与策划与实务》《房地产预算管理与成本控制》。
“汽车感知质量培训”教案讲义
总体质量观 Total Quality Perspective
Soft Perceptual Quality 感知质量
感性 Emotional Quality 情感质量
Subjective 主观 Emotional 情感上的 Opinion/Intuition直觉的 Relative 相对的
• Works well 运行不错 • Feels good 感觉不错 • Looks nice 看上去不错 • Smells nice 闻上去不错 • Sounds good 听着不错 • Awesome, Wow….真棒
10 sec 头10秒
10 min 头10分钟
Exposure time to the vehicle: 顾客开始看车的时间
10 wk.
10 mos.
We Are Making Progress! 我们在不断进步
• Perceptual Quality is no longer a mystery
感知质量的定义 Perceptual Quality Definition
Scope范围： "Perceptual Quality" are all product traits noticed by the customers with all their sens es (see, hear, feel, smell). “感知质量”指的是客户能感知（看，听，摸，闻）到产品特性 High ”Perceptual Quality” is the result of superior execution in styling, engineering an d assembly with excellent materials. It culminates in a pleasing appearance and favor able first impression. 好的“感知质量”是造型设计与工程完美结合，并配以优质材料的产物。它臻于给客户以愉悦喜 好的第一印象。
捷顺-捷易通Ⅳ型停车场工程培训PPT
WIN2000+SP4 SQL SERVER 2000 AC220V/50HZ ≦95% 无凝露 IC/ID/条形码/ RS485 1200 M 20000条 20000条 6台 127号 2路/4路 中文
LED中英文显示，自定义显示内 容
15
系统拓扑图
JSST
16
JSST
设备安装位置管线图
注意：道闸、出入口控制机均需接地良好。且确保道闸、出入口控制机 之间地线连接良好，即为同一个地。
JSST
捷易通Ⅳ型停车场管理系统 工程培训
1
JSST
捷易通IV型停车场系统简介
捷易通IV型停车场管理系统概述 捷易通IV型停车场是捷顺公司突破传统单片机应用， 采用领先的ARM7芯片技术，精心打造的一款智能化停车 场产品，
主要产生因素 1、重新搭建硬件架构及平台，根治捷易通产品线内的
顽固缺陷 2、采用新技术，打造更加稳定、可靠、安全的产品，
捷易通iii 单片机
板载开关电源 无 RAM
1万条 软、硬结合，拨码
无 1个 无 无 小于150 ms 拨码开关0-127
5
功能特点
JSST
主板采用ARM7 核芯技术，体积小、功耗低，处理 速度快，扩展性强。
双核设计，前、后端芯片各自分工，极大的提高 对数据的处理速度。
主板接口丰富：IC 接口2 个，ID 接口3 个（支 持中距离ID读头，但需单独供电），纸票接口1 个，一板兼容使用。
20
控制机按键功能介绍
JSST
按键功能
S1和S4为复位按键，S5为功能键，用于菜 单和选项之间的选择，S6为减键，S7加键。 S2(地感)、S3(取卡)、S8(开到位)、S9(关 到位),可模拟各种输入信号进行测试。