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STS培训课件

智慧医疗
STS技术在智慧医疗领域的应用将越来越广泛，如智能医疗设备、智能健康监测等领域。
STS产业发展的趋势
产业规模不断扩大
随着STS技术的不断发展和应用，其产业规模将不断扩大，相关企业和机构数量也将不断增加。
技术创新与升级
为保持竞争优势，STS相关企业和机构必须不断进行技术创新和升级，提高产品和服务水平。
医疗影像处理与分析
利用STS技术对医疗影像进行预处理、分割、测量和分析，辅助医生进行更精准的诊断和治疗。
智能医疗管理系统
通过STS技术构建智能化的医疗管理系统，实现患者信息、病历记录、药品库存等信息的实时更新和管理。
STS在金融行业的应用
风险管理与控制
利用STS技术对金融数据进行智能分析，提高风险管理水平，降低不良资产率。
多边运作模式
指在特定区域或领域内，STS选择多家服务提供商进行合作，并采用多边协商的方式进行运作和管理。
STS的运作机制
01
信息共享机制
建立信息共享平台，使得服务提供商能够及时获取有关服务需求、竞
争态势等方面的信息，以便做出更准确的决策。
02
服务质量评价机制
建立服务质量评价标准，对服务提供商的服务质量进行评价，以便对
3
STS旨在研究科学、技术和社会之间的相互关系和影响，理解科学技术的社会维度和影响。
STS的发展历程
STS起源于20世纪六七十年代的美国和欧洲。
后来STS不断发展，逐渐关注技术评估和科技政策等方面的问题。
早期STS主要关注科学知识的产生和社会因素的关系。
近年来，STS研究领域不断扩大，涉及环境科学、生命科学、信息科学等多个领域。
使用生动的语言和图表表达内容。

STS培训课件

特征要素
内容简洁明了
形式多样
STS培训课件应具有简洁明了的特点，避免使用过多的专业术语和复杂的表达方式。
STS培训课件可以采用多种形式，如PPT、视频、音频、互动游戏等，以满足不同受众的需求。
针对性强
创意独特
STS培训课件应具有很强的针对性，针对不同的受众群体采用不同的内容、形式和表达方式。
在推广和应用过程中，STS还需要面对市场需求和用户接受度等挑战。
STS的未来发展策略
加强技术研发与创新
加大对STS技术研发和创新的投入，推动关键技术的突破和进步。
提升用户友好性和易用性
加强STS用户友好性和易用性的设计和优化，提高用户接受度和使用率。
建立统一的技术标准
建立统一的STS技术标准，促进不同系统之间的互操作性和兼容性。
监管，提高了仓库管理效率和准确率。
03
效益分析
改造后，XX公司的仓库管理效率和准确率提高了XX%，降低了仓库
管理成本和误差率。
06
STS的未来展望
STS的发展趋势
多元化应用场景
随着技术的不断进步，STS的应用场景将更加丰富多元化，涵盖工业、医疗、教育等多个领域。
技术创新不断涌现
未来STS将不断涌现出新的技术创新，提升其性能、效率和精度，拓展其应用范围。
生产组织
安排生产任务、分配生产资源、组织生产流程，确保生产计划的顺利实施。
生产过程与结果
生产过程
采用先进的生产技术和管理方法，优化生产流程，提高产品质量和生产效率。
生产结果
评估生产结果，分析生产过程中的问题与不足，总结经验教训，持续改进和优化生产过程。
04
STS的支撑体系

STS教育ppt1

运用STS模式的教学原则
• • • • 系统性原则适应性原则灵活性原则教育性原则
（一）系统性原则
该模式不是针对具体的课型设计的，而是作为一种教育的精神和指导思想，贯穿于整个高中生物必修课程中。因此，要科学地运用系统理论，以课本的知识体系为主干，合理选择STS的切入点，既不削减原有的基础知识，又使补充的 STS内容与原有知识衔接自然、融会贯通，保持必修课程的整体性。
节的状态，使科学、技术更好地造福于人类；
宗旨：培养具有科学素质的公民。
特点：
面向公众，面向全体；强调理解科学、技术和社会三者的关系；
重视科学、技术在社会生产、人们生活中的应用；
科学的价值取向，要求人们在从事任何科学发现、技术发明创造时，都要考虑社会效果，并能为科技发展带来的不良后果承担社会责任。
我国STS教育在生物学教育中的发展状况现状：我国生物学教育中的STS教育研究在课程理论、教材开发和课堂教学三个层面都得到了发展， STS教育理论已成为指导我国中学生物学课程改革的理论之一，并且《全日制高级中学生物学课程标准》将“认识生物科学和技术的性质，能正确理解科学、技术和社会之间的关系”列为课程目标之一未来：建立和完善我国的STS课程和教学体系任务：作为未来的生物学教育工作者我们应认真学习并深刻理解STS教育，培养学生的科学素养
(四)教育性原则要强调个人与科学、技术、社会的兼容，在教学过程中，可让学生就与生物科技密切相关的社会问题展开讨论，促使不同的信念、价值观交锋，帮助其逐步形成正确的信念、价值观和对社会的责任感。所以，STS教育应由始至终贯穿道德教育。
运用STS模式的教学策略
• 教学内容的精心组织策略 • 教学环节的有效利用策略 • 教学方法的合理选择策略

sts课程设计

sts课程设计一、课程目标知识目标：1. 学生能理解STS（科学、技术、社会）三者之间的相互关系，掌握科学探究的基本过程和科学研究方法。

2. 学生能掌握本章节所涉及的自然科学或社会科学的基本概念和原理，形成跨学科的知识体系。

3. 学生能了解科技发展对社会生活的影响，认识到科学技术是推动社会进步的重要力量。

技能目标：1. 学生通过小组合作、讨论、实践等学习活动，提高问题解决、信息处理和沟通协作的能力。

2. 学生能运用所学知识，结合实际情境，设计简单的科技作品或社会调查报告，提高创新能力。

3. 学生能运用批判性思维，对科技发展及其影响进行合理分析和评价。

情感态度价值观目标：1. 学生培养对科学技术的兴趣和好奇心，树立科学探究的自信心，形成积极的学习态度。

2. 学生关注科技发展对社会、环境及人类生活的利弊，培养社会责任感和伦理道德观念。

3. 学生尊重不同文化和观点，理解科技发展需要全球范围内的合作与交流，形成正确的价值观。

本课程旨在通过跨学科的教学内容，结合学生的年龄特点和认知水平，提高学生的科学素养和综合能力。

课程注重培养学生的实践操作能力、创新思维和批判性思维，使学生在学习过程中形成积极的情感态度和价值观。

通过具体的学习成果分解，教师可针对性地进行教学设计和评估，确保课程目标的实现。

二、教学内容本章节教学内容围绕STS教育理念，结合课本相关章节，组织以下内容：1. 科学探究方法：介绍科学探究的基本过程，包括提出问题、猜想与假设、制定计划、进行实验、收集证据、解释和结论、反思与评价。

2. 跨学科知识：结合教材，选取涉及物理、化学、生物等自然科学及社会学、心理学等社会科学的典型案例，进行跨学科教学。

3. 科技与社会：分析科技发展对社会生活、环境、经济等方面的影响，探讨科技进步与人类福祉的关系。

4. 教学大纲：（1）第一课时：科学探究方法及跨学科知识导入，引导学生了解STS教育理念。

（2）第二课时：案例分析，通过具体案例让学生体会科学、技术和社会的相互关系。

高中化学sts知识点总结

高中化学sts知识点总结高中化学STSE（Science, Technology, Society, and Environment）知识点总结一、科学（Science）方面1. 原子结构与元素周期律- 原子由质子、中子和电子组成。

- 电子排布遵循奥布定律和泡利不相容原理。

- 元素周期表的构建基于原子序数的递增。

- 元素周期律解释了元素性质的周期性变化。

2. 化学键与分子结构- 化学键包括离子键、共价键和金属键。

- 分子的几何形状由价层电子对互斥理论（VSEPR）解释。

- 分子间力（如氢键、范德华力）影响物质的物理性质。

3. 化学反应与热力学- 化学反应遵循质量守恒定律。

- 热力学第一定律涉及能量守恒。

- 化学反应的自发性由吉布斯自由能变化判断。

- 化学平衡和勒夏特列原理描述反应的动态平衡状态。

4. 溶液与电化学- 溶液的浓度可以用摩尔浓度表示。

- 电化学涉及电子转移反应，如电池和电解。

- 标准电极电势表用于计算电池电动势。

5. 酸碱与氧化还原- 酸碱理论包括布朗斯特-劳里理论和阿伦尼乌斯理论。

- pH值是衡量溶液酸碱性的参数。

- 氧化还原反应涉及电子的得失。

二、技术（Technology）方面1. 化学实验技术- 实验室安全规则和事故处理。

- 常见化学仪器的使用和维护。

- 基本实验操作，如溶液配制、滴定、蒸馏等。

2. 化学工业应用- 石油化工、化肥生产、塑料制造等。

- 绿色化学与可持续发展，如催化剂的使用和废物回收。

3. 化学分析技术- 色谱法、质谱法、光谱法等分析技术。

- 仪器分析在药品检测、环境监测中的应用。

三、社会（Society）方面1. 化学与健康- 营养素的化学性质及其对健康的影响。

- 药物的化学结构与药效关系。

- 化学物质的毒性、致癌性及其风险评估。

2. 化学与环境- 环境污染问题，如酸雨、光化学烟雾、水体污染。

- 环境保护措施，如清洁生产、污染物处理技术。

3. 化学与日常生活- 家庭用品中的化学成分，如清洁剂、化妆品。

sts课程设计

sts课程设计一、课程目标知识目标：1. 让学生理解并掌握科学、技术、社会（STS）相互关系的基本概念。

2. 使学生能够结合实际生活，举例说明科学技术的进步对社会发展的影响。

3. 引导学生了解我国在科学技术领域的发展现状及取得的成就。

技能目标：1. 培养学生运用所学知识分析、解决实际问题的能力。

2. 提高学生的团队协作能力和沟通表达能力，通过小组讨论、展示等形式，学会分享和倾听他人意见。

3. 培养学生运用现代信息技术检索、筛选、整理资料的能力。

情感态度价值观目标：1. 培养学生对科学技术的热爱和探究精神，激发创新意识。

2. 增强学生的社会责任感和使命感，认识到科学技术对社会发展的积极作用，同时关注科技发展带来的伦理道德问题。

3. 树立正确的价值观，尊重科学、尊重事实，培养学生严谨、客观、理性的思考方式。

本课程设计针对年级特点，结合学科知识，注重培养学生的科学素养和实际应用能力。

在教学过程中，关注学生个体差异，激发学习兴趣，引导学生主动参与，以达到提高综合素质的目的。

课程目标具体、可衡量，为后续教学设计和评估提供明确方向。

二、教学内容本章节教学内容主要包括以下三个方面：1. 科学、技术、社会（STS）基本概念及相互关系- 教材章节：第一章“科学、技术与社会”- 内容：科学探究方法、技术发展历程、STS关系概述2. 科学技术对社会发展的影响- 教材章节：第二章“科学技术与社会发展”- 内容：科技进步与经济增长、科技与生活质量、科技对社会环境的影响3. 我国科学技术发展现状及成就- 教材章节：第三章“我国科学技术的发展”- 内容：我国科技发展战略、重要领域科技成就、未来科技发展趋势教学大纲安排：第一周：科学、技术、社会（STS）基本概念及相互关系第二周：科学技术对社会发展的影响第三周：我国科学技术发展现状及成就教学内容注重科学性和系统性，结合课程目标，有序安排教学进度。

在教学过程中，教师需关注学生对教学内容的掌握程度，及时调整教学方法和策略，确保学生能够扎实掌握相关知识。

STS培训课件

媒体表现形式多样
信息结构清晰合理
STS培训课件应该运用多种媒体表现形式，如文字、图像、声音、视频等，以增强受众的感官体验。
STS培训课件应该具有清晰合理的信息结构，包括标题、目录、内容等，以帮助受众快速了解和掌握所传递的信息。
03
STS的运作模式
生产者的选择与组织
依据市场需求与生产者实力评估
根据市场需求和生产能力制定生产计划，明确生产任务、交货期和质量标准等指标。
生产进度监控
在生产过程中，STS需要定期了解生产进度，与生产者保持沟通，及时解决生产过程中的问题，确保按时交付检测流程，确保产品符合客户要求和法律法规要求。可以采用抽样检验、全数检验和过程控制等方式进行质量监控。
05
STS的未来发展趋势
技术发展趋势
高速化
随着技术的发展，STS将不断向高速化方向发展，以满足更高的数据传输和处理需求。
智能化
智能化技术将进一步应用于STS，实现自主感知、自主决策和自主控制，提高系统的安全性和可靠性。
模块化
STS的组件将越来越模块化，便于维护和升级，同时提高系统的可靠性和可扩展性。
总结词：独特的技术能力和专利产品具有国际领先的核心技术
不断的技术创新和产品升级，保持竞争优势
资源整合优势
总结词：优质的资源整合能力
广泛的资源网络，包括合作伙伴、供应商和渠道等
高效的资源整合和优化能力
市场开发优势
总结词：深入的市场理解和开发能力
具备深入的市场调研和开发能力
针对不同市场和客户需求，提供定制化解决方案
STS的实践应用
应用领域
环境监测
实时监测环境指标，如大气污染、水质污染等。

STS，让学习变得有趣

STS，让学习变得有趣
STS教育是当今教育界的热门话题，它将科学、技术和社会之间的关系，作为独立的对象进行研究，要求在教学中，让学生理解科学技术在现代社会中的重要作用，让他们明白科学技术是一把双刃剑，不仅能够给人们的生活带来方便，也很有可能会造成各种各样的社会问题。

STS教育，要引导学生学习对社会发展有用的科学技术。

在物理教学中渗透STS教育的研究，能够更好地让学生将所学到的知识，和实际社会联系起来，培养学生分析问题和解决问题的能力，提高学生的综合素质。

由于课堂教学是学校教学的主要阵地，所以要促进STS教育在物理教学中的渗透，自然不能够忽略物理课堂。

在课堂教学中，教师需要认真分析教材中的各种知识点，找到能够渗透STS教学的知识点，然后有条理地将两者结合起来，进行STS教育的渗透。

在教师进行授课的时候，可以在进行新课引入，举例说明等时候运用一些社会中的真实例子，这样就能够潜移默化地渗透STS教育，起到很好的教育效果。

例如在学习光的有关知识时，教师就可以通过若干例子巧妙地渗透STS教学。

在讲授红外线的物理性质的时候，教师可以给学生介绍红外线报警器的工作原理，让学生明白利用红外线的物理性质，可以更好地造福社会。

而在讲授薄膜干涉的原理的时候，教师可以拿出照相机镜头，让学生通过观察照相机镜头呈现出的淡紫色，从而了解增透膜在照相机上的实际使用。

这些巧妙的例子能够让学生更快、更具象化地了解物理知识，同时还能够激发他们自主学习的兴趣，能够起到更好的教育效果。

如果能够潜移默化地渗透STS教育，学习必然会变得更加有意思。

大学科学sts教案怎么写

一、教学目标1. 让学生了解科学、技术、社会（STS）的概念及其在大学教育中的重要性。

2. 培养学生运用STS理论分析和解决实际问题的能力。

3. 提高学生的社会责任感和创新能力。

二、教学内容1. STS的概念及其发展历程2. STS在大学教育中的重要性3. STS教学方法的探讨4. 案例分析：STS在大学课程中的应用三、教学过程1. 导入新课（1）介绍STS的概念及其发展历程，让学生对STS有一个初步的了解。

（2）提出问题：为什么说STS在大学教育中具有重要意义？2. 讲授新课（1）阐述STS在大学教育中的重要性：a. 培养学生的综合素质，提高学生的社会责任感。

b. 促进跨学科知识的融合，拓宽学生的知识视野。

c. 培养学生的创新能力和实践能力。

（2）介绍STS教学方法：a. 案例分析法：通过分析典型案例，让学生了解STS在现实生活中的应用。

b. 讨论法：组织学生进行小组讨论，激发学生的思维，培养学生的团队协作能力。

c. 实践法：让学生参与科研项目或实践活动，将理论知识应用于实践。

3. 案例分析（1）选择一个与大学课程相关的典型案例，如：新能源汽车技术、人工智能等。

（2）引导学生分析案例中科学、技术与社会的关系，探讨案例对大学生创新能力和实践能力的培养作用。

4. 小组讨论（1）将学生分成若干小组，每组选取一个与专业相关的STS案例进行分析。

（2）各小组讨论并总结案例中科学、技术与社会的关系，提出解决实际问题的方案。

5. 总结与反思（1）教师总结本次课程的主要内容，强调STS在大学教育中的重要性。

（2）引导学生反思：在学习过程中，如何将STS理论应用于实际，提高自己的综合素质。

四、教学评价1. 课堂参与度：观察学生在课堂上的表现，如：提问、回答问题、小组讨论等。

2. 案例分析报告：评价学生对案例的分析能力和解决问题的能力。

3. 课后作业：布置与STS相关的课后作业，检查学生对课程内容的掌握程度。

五、教学资源1. 教材：《科学、技术、社会（STS）》2. 教学课件：制作与课程内容相关的PPT3. 案例资料：收集与专业相关的STS案例4. 教学视频：选取与课程内容相关的教学视频通过本节课的学习，使学生掌握科学、技术、社会（STS）的基本概念及其在大学教育中的重要性，培养学生运用STS理论分析和解决实际问题的能力，提高学生的社会责任感和创新能力。

科学、技术、社会(STS)教1

科学、技术、社会（STS）教育什么是STS教育STS教育的由来与发展我国理科教育和STS教育中国的STS教育研究急待研究的问题常初芳二、什么是STS教育显然，STS教育在西方国家是一种社会发展的客观需要。

同样，在西方国家，STS的产生和发展，受到科学哲学的影响。

（一）科学（science）指自然科学。

由分科到综合，分科、综合并进，自然科学处在向高、精、尖全面迅猛发展的态势中。

科学不只是通过它的理论，更是通过它的应用，被大多数人所认识，并在社会生活中普及。

随着起源于科学的技术的不断革新，科学已经积累并逐步普及成为社会文化的重要内容。

理科教育重视知识的传授。

通常，以科学发现者的认识过程为范例，运用基本的事实及其变化，经过一定的逻辑（形成概念，进行判断并推理）过程，得出符合实际的结论。

理科教育的传统侧重在教师的教，传授前人的认识结论，学生只要认真地学，并且理解（明白前人的认识结论），也就够了，教学活动似乎局限于教师和学生之间，目的在于认同于认识结论。

“理”重于自然界。

自然界，作为事实只是为了导入于“理”，只是“理”的“实例”。

现代科学观点把科学视为一种不断前进和自我矫正的对于大自然的探究过程。

所有的科学知识都是科学探究的结果。

学校的科学教育也应侧重在科学的探索活动和研究方法，以及在日常生活中的应用，由此可领悟到科学概念的物质力量。

因此。

STS教育中的“科学”，不只是静态的科学结论，而且包含动态的科学过程。

在科学探索过程中还需要正确的科学态度（将自己的思维严格地服从于自然界，既不先入为主，也不主观臆断），顽强的科学精神（客观事实的辨认和界定），还要有先进的科学方法（包括正确的逻辑判断和推理）和正确的世界观（不是主观主义，也不是形而上学）。

现代科学观点的教学同传统教学的区别也许只是一字之差；变“学”科学为“做”科学。

认识主体的学生直接面对认识客观的自然界；自然界在青少年一代的认识活动中得到了应该得到的重要地位。

STS 8200测试系统基础培训(1)-系统概述

总线插座
STS 8200 插件箱（后）
背板总线通讯卡
模拟地
汇流条
背板总线通讯卡
插件箱（上）
插件箱（下）
注：拨码为00，有表贴电阻
注：拨码是01，没有表贴电阻
插件箱及电路板标识
原则上电路板按照插件箱上的标识放置
电缆标识-----接测试机
命名原则：电路板名称－电路板编号－插头编号如下图：DVI-1-J1，即DVI1的第1个插头。
TWIN工作模式
TWIN_A STATION_B
TWIN_A CAGE_A
TWIN_A STATION_A TWIN_B STATION_B
TWIN_B CAGE_B
TWIN_B STATION_A
TWIN硬件配置
STS8200支持TWIN工作模式，实现方式如下： 1. 配置2块带表贴电阻总线接口卡（IF8001）且拨码均为00和00，上下笼子各一块 2. 配置2套外电缆和2个测试盒。 3. 配置2套与电脑主机连接68芯的通信电缆 4. 配置2套与Handler连接62芯的通信电缆 5. 2套电脑主机
- 62芯TTL通讯电缆
注： 1）接插测试机通讯电缆，注意检查插座的针是否有弯曲变形，插上后要拧紧固定螺钉 2）接插外电缆时要注意标识，不要插错电缆 3）68芯通讯电缆和CBIT128通讯电缆接头针脚较细，接插时需格外注意 4）62芯TTL通讯电缆需根据Handler接口的PIN脚定义焊接完成
系统通讯
每块卡最多可支持四工位测试
接口采用TTL电平通讯对每一工位提供8个分BIN信号
计算机
PC机用于运行STS 8200系统软件，并对整个系统运行进行控制。PC机应不低于如下配置：
• • • • • 奔腾4 CPU 256M以上内存 40G硬盘 1024 x 768 彩色显示器 2个以上PCI插槽（用于插入总线接口卡和 Handler接口卡） • 装有Windows XP 操作系统和Visual C++软件

STS培训课件

1、#1机UPS1取前墙给煤机#1电源 2、#1机UPS2取后墙给煤机#1电源 3、前墙给煤机#1电源环接到后墙给煤机作为
#2电源 4、后墙给煤机#1电源环接到前墙给煤机作为
#2电源 5、#2机同#1机接线相同，只是电源取自#2机UPS Nhomakorabea谢谢
STS装置目的
当运行中的给煤机变频器在电压瞬间降低或消失时会停止输出并向机组DCS发出变频器停机信号，最终导致机组MFT保护动作停炉，也就是“低电压穿越”。为防止“低电压穿越”，必须保证给煤机变频器控制电源正常，为此从UPS取一路控制电源和给煤机本身取一路控制电源，通过STS 装置输出为给煤机变频器提供控制电源。
允许工作温度：0-40℃ 相对湿度： 20 – 90 % （不凝露）
宝士达STS11-32装置技术特性
1、输入输出电流电压：220±15% 32A 2、工作频率：50Hz/60Hz 3、断电切换时间：≤5ms(同步切换) ≤10ms(异步切
换) 4、切换方式：自动切换先断后合同步异步均可
切换 5、最高温升：＜10 ℃ 6、允许工作温度：-150℃-550℃ 7、相对湿度：20-90%（不凝露）
STS装置用途
STS（Static Transfer Switch）静态转换开关是一款单相电源转换设备，采用快速、自动切换控制方式，以选择两路电源输入中的一路进行输出。当输出路电源呈现故障状态时，系统将自动切换到另一路电源进行输出，为给煤机控制电源提供正常、稳定的可持续电源。
一期STS装置类型
STS运行现状
1、给煤机电源A相和UPS之间压差为120V 2、16、18、26给煤机使用宝士达STS装置，
其余的使用伊顿STS装置 3、使用伊顿STS装置两路输入电源存在压差，

STS培训课件

技术适用性问题
不同的STS技术适用范围不同，使用时应根据实际情况选择最合适的技术。同时，STS技术本身也在不断发展和完善中，需要保持更新和学习。
应用成本问题
STS技术的应用需要一定的资金和技术支持，对于一些小型企业和机构来说，可能难以承受。解决方法是通过合理规划和有效管理，提高应用效益和降低成本。
05
STS的选型及使用
选型原则
依据应用场景
根据具体使用场景，选择适合的STS类型和规格。
移动性和灵活性
选择易于移动和操作的STS，以方便在不同场地进行转场和作业。
考虑载荷能力
根据设备重量和作业需求，选择具有适当载荷能力的STS。
安全性
选择具有良好安全性能和稳定性的STS，以确保操作人员的安全。
02
STS的构造
结构特点
总线型结构
STS采用总线型结构，通过数据线连接各个模块，实现对数据
的集中管理和控制。
模块化设计
STS的各个功能模块采用模块化设计，不同的模块可以完成不同的功能，提高了系统的可维
护性和扩展性。
分布式结构
STS可以分布式部署，各个节点可以独立工作，互不干扰，提高了系统的可靠性和稳定性。
人机界面软件
人机界面软件提供了友好的用户界面，方便用户进行数据查询、分析和可视化等操作，支持多种类型显示终端的驱动程序的加载和配置。
03
STS的工作原理
工作流程
01
02
03
任务接收
STS通过接收任务，将任务分解为不同的子任务，并分配给不同的工作单元。
工作单元协作
多个工作单元之间进行协调和配合，实现并行处理。
任务结果合成
将各工作单元的任务结果进行合成，得到最终结果。

【2019年整理】STS课件1

《门规》相应内容在“3.4变形规定” 和“3.5构造要求”中规定
只有选择计算规范为《门规》时适用，对于坡度大于1： 2.5的门式刚架斜梁构件，不能忽略构件轴力产生的应力，所以除应按压弯构件计算其强度和平面外稳定性之外，还应按压弯构件验算其平面内稳定性。
设计规范应根据各个规范不同的适用条件选择： 0. 《钢结构设计规范》，适用于工业与民用房屋和一般构筑物。 1. 《门式刚架轻型房屋钢结构规程》，适用于主要承重结构为单跨或多跨实腹门式刚架，具有轻型屋盖和轻型外墙(低烈度地区也可采用砌体)，无桥式吊车或有起重量不大于20T的A1~A5工作级桥式吊车或3T悬挂式起重机的单层房屋钢结构。 2. 《轻型钢结构设计规程》（上海市标准DBJ－68－97） 3. 《冷弯薄壁型钢结构设计规范》（GB50018），适用于建筑工程的冷弯薄壁型钢结构。
一般都应该考虑恒载作用下柱的轴向变形，尤其是对像桁架一类对柱轴向变形比较敏感的结构。
《抗规》中规则结构不进行扭转耦联计算时，平行于地震作用方向的边榀的地震作用效应应乘以增大系数。
1、《技术措施》中18.8.1表示：单层门式刚架轻型房屋钢结构一般在抗震设防烈度小于等于7度的地区可不进行抗震设计。18.8.7中表示：当设防烈度为7度及以上时，应采取相应抗震构造措施。 2、《门刚规程》中3.2.4表示：地震作用应按现行国家《抗震规范》中规定计算。 3、《抗震规范》中9.2.1表示：不适用于单层轻型钢结构厂房。 4、《门刚规范》条文说明中3.1.4说法与《技术措施》中相似。
柱间支撑
谢
谢！
钢结构设计软件STS应用
——门式刚架部分
门式刚架的建筑特点
（1）轻型化，适用于单层房屋钢结构，且屋面为压型钢板，以减轻建筑自重，墙面为压型钢板或是砖墙围护结构。（2）吊车吨位： A1-A5工作级别的桥式吊车≤20t 悬挂式起重机≤3t 特别适用于无吊车的单跨或多跨房屋，轻型房屋的刚度相对差，吊车吨位大则刹车力大、荷载大、对结构受力的影响就大。若悬挂吊车吨位大，可能刚架挠度难于满足要求或设计效果不经济。（3）常用的跨度：18-30m，规程跨度可做到36m。（4）常用的高度：一般是4.5-9m，有桥式吊车不超过12m。

Sts' Unit 1 What makes a good language teacher

Unit 1 What makes a good English language teacher?Objectives:Towards the end of this unit, the students should be able to✓develop an understanding of the profession as an English teacher.✓reflect on the qualities a good English teacher should possess.✓demonstrate an awareness of the basic requirements that will qualify themselves as a good English language teacher.1.1 Becoming a teacherWhen you decided to take this course, our dear readers, you were making a big decision in your life: you opted to become an English teacher. This course, together with a few other sister courses, helps you to grow as a qualified English teacher in the primary or secondary schools in China.The primary job of an English teacher is, of course, teaching English.You have already taken a host of courses that aim to build your knowledge and skills in English language. This course is essentially concerned with the "teaching" aspect of your future careers. Whether being an English teacher is your lifetime dream or not, it is now the time to think very seriously about the profession you are most likely to step into in the next few years.Mencius, the ancient philosopher in China, ranked "teaching and nourishing the most talented individuals in the kingdom" as one the three things that the superior man should delights himself in. Teaching English can be an even more rewarding career for you. The outcome of seeing your students grow and succeed in a new language can give you a great sense of satisfaction and fulfillment. As the teacher of the most widely used language in the world, you can be a bit of a star that most of your students adore, and you get a chance to befriend children, be their source of inspiration, instill them with a life-long love of learning, win hearts of the little ones, shape their world and guide them in their journey of life. You will provide them with a perspective for experiencing a new language through your eyes. As Henry Adams put it, "A teacher affects eternity; he can never tell where his influence stops." Your influence will be second only to their parents.Meanwhile, becoming a teacher gives you a chance to spend a major portion of your day with children or youngsters. With kids around, you are a part of their world of innocence and purity. It indeed creates a healthy work environment for you and free yourself from the burdens that other more competitive professions will have to confront. When you become a teacher, you get a chance to be with children, laugh with them and enjoy their innocently silly or mischievous behaviour.As the Latin proverb says: “By learning you will teach, by teaching you will learn.”An additional benefit you can gain from being an English teacher is that you will learn more about the English language when you are preparing to teach English than you would just as a student. When preparing lessons for your students, you are developing a renewed outlook and experiences of the English grammar, vocabulary and the four skills (listening, speaking, reading and writing) , y ou will actually become a repository for English language, a living book and a walking dictionary, and your English knowledge and skills will be flavoredand seasoned with your personality, your wit, your personal insights and understandings.More importantly, teachers can have the satisfaction of both scientists and artists in their professional lives. They can have the scientific approach in teaching: careful observations of their children, which is gathering evidence; experimental attitude in planning programs for their children, which is testing their data; flexibility in changing plans according to their findings. Teachers can function as artists in building a curriculum. They can be creative, not slavishly bound to a pattern, in thinking and planning for and with their children.Before you decide to become a teacher, think it through whether teaching is the right path for you. Just because you like children does not make a good excuse to become a teacher. You will need to have the heart to relay information to them patiently, and help them understand the education that they have just received. You will be caring and often need to resort to creative ways to help them understand, but at the same time be able to organize your time. Thus, you will need to be flexible to trying different methods to teach your students. Being a teacher can take up multiple roles - an educator, a nurse, a disciplinarian, and a friend.If you work sincerely at the job, you will definitely find that teaching can be indeed a satisfying profession.Activity 1.1 Note down the benefits of being a teacher as listed above. You can also add you some more according to your understanding of a teacher's career:1. __________________________________________________________________________________2. __________________________________________________________________________________3. __________________________________________________________________________________4. __________________________________________________________________________________5. __________________________________________________________________________________6. __________________________________________________________________________________Activity 1.2 The passage you've just read quotes Adam Henry's statements:“A teacher affects eternity; he can never tell where his influence stops.", and a Latin proverb: “By learning you will teach, by teaching you will learn.”Listed beneath are some more quotes or proverbs about teacher or teaching. Read them through and pick out your own favorite, and tell your partner what it reveals about the teacher's job:1.You learn more quickly under the guidance of experienced teachers. You waste a lot of time goingdown blind alleys if you have no one to lead you. ---W. Somerset Maugham2.The true aim of everyone who aspires to be a teacher should be, not to impart his own opinions, but tokindle minds. ---Frederick William Robertson3.One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched ourhuman feeling. The curriculum is so much necessary raw material, but warmth is the vital element forthe growing plant and for the soul of the child. ---Carl Jung4.The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with thewish to teach himself. ---Edward Bulwer-Lytton5.Teachers open the door. You enter by yourself. ---Chinese Proverb6.The point is to develop the childlike inclination for play and the childlike desire for recognition and toguide the child over to important fields for society. Such a school demands from the teacher that hebe a kind of artist in his province. ---Albert Einstein7.The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The greatteacher inspires. ---William A. Ward8.Teaching is more difficult than learning because what teaching calls for is this: to let learn. The realteacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces theimpression that we properly learn nothing from him, if by "learning" we now suddenly understandmerely the procurement of useful information. ---Martin HeideggerIt should note that the shared theme in all these quotes or proverbs is that the teachers' primary duty is to guide (Maugham, Einstein), to aspire or inspire (Ward, Bulwer-Lytton), to kindle(Robertson), to let students learn (Heidegger) or to treat them as human (Jung). That is, a teacher is supposed to induce from the students' mind something that they already have, instead of coercing into their brain something they may not need.Apart from quotes and proverbs, there have also been many metaphors in the mainstream discourse describing the career of teaching. Teachers are analogized as engineers of the human soul, hardworking gardeners, to name only two of them. These metaphors, according to the modern linguistic theory, reveal people’s primary mode of mental operations, and they can potentially influence the way people perceive the profession of teacher. For instance, in the follow poem, a teacher is likened to a gardener in the cycle of life.Activity 1.3Before you proceed to read the poem, try to make a list of at least 2 features shared by a teacher’s job and a gardener’s. For instance, you can say a gardener waters the flower to make sure that the flower will have enough water for its growth, while a teacher will deliver the knowledge and skills necessary for the students’ future careers.1. ___________________________________________________________________________________2. ___________________________________________________________________________________Teacher - Metaphor PoemBy Bonnie DodgeA teacher is a gardener,bubbling with enthusiasmwhen the new flower seeds arrive,eager to see them sprout.Lovingly she coaxes the tender shootswith stimulating ingredients and a warm environment.With utter delight,she marvels at the speed with which the seedsdevelop into hardy seedlings,and she vows to nurture themuntil they reach their full potential.When the young plants are thriving,she tenderly transplants them to a new placewhere their beauty can be appreciatedby more than just herself.Some may wither,but most survive.Strong and healthy,they spread their rootsand claim new territory.As the seasons ebb and flow,the mature plants render their seedsand the cycle begins again.A teacher is a gardener in the cycle of life.(/mi/patter/teacher.html)Now look back at the list you’ve made, do you have any thing new to add? What similarities you’ve found in this poem between a teacher and a gardener. Please write two more sentences, based on your own understanding of this poem, and then share your list with your partners.1. ___________________________________________________________________________________2. ___________________________________________________________________________________Apart from the gardener metaphor, there exist quite a number of metaphor to describe the role played by the teacher in the teaching activity. If, for example, a teacher is described as a compass, you are assuming that the teacher is pointing his/her students in the right direction, the teacher is a guide rather than a leader to be followed blindly, and the teacher’s guidance is reliable and trustworthy.Activity 1.4 Listed below are some more common metaphors of teachers. Try to investigate the basic assumptions of these metaphors, and in particular, to find out what bearings it has on your understanding of a teacher’s role and students’ role assumed by the metaphor. Please share with your group members the metaphors that you prefer and the metaphors that you dislike. You are free to add metaphors that more aptly describe your understanding of a teacher's job.Compass Provide reliable and trustworthyguidance to the studentsExplore the unknown world with theguidance of the teacher.ShepherdCandleEngineerDirector (导演)General/commanderPerformerWalking dictionary1.2 Characteristics of a good English teacherFor English teachers, being good at the language is not sufficient; they must also use appropriate teaching techniques. These techniques are methods of teaching that include classroom behavior or classroom activities and procedures which employ specific strategies selected by teachers to achieve their objectives. Language competency and teaching techniques go hand in hand in enhancing teacher effectiveness in the classroom.The attitude of the teacher also influences student success. A positive attitude is essential. Teachers need to be confident that their students are capable of learning another language. If, for example, a teacher assumes that half of the class is incapable of acquiring the passive voice, then many of the students will never learn this grammatical form. So, good English instructors are those who remain distinctly conscious of their covert attitudes toward their students' efforts to learn English and the impact of those attitudes upon the success of their learning experience.English instructors need also to learn to be flexible. This is because foreign or second language learning and teaching is dynamic and subject to change, as well as there is no only one way to teach English. This is also due to the fact that maintaining a flexible teaching philosophy allows them to accommodate the various learning styles, greater diversity, and varied goals students bring with them to English classroom. Thus, good English teachers should embrace or at least recognize the constant change that the field is ever going through.Teachers of English need to be aware of classroom management so that they can maximize available class time and maintain discipline. Their routines must be a function of the age of the students, the physical environment, and the purpose of the instruction. For instance, independent work, small group conversations, interest group conversations, and student-led drills can all contribute to the smooth functioning of a class.Another crucial characteristic is tolerance. Students need to feel that the classroom is a place where mistakes are tolerated, where teachers understand that, given the nature of the classes, progress will be slow. Moving from one stage of learning to another takes time, and students should not be upset by mistakes they make. Similarly, teachers should not be discouraged or disheartened when their students do not accurately use what they have been teaching. Students also need a place where they are encouraged to do more and use English all the time.Teachers of English should make it clear that each individual member of the class deserves attention, whatever his or her level of achievement. Students should be equal in the eyes of the teacher and receive an equal opportunity to participate and receive adequate feedback on their performance. The advantage of doing so is to show students how they are performing and to increase their motivation through praise.Another important characteristic is to maintain classroom dynamics, excitement, and a sense of fun. The philosophy is that students can see the passion of their instructors toward the presented materials, which gives them a reason to become motivated. In implementing such attribute, teachers should assume particular role and employ engaging and fun activities. They can engage students by making them responsible for their own learning, create opportunities, where they take active role in the class activities, and maximize each individual participation and contribution. While doing so, they should act as a guide, a facilitator, and a resource, not an authoritative figure.(Excerpted from Khalid Al-Seghayer, http://goo.gl/zRNkC)Activity 1.5The passage you have just read is concerned with some essential characteristics of a good language teacher. Read the passage again and make a note of these characteristics and their interpretations.Activity 1.6 A very important research finding in teacher development is that student teachers will initially teach the way they were taught (Britzman, 2003; Lortie, 2002). Therefore, your own language learning experiences guided by your English language teachers will turn out to be a very helpful resource to shape your language teaching careers, at least so in the initial stage of the pathways to becoming a goodlanguage teacher.In this activity, you are to recall all the language teachers they have encountered in the primary/secondary schools and in the university and choose among them your favorite English teacher. Share the story of your favorite teacher with your partner. Your account of the teacher should contain at least the following elements.Carl Rogers, an American psychologist suggested there are three core teacher characteristics:●Respect: Being positive and non judgmental in regards to another person●Empathy:Being able to see things from another person’s point of view●Authenticity: Being yourself without egoistic barriers or hiding behind a job titleThese three qualities are far more likely to induce a more agreeable learning environment, where students are more inclined to take responsibility for their own learning. Communication between student and teacher becomes more open and honest and therefore a stronger bond emerges, based on mutual respect. A good teacher, therefore, is one who cares more about their students’ learning than they do about their own teaching!Apart from these core characteristics, some adjectives are often used to describe the basic qualities that a good English teacher should have. These characteristics can be broadly categorized into three classes, i.e., linguistic competence, the teacher's personality and pedagogical skills. Try to regroup the adjectives listed beneath in terms of three classes. Some other classes may be suggested if you find the adjectives can hardly fall into these three categories.1.Linguistics competence:2.Personality:3.Professional qualities:1.3 Towards a professional English teacherSome people think teaching is a craft; that is, a novice teacher can learn the profession by imitating theex perts’ techniques. Others hold the view that teaching is a professional enterprise based on scientific knowledge and experimentation. A dictionary defines craftsman and professional as follows:●Craftsman: a worker who practices a trade or handicraft; one who creates or performs with skill ordexterity, esp. in the manual arts.●Professional:someone whose work involves performing a certain function with some degree ofexpertise.The craftsman performs certain acts with skill and become more skilful as time goes on, through practice. The professional has not only to acquire certain skills, but also to be able to take courses of action that are based on knowledge and thought, as distinct from automatic routines. Beyond this, he or she has to understand principles underlying both automatic and consciously designed action, and be able to articulate them, relate them to each other, and innovate.There are, therefore, many jobs that may be done either 'technically' or 'professionally', depending on the way the workers approaches and performs them: An innovative and thoughtful carpenter may be a professional; a nurse who performs only routine duties as he or she is told may be more of a technician.The native English speaker is a craftsman, in the sense that he or she is skilled in speaking English but is not capable of giving effective teaching; the English teacher is in principle a professional: He or she cannot only speak the language, but can also explain why it works the way it does and what different bits of it mean, and know how to 'mediate' it to learners in a form that they can grasp and learn. The teacher also knows how to manage classrooms and relationships: Again, these are not just unthinking skills but thoughtfully evolved and flexible sets of professional behaviors.To say that English teachers are professional thus imply that:●They are committed. They are committed to reaching certain standards of performance, and they areaware of their responsibility toward their learners.●They learn. They do not just teach; they also learn, continually--about their subject matter, aboutteaching methods, and about many other things that make them better educated and therefore better educators. They read, listen, reflect and discuss.●They are autonomous. Nobody else can tell them what to do; they themselves are responsible formaintaining professional standards. In principle, therefore, a professional body should set the requirement for accreditation at different levels and should act as 'gatekeeper', ensuring that teaching is not performed by ill-qualified amateurs.Activity 1.7 The passage you've just read mentions several important differences between teacher as aNo one is born to be a professional English teacher. However, everyone seems to possess some potential of becoming a good teacher since everyone has some talents that are possibly transferable to the job of language teaching. For example, you might be good at playing cards, and that may indicate you probably possess a very good memory, which will help you to memorize English words. If you are indeed good at card playing, you should be able to observe and understand the reaction of other people. This suggests you might be able to understand your students’ need and teaching them accordingly.Activity 1.8Make a list of the3 or 4things you are good at and figure out how your talent can be transferred to your future careers as an English Teacher. Please fill in the following table.Many lay people tend to think that English teaching is fundamentally a self-evident practice. According to these people, learning to teach English merely consists of two main parts: you learn English (which you are going to teach) at college or university, and you refine your technique and personal style through experience in your own classroom. The assumption is that if the needed knowledge is successfully transmitted to the students in the English teacher preparation programs, they are capable of applying them in their own classroom practice.This transmission model of English teacher education reflects a view of teachers as the implements of teaching roles, styles, strategies and methods “imposed” upon them. Therefore, in applying this model to teacher education, the participants just learn from or imitate the behaviour of the established teaching techniques of the master teachers, and, as you can see, this is exactly how craftsmen are shaped and produced.Recently, there is shift from this traditional transmission model of teacher education to the model that "allow for self-directed, collaborative, inquiry-based learning" whereby teachers' learning is conceived as learning through experiences in various social contexts, and teachers are both receptors and creators of the knowledge base they apply in numerous decisions in the realistic teaching context. We would call this new model as experiential model of teacher education which has gained popularity and recognition in the last two decades. Within this new model, a teacher can and should advance in professional expertise and knowledge throughout his or her career, and such advance do not depend solely on formal courses or external input. Teachers have their tools for personal progress: their own experience and their reflections on it, interaction with other teachers in their institution. Teacher development takes place when teachers,working as individuals or in a group, consciously take advantage of such resources to forward their professional learning. In this new model of teacher development, great importance is attached to teaching practice, personal reflection and experience sharing.The following table is a more straightforward comparison between these two models of teacher development.Adapted from Richards (1989)Activity 1.9Quoted below is a narrative account of a teacher's personal view on teacher development. Read it and discuss with your group members the questions following it.Questions for discussion:1.Where do these two teachers differ from each? What are their opinions?2.Whose opinion do you tend to support? And why?English Language Education CourseCollege of Foreign Languages and LiteratureNorthwest Normal UniversitySpring and Summer, 20123.Miss C repeatedly mentions "the essence", a teacher? What do you think this essence is?4.How does she think one can attain to this essence? Do you agree with her? If not, what alternative approach do you propose?ConclusionGroup Project: Teachers on the MoviesThe movies listed below depicts some successful teachers. Each group is to watch one of them at such video sharing sites like , , or , and each group is to present a review on this movie. Your review should contain the following elements:1) The story of the teacher; 2) The characteristics of the teacher; and 3) one episode that touches you most.Mona Lisa Smile (2003)The Dead Poets Society (1989)My Career as a Teacher (2007)Good Will Hunting (1997)Les Choristes （2004）References:Britzman, D. (2003) Practice makes practice: A critical study of learning to teach. Albany: State University of New York press.Lortie, D. (2002) Schoolteacher: A sociological study. Chicago: University of Chicago Press.Richards, J.C. (1989) Beyond Training: Appraoches to Teacher Education in Language Teaching. A Keynote Address given at a workshop on Second Language Teacher Education, Macquarie University, sydney, 15 June 1989.Richards, J.C. (2008) Second Language Teacher Education Today, RELC Journal, 39: 158-177Rogers, C. R., H. Kirschenbaum, V.L.Henderson (1989) The Carl Rogers Reader. Boston: Houghton Mifflin.11。

第一章STS教育的由来和现状

第一章 STS教育的产生与发展1.1 STS教育的产生1.什么是STSSTS是Science-Technology--Society的词头缩略语，即科学一技术一社会。

但是作为一个概念并不是这三个单词的简单排列。

STS是一门研究科学、技术、社会三者相互关系的复杂而庞大的系统学科。

STS是科学史、技术史、科学哲学、技术哲学、科学社会学、技术社会学、科技政策研究等学科对科学、技术与社会的相互关系之研究的总称。

它把科学技术看作是一个渗透着价值的复杂社会事业，研究作为社会子系统的科学和技术的性质、结构、功能及它们之间的相互关系；研究科学技术与社会其它子系统如政治、经济、文化、教育等之间的互动关系；还要研究科学、技术和社会在整体上的性质、特点、结构和相互关系，及其协调发展的动力学机制。

这是关于STS研究对象的一个理论STS的定义。

理论STS包括STS总论、STS静力学和STS动力学三个部分。

STS总论研究STS的对象，基本概念和概念结构，以及方法、意义等一般理论问题。

STS静力学暂时撇开STS的基本运动，主要研究STS系统内的整体和部分之间以及各个子系统之间作用和反作用的规律，以及各种相互关系保持协调和平衡的条件和前提。

STS动力学主要研究科学、技术和社会相互关系运动、发展的规律，例如：科学技术的不同发展阶段与相应的不同社会形态之间关系的动态发展规律；由于不同的社会历史条件科学技术中心转移的规律；科学、技术和社会这三个相互依赖和相互独立的变量在不同历史时期和不同的国家、地区以不同方式结合的规律等等。

STS静力学偏重在性质、结构和功能方面的分析；STS动力学侧重在进化和发展方面的分析，两者是互相联系、互相补充的。

目前STS主要沿着三个方向发展：（1）理论研究。

侧重在对科学技术的性质、特点及其与社会相互关系的理论探讨。

90年代以来，美国的STS形成了两大派，一派叫学科派(Disciplinary STS)，简称STS—D，它侧重在从哲学、历史和社会学等方面对科学、技术和社会相互关系进行研究，把STS作为一门专业看待；另一派叫交叉学科派(Int-erdisciplinary STS)，简称STS—I，它把交叉学科作为一种新的范式展开研究。