教学chapter_1_3-20140912-7y
史上最全最经典教程(整合版)
你知道吗？
幻灯片本身从来不是演示的主角，真正的主角是你！
好的演讲才是根本！
成功PPT演示
“我为什么要做这个演示” “我要在这个演示中做什么？ ”
确定你的目标
听众背景、听众立场、兴奋点和兴趣点
分析你的听众
寻找合适的材料
选择可检验的材料
选择有力支持观点的材料
六、对比原则
对比原则是指: 如果两项不完全相同，那么就应当使之不同，而且应当是截然不同。 对比一定要强烈，如果对比不强烈（比如三号字体和四号字体），就不能算作是对比，而会成为冲突，在观众看来，这种设计更像是一个失误。
七、其他原则
优先级原则: 文不如表，表不如图 三不原则: 不超过3种字体、3种色系、3种动画效果 恶心原则: 错别字等同于美味汤中的苍蝇 设计大局观原则: 大量信息需要在一页中显示，需整体考虑优化布局
一目了然
保持简单
想想电视广告和新闻联播？ …
视觉化
把概念或数据翻译成图
杰克·韦尔奇 1960 年在 GE 公司开始自己的职业生涯, 1981 年成为该公司的第八任董事长兼 CEO 。在任期间, GE 公司的市值增长到 4000 亿美元, 高居世界第一。
你们知道了, 但是我们做到了。
也许你觉得这已经是视觉化
对比原则案例
太一般了
案例分析
有点意思
有点创意
我喜欢！
哪些场合适合用PPT？
你想做出这样的PPT吗？
居然 80%的人问： 模板哪里找的？
模板虽好，但切忌:
韩国733张**, 只能节选和部分复制…
1、原封不动地抄袭 2、文不对题 3、格调不符，颜色不配 4、应用场景不符 5.华而不实
word全套教案设计模板(共)
教师自我评价方法
教学反思
在每节课后，对自己的教学进行 反思和总结，记录成功的教学方
法和需要改进的地方。
同事互评
邀请同事观摩自己的课堂，并请 他们提供反馈和建议，以便更好
地改进教学方法和策略。
学生评教
定期向学生发放评教问卷，了解 学生对自己教学的评价和建议，
以便更好地满足学生的需求。
2024/1/28教学过程优策略灵活运用教学方法根据教学内容和学生特点，选 择适合的教学方法，如讲授法
、讨论法、案例法等。
2024/1/28
加强师生互动
通过提问、讨论等方式，加强 师生之间的交流和互动，提高 教学效果。
注重实践应用
结合实际应用场景，引导学生 将所学知识应用到实践中去。
利用多媒体教学资源
充分利用多媒体教学资源，如 PPT、视频等，提高教学的生动
22
家长参与评价途径
1 2
家长会议
定期举行家长会议，与家长交流学生的表现和进 步情况，并请家长提供意见和建议。
家校联系本
建立家校联系本制度，方便家长和教师之间的沟 通和交流，及时了解学生在家庭和学校的情况。
3
家长评教
向家长发放评教问卷，了解家长对学校教学和管 理的评价和建议，以便更好地改进工作。
2024/1/28
word全套教案设计模板 (共)
2024/1/28
1
目录
• 教案设计概述 • 教学目标设定与表述 • 教学内容与方法选择 • 教学过程设计与实施 • 评价与反馈机制建立 • 教案设计模板展示与应用
2024/1/28
2
01
教案设计概述
2024/1/28
3
教案定义与作用
课程教学大纲模板示例版
课程教学大纲模板示例版
一、课程信息
- 课程名称：（在此处填写课程名称）
- 课程编号：（在此处填写课程编号）
- 学分：（在此处填写课程学分）
- 学时：（在此处填写课程学时）
- 授课对象：（在此处填写授课对象）
二、课程简介
（在此处填写课程简介，包括课程内容、教学目标、教学方法、考核方式等内容）
三、教学大纲
1. 第一章（在此处填写第一章的标题）
- 第一节课：（在此处填写第一节课的内容）
- 第二节课：（在此处填写第二节课的内容）
- ……
2. 第二章（在此处填写第二章的标题）
- 第一节课：（在此处填写第一节课的内容）
- 第二节课：（在此处填写第二节课的内容）
- ……
3. 第三章（在此处填写第三章的标题）
- 第一节课：（在此处填写第一节课的内容）
- 第二节课：（在此处填写第二节课的内容）
- ……
四、教学参考书目
（在此处填写参考书目，包括教材、参考书、期刊文章等内容）
五、教学要求
- 1. 强调学生在该课程中的研究重点和难点；
- 2. 鼓励学生积极提问和参与讨论；
- 3. 要求学生按时参加课程考核。
六、教学评分办法
（在此处填写教学成绩的评分办法，包括平时成绩、测试成绩、论文成绩等内容）
七、其他事项
（在此处填写其他事项，包括授课教师联系方式等内容）。
大切なことはすべて君が教えてくれた 第1话
大切なことはすべて君が教えてくれた第１話『始まりの朝』上村夏実（戸田恵梨香）は、私立明稜学園高等学校の英語教師。
中学までゕメリカで暮らした経験を持つ夏実は、教師になることが夢だった。
１年生のクラス担任で、バスケットボール部の顧問を務めている夏実は、明るく前向きで、サバサバとした性格ゆえ、生徒たちからも慕われていた。
柏木修二（三浦春馬）は、夏実の同僚で２年生のクラス担任を務める生物教師。
修二は、真面目で思慮深く、物事を真剣に考えるタプで、常に自分の言葉で生徒たちと接するその姿勢は、生徒はもちろん、保護者たちからも絶大な支持を得ていた。
高校?大学の同級生だった夏実と修二は、３ヵ月後に結婚式を挙げる予定だった。
結婚式は、ふたりの大学時代の同級生で、いまも夏実とルームシェゕしている人気ウエデゖング?プランナーの東堂さやか（篠田麻里子）が手がけることになっている。
夏実も修二も、同僚や生徒たちから結婚を祝福され、幸せを実感していた。
新学期が始まる朝8時、目を覚ました修二は目覚まし時計をチェックし飛び起きる。
上半身裸なことに少し驚く修二。
「ヤバヤバ。
昨日いつ寝たんだ？シャワーだシャワーシャワー！???時間がない。
ダメだ。
」急いで着替えた修二は、女性ものの服が脱ぎ捨ててあることに気づく。
ベッドを見ると、誰かが寝ている。
それは???見知らぬ若い女性だった。
「???誰！？」女性が目を覚ます。
「あの???君は？」「???」「え???」女性は真っ裸だった。
「ごめん、あの、えっと??覚えてないわけじゃないんだ。
覚えてるよ??覚えてるんだ。
その???あ???今は、ごめん！」顔を洗い、歯を磨きながら修二は考える。
「???誰！？やったのか！？???いや、とにかく出よう。
」「逃げるわけじゃないんだ、ただ、今日は大事な日で。
悪いけど、僕は、とにかく出なきゃいけなくて。
君とも、ちゃんと話さなきゃいけない状況だけど、ごめん。
これ???。
教程英文_精品文档
教程英文Tutorial: English Language LearningIntroduction:Learning a new language can be an exciting challenge, and English is no exception. English is one of the most widely spoken languages in the world and is considered the international language of business and communication. In this tutorial, we will guide you through the key aspects of learning English, including grammar, vocabulary, pronunciation, and effective learning strategies. By the end of this tutorial, you will have a solid foundation to continue your English language learning journey.1. Getting Started:Before diving into the nuances of English language learning, it's important to establish a few fundamental principles. Familiarize yourself with the English alphabet, pronunciation rules, and basic greetings. Understanding the structure and sounds of the English language will lay a strong foundation for future learning.2. Building Vocabulary:Expanding your vocabulary is crucial in becoming fluent in English. Start by learning common words and phrases, and gradually move on to more advanced vocabulary. Incorporate vocabulary-building exercises into your daily routine, such as reading English books, watching movies and TV shows, and using flashcards. Practice using new words in sentences to reinforce your understanding and retention.3. Grammar and Sentence Structure:English grammar is a complex system, but understanding its rules is essential for effective communication. Study the basic grammar rules, such as verb tenses, sentence structure, and parts of speech. A good grasp of grammar will help you construct accurate sentences and express yourself fluently. Utilize grammar exercises, online resources, and language learning apps to reinforce your understanding.4. Listening and Speaking Skills:Developing good listening and speaking skills is crucial for effective communication in English. Improve your listening skills by regularly listening to English podcasts, radio shows, and audio books. Pay attention to different accents and regional variations to broaden your comprehension abilities. Enhance your speaking skills by engaging in conversations with native English speakers, joining language exchange programs, or participating in speaking clubs. Regular practiceand exposure to spoken English will significantly improve your fluency.5. Reading Comprehension:Reading is an excellent way to expand your vocabulary and improve your overall English language skills. Start with simple texts and gradually progress to more complex literature, articles, or news publications. Practice reading aloud to improve pronunciation and intonation. Utilize online dictionaries and translation tools for better understanding of unfamiliar words and phrases. Additionally, keep a vocabulary notebook to jot down new words and review them regularly.6. Writing Skills:Developing effective writing skills will enhance your English language proficiency. Start by writing simple sentences and gradually progress to more complex paragraphs and essays. Practice different types of writing, including formal and informal styles, to improve versatility. Utilize online writing resources and grammar checkers to improve your writing accuracy. Seek feedback from teachers or native English speakers to further refine your writing skills.7. Effective Learning Strategies:To maximize your progress in learning English, adopt effective learning strategies. Set clear goals, both long-term and short-term, to stay motivated and focused. Create a study schedule that includes dedicated time for each language skill. Use a variety of learning resources, including textbooks, online courses, language learning apps, and language exchange platforms. Additionally, join English language communities or conversation groups to practice speaking with fellow learners.Conclusion:Learning English can be a rewarding experience that opens up a world of opportunities. By following the tips and strategies outlined in this tutorial, you can develop a strong foundation in the English language. Remember to be patient with yourself, as language learning takes time and practice. Immerse yourself in English language materials and practice regularly to achieve fluency. Good luck with your English language learning journey!。
《雨的四季》表格式教案
作业完成情况
检查学生的作业完成情况 ，包括作业的正确率、完 成度以及是否按时提交等 。
学习成果测试
通过测试或考试的方式， 评估学生对课堂知识的掌 握程度和应用能力。
教师评价
教学目标达成度
评估教学目标是否实现， 是否达到了预期的教学效 果。
《雨的四季》表格式教案
汇报人： 2024-01-03
目录
CONTENTS
• 教学目标 • 教学内容 • 教学方法 • 教学过程 • 教学评价与反馈
01
CHAPTER
教学目标
教学目标
| 教学目标 | 知识与技能 | 过程与方法 | 情感态度与价值观 |
| :--: | :--: | :--: | :--: |
教学方法有效性
评估教师所采用的教学方 法是否有效，是否有助于 学生理解和掌握知识。
教师自我反思
教师对自身的教学过程进 行反思，找出优点和不足 ，以便进一步提高教学质 量。
反馈与调整
及时反馈
教师和学生应及时进行反馈，以 便及时发现问题并采取措施进行
调整。
调整教学方法
根据评价结果，对教学方法进行必 要的调整，以提高教学效果。
02
CHAPTER
教学内容
课文分析
总结词：深入解读
详细描述：对课文进行深入的解读，包括文章的主题、情感、写作手法等方面， 引导学生理解作者通过雨的四季表达的情感和思考。
重点词语
总结词：重点掌握
详细描述：挑选出课文中的重点词语，进行解释和用法说明，要求学生能够正确理解和运用这些词语 。
句子理解
和积极性。
04
教学大纲和教案
反馈机制
定期审查
建立定期审查教学大纲和教案 的机制，以确保其与教学目标 、学生需求和学科发展保持一
致。
学生反馈
鼓励学生提供对教学大纲和教 案的反馈意见，以便教师了解 学生的需求和学习困难。
教师交流
实践性原则
创新性原则
教学大纲应注重理论与实践相结合，强调 知识的应用和实践能力的培养，为学生提 供实践机会和条件。
教学大纲应关注学科前沿动态，注重培养 学生的创新思维和创新能力，鼓励教师采 用创新的教学方法。
内容与结构
课程性质与目的
说明课程的性质、地位和作用，明确课程的教学目的和任务。
教学内容
按照知识体系和逻辑关系，将课程内容划分为若干个知识点或章节， 明确每个知识点或章节的教学要求和内容。
组织教师之间的交流活动，分 享教学大纲和教案的使用经验 ，共同改进教学方法和内容。
专家指导
邀请学科专家对教学大纲和教 案进行评估和指导，提供专业
意见和建议。
06 教学大纲和教案的未来发展
CHAPTER
信息技术应用
数字化教学
数据分析与个性化教学
利用信息技术，如多媒体、网络和移 动设备，将教学内容数字化，以更生 动、直观的方式呈现给学生。
编写步骤
确定教学目标
明确课程的教学目标， 包括知识、技能和情 感等方面的目标。
分析教学内容
对教材进行深入分析， 明确教学的重点、难 点和关键点。
选择教学方法
根据教学内容和学生 实际情况，选择合适 的教学方法，如讲授、 讨论、实验等。
设计教学过程
安排教学环节，包括 导入、新课、巩固、 小结等环节，注重学 生的参与和互动。
101教育PPT备课步骤
2024/1/26
11
准备课堂所需硬件设备
根据教学需要，提前 准备好所需的硬件设 备，如电脑、投影仪 、音响等。
熟悉设备的操作方法 ，以便在教学过程中 能够熟练地使用各种 设备。
2024/1/26
检查设备是否正常工 作，确保在教学过程 中不会出现故障。
12
03
PPT课件设计与制作
Chapter
2024/1/26
13
选择合适模板或自定义设计
根据课程主题和目标受众选择合适的PPT模板，确保整体风格统一。
2024/1/26
如果没有合适的模板，可以自定义设计，包括背景、字体、颜色等，确保视觉效 果清晰、美观。
14
编排页面布局，突出重点内容
遵循“简洁明了”的原则，避免页面 过于拥挤或空洞。
使用不同颜色、字体或图标等突出重 要内容，便于学生快速抓住重点。
引入话题
通过提问、故事、案例等 方式，激发学生的兴趣， 引导学生进入学习状态。
2024/1/26
明确目标
简要介绍本节课的学习目 标和重点，让学生明确学 习方向。
激活旧知
回顾与本节课相关的已学 知识，帮助学生建立新旧 知识之间的联系。
19
安排循序渐进的教学内容
呈现新知识
通过讲解、演示、实例等 方式，向学生呈现新知识 ，引导学生理解并掌握。
根据学生需求和课堂效果分析，调整教学策略和课件设计。
优化课件布局、配色、动画效果等视觉元素，提高观赏性。
增加互动环节和案例分析，提高学生参与度和课堂效果。
2024/1/26
26
持续更新教学资源库
定期更新教学资源库，引入新的教学理念、方法 和案例。
不断收集、整理和归纳优质教学资源，提高课件 质量。
汉语教程教案(第一册上、下,第二册上)
初级汉语（一）使用教材：汉语教程（第一册上、下，第二册上）北京语言大学出版社第一课你好一、教学目的通过课堂讲练，学生能够认读所学的声母和韵母，能够进行拼合，会唱四声，懂得三声＋三声时，第一个三声要读作第二声的变调规则，能比较准确地说出“你好”，并能用于交际。
会写并能记住汉字表中的汉字。
二、教学重点1、韵母：a o e i u ü ai ei ao ou 和声母 b p m f d t n l g k h 及其拼合。
2、汉语的四个声调。
3、三声连读时第一个三声要变成第二声。
4、课文三、使用教具汉语拼音表、汉语普通话发音部位图四、教学学时：2学时五、教学步骤：（一）组织教学认识新学生（二）展示教学内容（三）单音教学示范（每个音至少示范3遍）——领读——学生齐读——学生单读——老师纠正发音。
（四）声调教学示范（唱四声）——领读——学生齐读——学生单读——纠正声调错误。
（五）处理生词要边读边写或边写边读。
（六）处理课文领说——演示——组织学生操练——学生朗读或背说、表演。
（七）三声变调板书：（八）做课后练习（九）布置作业读拼音表，唱四声，写汉字，练会话。
第二课汉语不太难一、教学目的通过课堂讲练，要求学生掌握所学韵母的发音，会拼合，会发轻声并能正确读出生词表中的轻声词，会说课文。
二、教学重点1、韵母：an en ang eng ong。
2、带轻声的词：爸爸、妈妈、哥哥、弟弟、妹妹。
3、半三声。
4、课文与生词三、使用教具：拼音卡片四、教学学时：2学时五、教学步骤：（一）组织教学跟学生打招呼：你们好！要求学生说：老师好！（二）复习用20—30分钟的时间分别请4个学生到黑板前来听写，一个学生做一项即可。
1、听写第一课所学的声母。
2、听写第一课所学的韵母。
3、听写音节（要求标声调）4、听写汉字：一、五、八、不、口、白、马、大、女、好、你。
5、听写以后学生认读一遍。
（三）进行新课1、发音示范（每个音老师发2—3遍，学生听）。
《学会教学》第一章读书笔记
《学会教学》第一章读书笔记The first chapter of "Teaching to Learn" provides valuable insights into the fundamental principles of effective teaching. 《学会教学》的第一章为有效教学的基本原则提供了宝贵的见解。
Huang (2010) emphasizes the importance of understanding the diverse learning styles and needs of students, in order to create inclusive and engaging learning experiences. 黄（2010）强调了理解学生多样化的学习风格和需求的重要性，以创造包容性和令人投入的学习体验。
This involves recognizing the individual strengths and weaknesses of each student, and adapting teaching methods to cater to their unique learning preferences. 这涉及到认识到每个学生的个体优点和缺点，并调整教学方法来满足他们独特的学习偏好。
By doing so, educators can effectively facilitate the learning process and ensure that each student has the opportunity to thrive academically. 通过这样做，教育者可以有效地促进学习过程，确保每个学生都有机会在学术上蓬勃发展。
Additionally, the first chapter also underscores the significance of creating a positive and supportive learning environment. 此外，第一章也强调了创造积极和支持性的学习环境的重要性。
辅导部教师备课教案模板
辅导部教师备课教案模板一、课程名称：(适用大部分课程教案)二、授课对象本教案适用于高中一年级或相应水平的学生。
三、授课时间每课时45分钟，共1课时。
四、授课教师由具备相关学科教学经验和专业知识的教师负责授课。
五、教学目标1、知识与技能目标- 学生能掌握课程相关的基本概念和理论。
- 学生能运用所学知识解决实际问题，形成实际操作能力。
- 学生能通过分析和评价，加深对知识点的理解和运用。
2、过程与方法目标- 学生通过小组合作、讨论和思考，培养自主学习与合作探究的能力。
- 学生通过案例分析和问题解决，提高批判性思维和创新思维能力。
- 学生通过教师的引导，掌握学习策略和技巧，形成终身学习的能力。
3、情感态度价值观目标- 学生在学习过程中培养积极的学习态度，树立正确的价值观。
- 学生通过对课程内容的探索，增强对学科的兴趣和认识。
- 学生通过团队合作，学会尊重他人观点，形成良好的集体荣誉感。
六、教学重占和难点1、教学重点- 课程核心概念的理解和记忆。
- 课程知识与现实生活联系的建立。
- 解决问题能力的培养。
2、教学难点- 概念的内化和运用。
- 分析和解决问题的思维过程。
- 自主学习与合作学习的有效结合。
七、教学过程1、导入新课（5分钟）- 教师通过提问、展示相关现象或案例，激发学生的好奇心和兴趣，引导学生回顾先前知识，为新课的学习做好铺垫。
- 利用多媒体工具，如图片、视频或实物展示，让学生对即将学习的内容有一个直观的感知。
- 设定一个引人入胜的问题或情景，让学生产生探究的欲望，自然过渡到新课的学习。
2、新知讲授（20分钟）- 教师清晰、准确地讲解新课的理论知识，通过图示、示例等方式帮助学生理解和记忆。
- 采用互动提问的方式，检查学生对新知识的理解和掌握情况，及时给予反馈和纠正。
- 结合实际案例，让学生看到理论知识在实际中的应用，增强学习的现实意义。
3、合作探究（15分钟）- 将学生分成小组，针对某一问题或任务进行合作探究，鼓励学生发表自己的观点，倾听他人的意见。
人教版职高语文基础模块上册《绝品》教案
教案：人教版职高语文基础模块上册《绝品》章节：第一章至第五章第一章：教学目标与内容1. 教学目标让学生理解并掌握《绝品》这篇文章的基本内容。
提高学生的阅读理解能力，培养学生对文学作品的欣赏能力。
引导学生通过课文学习，思考人生价值观和道德观念。
2. 教学内容课文朗读与理解：让学生朗读课文，理解课文的大意和主题。
分析课文：分析课文中的情节、人物、事件，理解作者的写作手法和表达方式。
讨论与思考：引导学生通过课文学习，思考人生价值观和道德观念，培养学生的思辨能力。
第二章：教学方法与步骤1. 教学方法采用讲授法、问答法、讨论法等多种教学方法，引导学生主动参与学习。
利用多媒体教学资源，如课文朗读音频、相关图片等，增强学生的学习兴趣。
2. 教学步骤导入新课：通过引入相关背景知识，激发学生的学习兴趣。
课文朗读：让学生朗读课文，理解课文的大意和主题。
分析课文：分析课文中的情节、人物、事件，理解作者的写作手法和表达方式。
讨论与思考：引导学生通过课文学习，思考人生价值观和道德观念，培养学生的思辨能力。
第三章：教学评估与反馈1. 教学评估通过课堂讨论、回答问题、写作练习等方式，评估学生对课文内容的理解和掌握程度。
观察学生在课堂上的参与程度和表现，了解学生的学习效果。
2. 教学反馈根据学生的表现和评估结果，及时给予学生反馈和指导，帮助学生纠正错误和提高。
鼓励学生提出问题和建议，及时解答学生的疑惑，提高学生的学习兴趣和动力。
第四章：教学拓展与延伸1. 教学拓展引导学生阅读其他文学作品，比较和分析不同作品的特点和风格。
引导学生进行文学创作，如写一篇类似的短篇小说或诗歌，培养学生的创作能力。
2. 教学延伸组织学生进行课堂讨论或辩论，延伸课内的思考和讨论。
引导学生进行课后研究，深入探究课文中的主题和问题，提高学生的研究能力。
第五章：教学计划与安排1. 教学计划制定详细的教学计划，明确每个教学环节的时间安排和目标。
合理安排课堂教学和课后作业，保证学生的学习效果。
1-2007_-_Y_F_Han_-_PreparationofnanosizedMn3O4SBA15catalystforcomplet[retrieved-2016-11-15]
![1-2007_-_Y_F_Han_-_PreparationofnanosizedMn3O4SBA15catalystforcomplet[retrieved-2016-11-15]](https://img.taocdn.com/s3/m/9d89122483c4bb4cf7ecd13a.png)
Preparation of nanosized Mn 3O 4/SBA-15catalyst for complete oxidation of low concentration EtOH in aqueous solution with H 2O 2Yi-Fan Han *,Fengxi Chen,Kanaparthi Ramesh,Ziyi Zhong,Effendi Widjaja,Luwei ChenInstitute of Chemical and Engineering Sciences,1Pesek Road,Jurong Island 627833,Singapore Received 11May 2006;received in revised form 18December 2006;accepted 29May 2007Available online 2June 2007AbstractA new heterogeneous Fenton-like system consisting of nano-composite Mn 3O 4/SBA-15catalyst has been developed for the complete oxidation of low concentration ethanol (100ppm)by H 2O 2in aqueous solution.A novel preparation method has been developed to synthesize nanoparticles of Mn 3O 4by thermolysis of manganese (II)acetylacetonate on SBA-15.Mn 3O 4/SBA-15was characterized by various techniques like TEM,XRD,Raman spectroscopy and N 2adsorption isotherms.TEM images demonstrate that Mn 3O 4nanocrystals located mainly inside the SBA-15pores.The reaction rate for ethanol oxidation can be strongly affected by several factors,including reaction temperature,pH value,catalyst/solution ratio and concentration of ethanol.A plausible reaction mechanism has been proposed in order to explain the kinetic data.The rate for the reaction is supposed to associate with the concentration of intermediates (radicals: OH,O 2Àand HO 2)that are derived from the decomposition of H 2O 2during reaction.The complete oxidation of ethanol can be remarkably improved only under the circumstances:(i)the intermediates are stabilized,such as stronger acidic conditions and high temperature or (ii)scavenging those radicals is reduced,such as less amount of catalyst and high concentration of reactant.Nevertheless,the reactivity of the presented catalytic system is still lower comparing to the conventional homogenous Fenton process,Fe 2+/H 2O 2.A possible reason is that the concentration of intermediates in the latter is relatively high.#2007Elsevier B.V .All rights reserved.Keywords:Hydrogen peroxide;Fenton catalyst;Complete oxidation of ethanol;Mn 3O 4/SBA-151.IntroductionRemediation of wastewater containing organic constitutes is of great importance because organic substances,such as benzene,phenol and other alcohols may impose toxic effects on human and animal anic effluents from pharmaceu-tical,chemical and petrochemical industry usually contaminate water system by dissolving into groundwater.Up to date,several processes have been developed for treating wastewater that contains toxic organic compounds,such as wet oxidation with or without solid catalysts [1–4],biological oxidation,supercritical oxidation and adsorption [5,6],etc.Among them,catalytic oxidation is a promising alternative,since it avoids the problem of the adsorbent regeneration in the adsorption process,decreases significantly the temperature and pressure in non-catalytic oxidation techniques [7].Generally,the disposalof wastewater containing low concentration organic pollutants (e.g.<100ppm)can be more costly through all aforementioned processes.Thus,catalytic oxidation found to be the most economical way for this purpose with considering its low cost and high efficiency.Currently,a Fenton reagent that consists of homogenous iron ions (Fe 2+)and hydrogen peroxide (H 2O 2)is an effective oxidant and widely applied for treating industrial effluents,especially at low concentrations in the range of 10À2to 10À3M organic compounds [8].However,several problems raised by the homogenous Fenton system are still unsolved,e.g.disposing the iron-containing waste sludge,limiting the pH range (2.0–5.0)of the aqueous solution,and importantly irreversible loss of activity of the reagent.To overcome these drawbacks raised from the homogenous Fenton system,since 1995,a heterogeneous Fenton reagent using metal ions exchanged zeolites,i.e.Fe/ZSM-5has proved to be an interesting alternative catalytic system for treating wastewater,and showed a comparable activity with the homogenous Fenton system [9].However,most reported heterogeneous Fenton reagents still need UV radiation during/locate/apcatbApplied Catalysis B:Environmental 76(2007)227–234*Corresponding author.Tel.:+6567963806.E-mail address:han_yi_fan@.sg (Y .-F.Han).0926-3373/$–see front matter #2007Elsevier B.V .All rights reserved.doi:10.1016/j.apcatb.2007.05.031oxidation of organic compounds.This might limit the application of homogeneous Fenton system.Exploring other heterogeneous catalytic system considering the above disadvantages,is still desirable for this purpose.Here,we present an alternative catalytic system for the complete oxidation of organic com-pounds in aqueous solution using supported manganese oxide as catalyst under mild conditions,which has rarely been addressed.Mn-containing oxide catalysts have been found to be very active for the catalytic wet oxidation of organic effluents (CWO)[10–14],which is operated at high air pressures(1–22MPa)and at high temperatures(423–643K)[15].On the other hand,manganese oxide,e.g.MnO2[16],is well known to be active for the decomposition of H2O2in aqueous solution to produce hydroxyl radical( OH),which is considered to be the most robust oxidant so far.The organic constitutes can be deeply oxidized by those radicals rapidly[17].The only by-product is H2O from decomposing H2O2.Therefore,H2O2is a suitable oxidant for treating the wastewater containing organic compounds.Due to the recent progress in the synthesis of H2O2 directly from H2and O2[18,19],H2O2is believed to be produced through more economical process in the coming future.So,the heterogeneous Fenton system is economically acceptable.In this study,nano-crystalline Mn3O4highly dispersed inside the mesoporous silica,SBA-15,has been prepared by thermolysis of organic manganese(II)acetylacetonate in air. We expect the unique mesoporous structure may provide add-itional function(confinement effect)to the catalytic reaction, i.e.occluding/entrapping large organic molecules inside pores. The catalyst as prepared has been examined for the complete oxidation of ethanol in aqueous solution with H2O2,or to say, wet peroxide oxidation.Ethanol was selected as a model organic compound because(i)it is one of the simplest organic compounds and can be easily analyzed,(ii)it has high solu-bility in water due to its strong hydrogen bond with water molecule and(iii)the structure of ethanol is quite stable and only changed through catalytic reaction.Presently,for thefirst time by using the Mn3O4/SBA-15catalyst,we investigated the peroxide ethanol oxidation affected by factors such as temperature,pH value,ratio of catalyst(g)and volume of solution(L),and concentration of ethanol in aqueous solution. In addition,plausible reaction mechanisms are established to explain the peroxidation of ethanol determined by the H2O2 decomposition.2.Experimental2.1.Preparation and characterization of Mn3O4/SBA-15 catalystSynthesis of SBA-15is similar to the previous reported method[20]by using Pluronic P123(BASF)surfactant as template and tetraethyl orthosilicate(TEOS,98%)as silica source.Manganese(II)acetylacetonate([CH3COCH C(O)CH3]2Mn,Aldrich)by a ratio of2.5mmol/gram(SBA-15)werefirst dissolved in acetone(C.P.)at room temperature, corresponding to ca.13wt.%of Mn3O4with respect to SBA-15.The preparation method in detail can be seen in our recent publications[21,22].X-ray diffraction profiles were obtained with a Bruker D8 diffractometer using Cu K a radiation(l=1.540589A˚).The diffraction pattern was taken in the Bragg angle(2u)range at low angles from0.68to58and at high angles from308to608at room temperature.The XRD patterns were obtained by scanning overnight with a step size:0.028per step,8s per step.The dispersive Raman microscope employed in this study was a JY Horiba LabRAM HR equipped with three laser sources(UV,visible and NIR),a confocal microscope,and a liquid nitrogen cooled charge-coupled device(CCD)multi-channel detector(256pixelsÂ1024pixels).The visible 514.5nm argon ion laser was selected to excite the Raman scattering.The laser power from the source is around20MW, but when it reached the samples,the laser output was reduced to around6–7MW after passing throughfiltering optics and microscope objective.A100Âobjective lens was used and the acquisition time for each Raman spectrum was approximately 60–120s depending on the sample.The Raman shift range acquired was in the range of50–1200cmÀ1with spectral resolution1.7–2cmÀ1.Adsorption and desorption isotherms were collected on Autosorb-6at77K.Prior to the measurement,all samples were degassed at573K until a stable vacuum of ca.5m Torr was reached.The pore size distribution curves were calculated from the adsorption branch using Barrett–Joyner–Halenda(BJH) method.The specific surface area was assessed using the BET method from adsorption data in a relative pressure range from 0.06to0.10.The total pore volume,V t,was assessed from the adsorbed amount of nitrogen at a relative pressure of0.99by converting it to the corresponding volume of liquid adsorbate. The conversion factor between the volume of gas and liquid adsorbate is0.0,015,468for N2at77K when they are expressed in cm3/g and cm3STP/g,respectively.The measurements of transmission electron microscopy (TEM)were performed at Tecnai TF20S-twin with Lorentz Lens.The samples were ultrasonically dispersed in ethanol solvent,and then dried over a carbon grid.2.2.Kinetic measurement and analysisThe experiment for the wet peroxide oxidation of ethanol was carried out in a glass batch reactor connected to a condenser with continuous stirring(400rpm).Typically,20ml of aqueous ethanol solution(initial concentration of ethanol: 100ppm)wasfirst taken in the round bottomflask(reactor) together with5mg of catalyst,corresponding to ca.1(g Mn)/30 (L)ratio of catalyst/solution.Then,1ml of30%H2O2solution was introduced into the reactor at different time intervals (0.5ml at$0min,0.25ml at32min and0.25ml at62min). The total molar ratio of H2O2/ethanol is about400/1. Hydrochloric acid(HCl,0.01M)was used to acidify the solution if necessary.NH4OH(0.1M)solution was used to adjust pH to9.0when investigating the effect of pH.The pH for the deionized water is ca.7.0(Oakton pH meter)and decreased to 6.7after adding ethanol.All the measurements wereY.-F.Han et al./Applied Catalysis B:Environmental76(2007)227–234 228performed under the similar conditions described above if without any special mention.For comparison,the reaction was also carried out with a typical homogenous Fenton reagent[17], FeSO4(5ppm)–H2O2,under the similar reaction conditions.The conversion of ethanol during reaction was detected using gas chromatography(GC:Agilent Technologies,6890N), equipped with HP-5capillary column connecting to a thermal conductive detector(TCD).There is no other species but ethanol determined in the reaction system as evidenced by the GC–MS. Ethanol is supposed to be completely oxidized into CO2and H2O.The variation of H2O2concentration during reaction was analyzed colorimetrically using a UV–vis spectrophotometer (Epp2000,StellarNet Inc.)after complexation with a TiOSO4/ H2SO4reagent[18].Note that there was almost no measurable leaching of Mn ion during reaction analyzed by ICP(Vista-Mpx, Varian).3.Results and discussion3.1.Characterization of Mn3O4/SBA-15catalystThe structure of as-synthesized Mn3O4inside SBA-15has beenfirst investigated with powder XRD(PXRD),and the profiles are shown in Fig.1.The profile at low angles(Fig.1a) suggests that SBA-15still has a high degree of hexagonal mesoscopic organization even after forming Mn3O4nanocrys-tals[23].Several peaks at high angles of XRD(Fig.1b)indicate the formation of a well-crystallized Mn3O4.All the major diffraction peaks can be assigned to hausmannite Mn3O4 structure(JCPDS80-0382).By N2adsorption measurements shown in Fig.2,the pore volume and specific surface areas(S BET)decrease from 1.27cm3/g and937m2/g for bare SBA-15to0.49cm3/g and 299m2/g for the Mn3O4/SBA-15,respectively.About7.7nm of mesoporous diameter for SBA-15decreases to ca.6.3nm for Mn3O4/SBA-15.The decrease of the mesopore dimension suggests the uniform coating of Mn3O4on the inner walls of SBA-15.This nano-composite was further characterized by TEM. Obviously,the SBA-15employed has typical p6mm hex-agonal morphology with the well-ordered1D array(Fig.3a). The average pore size of SBA-15is ca.8.0nm,which is very close to the value(ca.7.7nm)determined by N2adsorption. Along[001]orientation,Fig.3b shows that the some pores arefilled with Mn3O4nanocrystals.From the pore A to D marked in Fig.3b correspond to the pores from empty to partially and fullyfilled;while the features for the SBA-15 nanostructure remains even after forming Mn3O4nanocrys-tals.Nevertheless,further evidences for the location of Mn3O4inside the SBA-15channels are still undergoing in our group.Raman spectra obtained for Mn3O4/SBA-15is presented in Fig.4a.For comparison the Raman spectrum was also recorded for the bulk Mn3O4(97.0%,Aldrich)under the similar conditions(Fig.4b).For the bulk Mn3O4,the bands at310,365, 472and655cmÀ1correspond to the bending modes of Mn3O4, asymmetric stretch of Mn–O–Mn,symmetric stretch of Mn3O4Fig.1.XRD patterns of the bare SBA-15and the Mn3O4/SBA-15nano-composite catalyst.(a)At low angles:(A)Mn3O4/SBA-15,(B)SBA-15;and (b)at high angles of Mn3O4/SBA-15.Fig.2.N2adsorption–desorption isotherms:(!)SBA-15,(~)Mn3O4/SBA-15.Y.-F.Han et al./Applied Catalysis B:Environmental76(2007)227–234229groups,respectively [24–26].However,a downward shift ($D n 7cm À1)of the peaks accompanying with a broadening of the bands was observed for Mn 3O 4/SBA-15.For instance,the distinct feature at 655cm À1for the bulk Mn 3O 4shifted to 648cm À1for the nanocrystals.The Raman bands broadened and shifted were observed for the nanocrystals due to the effect of phonon confinement as suggested previously in the literature [27,28].Furthermore,a weak band at 940cm À1,which should associate with the stretch of terminal Mn O,is an indicative of the existence of the isolated Mn 3O 4group [26].The assignment of this unique band has been discussed in our previous publication [22].3.2.Kinetic study3.2.1.Blank testsUnder a typical reaction conditions,that is,20ml of 100ppm ethanol aqueous solution (pH 6.7)mixed with 1ml of 30%H 2O 2,at 343K,there is no conversion of ethanol was observed after running for 120min in the absence of catalyst or in the presence of bare SBA-15(5mg).Also,under the similar conditions in H 2O 2-free solution,ethanol was not converted for all blank tests even with Mn 3O 4/SBA-15catalyst (5mg)in the reactor.It suggests that a trace amount of oxygen dissolved in water or potential dissociation of adsorbed ethanol does not have any contribution to the conversion of ethanol under reaction conditions.To study the effect of low temperature evaporation of ethanol during reaction,we further examined the concentration of ethanol (100ppm)versus time at different temperatures in the absence of catalyst and H 2O 2.Loss of ca.5%ethanol was observed only at 363K after running for 120min.Hence,to avoid the loss of ethanol through evaporation at high temperatures,which may lead to a higher conversion of ethanol than the real value,the kinetic experiments in this study were performed at or below 343K.The results from blank tests confirm clearly that ethanol can be transformed only by catalytic oxidation during reaction.3.2.2.Effect of amount of catalystThe effect of amount of catalyst on ethanol oxidation is presented in Fig.5.Different amounts of catalyst ranging from 2to 10mg were taken for the same concentration of ethanol (100ppm)in aqueous solution under the standard conditions.It can be observed that the conversion of ethanol increases monotonically within 120min,reaching 15,20and 12%for 2,5and 10mg catalysts,respectively.On the other hand,Fig.5shows that the relative reaction rates (30min)decreased from 0.7to ca 0.1mmol/g Mn min with the rise of catalyst amount from 2to 10mg.Apparently,more catalyst in the system may decrease the rate for ethanol peroxidation,and a proper ratio of catalyst (g)/solution (L)is required for acquiring a balance between the overall conversion of ethanol and reaction rate.In order to investigate the effects from other factors,5mg (catalyst)/20ml (solution),corresponding to 1(g Mn )/30(L)ratio of catalyst/solution,has been selected for the followedexperiments.Fig.4.Raman spectroscopy of the Mn 3O 4/SBA-15(a)and bulk Mn 3O 4(b).Fig.3.TEM images recorded along the [001]of SBA-15(a),Mn 3O 4/SBA-15(b):pore A unfilled with hexagonal structure,pores B and C partially filled and pore D completely filled.Y.-F .Han et al./Applied Catalysis B:Environmental 76(2007)227–2342303.2.3.Effect of temperatureAs shown in Fig.6,the reaction rate increases with increasing the reaction temperature.After 120min,the conversion of ethanol increases from 12.5to 20%when varying the temp-erature from 298to 343K.Further increasing the temperature was not performed in order to avoid the loss of ethanol by evaporation.Interestingly,the relative reaction rate increased with time within initial 60min at 298and 313K,but upward tendency was observed above 333K.3.2.4.Effect of pHIn the pH range from 2.0to 9.0,as illustrated in Fig.7,the reaction rate drops down with the rise of pH.It indicates that acidic environment,or to say,proton concentration ([H +])in the solution is essential for this reaction.With considering our target for this study:purifying water,pH approaching to 7.0in the reaction system is preferred.Because acidifying the solution with organic/inorganic acids may potentially causea second time pollution and result in surplus cost.Actually,there is almost no effect on ethanol conversion with changing pH from 5.5to 6.7in this system.It is really a merit comparing with the conventional homogenous Fenton system,by which the catalyst works only in the pH range of 2.0–5.0.3.2.5.Effect of ethanol concentrationThe investigation of the effect of ethanol concentration on the reaction rate was carried out in the ethanol ranging from 50to 500ppm.The results in Fig.8show that the relative reaction rate increased from 0.07to 2.37mmol/g Mn min after 120min with increasing the concentration of ethanol from 50to 500ppm.It is worth to note that the pH value of the solution slightly decreased from 6.7to 6.5when raising the ethanol concentration from 100to 500ppm.paring to a typical homogenous Fenton reagent For comparison,under the similar reaction conditions ethanol oxidation was performed using aconventionalFig.5.The ethanol oxidation as a function of time with different amount of catalyst.Conversion of ethanol vs.time (solid line)on 2mg (&),5mg (*)and 10mg (~)Mn 3O 4/SBA-15catalyst,the relative reaction rate vs.time (dash line)on 2mg (&),5mg (*)and 10mg (~)Mn 3O 4/SBA-15catalyst.Rest conditions:20ml of ethanol (100ppm),1ml of 30%H 2O 2,708C and pH of6.7.Fig.6.The ethanol oxidation as a function of temperature.Conversion of ethanol vs.time (solid line)at 258C (&),408C (*),608C (~)and 708C (!),the relative reaction rate vs.time (dash line)at 258C (&),408C (*),608C (~)and 708C (5).Rest conditions:20ml of ethanol (100ppm),1ml of 30%H 2O 2,pH of 6.7,5mg ofcatalyst.Fig.7.The ethanol oxidation as a function of pH value.Conversion of ethanol vs.time (solid line)at pH value of 2.0(&),3.5(*),4.5(~),5.5(!),6.7(^)and 9.0("),the relative reaction rate vs.time (dash line)at pH value of 2.0(&),3.5(*),4.5(~),5.5(5),6.7(^)and 9.0(").Rest conditions:20ml of ethanol (100ppm),1ml of 30%H 2O 2,708C,5mg ofcatalyst.Fig.8.The ethanol oxidation as a function of ethanol concentration.Conver-sion of ethanol vs.time (solid line)for ethanol concentration (ppm)of 50(&),100(*),300(~),500(!),the relative reaction rate vs.time (dash line)for ethanol concentration (ppm)of 50(&),100(*),300(~),500(5).Condi-tions:20ml of ethanol,pH of 6.7,1ml of 30%H 2O 2,708C,5mg of catalyst.Y.-F .Han et al./Applied Catalysis B:Environmental 76(2007)227–234231homogenous reagent,Fe 2+(5ppm)–H 2O 2(1ml)at pH of 5.0.It has been reported to be an optimum condition for this system [17].As shown in Fig.9,the reaction in both catalytic systems exhibits a similar behavior,that is,the conversion of ethanol increases with extending the reaction time.Varying reaction temperature from 298to 343K seems not to impact the conversion of ethanol when using the homogenous Fenton reagent.Furthermore,the conversion of ethanol (defining at 120min)in the system of Mn 3O 4/SBA-15–H 2O 2is about 60%of that obtained from the conventional Fenton reagent.There are no other organic compounds observed in the reaction mixture other than ethanol suggesting that ethanol directly decomposing to CO 2and H 2O.3.2.7.Decomposition of H 2O 2In the aqueous solution,the capability of metal ions such as Fe 2+and Mn 2+has long been evidenced to be effective on the decomposition of H 2O 2to produce the hydroxyl radical ( OH),which is oxidant for the complete oxidation/degrading of organic compounds [9,17].Therefore,ethanol oxidation is supposed to be associated with H 2O 2decomposition.The investigation of H 2O 2decomposition has been performed under the reaction conditions (in an ethanol-free solution)with different amounts of catalyst.H 2O 2was introduced into the reaction system by three steps,initially 0.5ml followed by twice 0.25ml at 32and 62min,the pH of 6.7is set for all experiments except pH of 5.0for Fe 2+.As shown in Fig.10,H 2O 2was not converted in the absence of catalyst or presence of bare SBA-15(5mg);in contrast,by using the Mn 3O 4/SBA-15catalyst we observed that ca.Ninety percent of total H 2O 2was decomposed in the whole experiment.It can be concluded that that dissociation of H 2O 2is mainly caused by Mn 3O paratively,the rate of H 2O 2decomposition is relatively low with the homogenous Fenton reagent,total conversion of H 2O 2,was ca.50%after runningfor 120min.Considering the fact that H 2O 2decomposition can be significantly enhanced with the rise of Fe 2+concentration,however,it seems not to have the influence on the reaction rate for ethanol oxidation simultaneously.The similar behavior of H 2O 2decomposition was also observed during ethanol oxidation.The rate for ethanol oxidation is lower for Mn 3O 4/SBA-15comparing to the conventional Fenton reagent.The possible reasons will be discussed in the proceeding section.3.3.Plausible reaction mechanism for ethanol oxidation with H 2O 2In general,the wet peroxide oxidation of organic constitutes has been suggested to proceed via four steps [15]:activation of H 2O 2to produce OH,oxidation of organic compounds withOH,recombination of OH to form O 2and wet oxidation of organic compounds with O 2.It can be further described by Eqs.(1)–(4):H 2O 2À!Catalyst =temperture 2OH(1)OH þorganic compoundsÀ!Temperatureproduct(2)2 OHÀ!Temperature 12O 2þH 2O(3)O 2þorganic compoundsÀ!Temperature =pressureproduct(4)The reactive intermediates produced from step 1(Eq.(1))participate in the oxidation through step 2(Eq.(2)).In fact,several kinds of radical including OH,perhydroxyl radicals ( HO 2)and superoxide anions (O 2À)may be created during reaction.Previous studies [29–33]suggested that the process for producing radicals could be expressed by Eqs.(5)–(7)when H 2O 2was catalytically decomposed by metal ions,such asFeparison of ethanol oxidation in systems of typical homogenous Fenton catalyst (5ppm of Fe 2+,20ml of ethanol (100ppm),1ml of 30%H 2O 2,pH of 5.0acidified with HCl)at room temperature (~)and 708C (!),and Mn 3O 4/SBA-15catalyst (&)under conditions of 20ml of ethanol (100ppm),pH of 6.7,1ml of 30%H 2O 2,708C,5mg ofcatalyst.Fig.10.An investigation of H 2O 2decomposition under different conditions.One milliliter of 30%H 2O 2was dropped into the 20ml deionized water by three intervals,initial 0.5ml followed by twice 0.25ml at 32and 62min.H 2O 2concentration vs.time:by calculation (&),without catalyst (*),SBA-15(~),5ppm of Fe 2+(!)and Mn 3O 4/SBA-15(^).Rest conditions:5mg of solid catalyst,pH of 7.0(5.0for Fe 2+),708C.Y.-F .Han et al./Applied Catalysis B:Environmental 76(2007)227–234232and Mn,S þH 2O 2!S þþOH Àþ OH (5)S þþH 2O 2!S þ HO 2þH þ(6)H 2O $H þþO 2À(7)where S and S +represent reduced and oxidized metal ions,both the HO 2and O 2Àare not stable and react further with H 2O 2to form OH through Eqs.(8)and (9):HO 2þH 2O 2! OH þH 2O þO 2(8)O 2ÀþH 2O 2! OH þOH ÀþO 2(9)Presently, OH radical has been suggested to be the main intermediate responsible for oxidation/degradation of organic compounds.Therefore,the rate for ethanol oxidation in the studied system is supposed to be dependent on the concentra-tion of OH.Note that the oxidation may proceed via step four (Eq.(4))in the presence of high pressure O 2,which is so-called ‘‘wet oxidation’’and usually occurs at air pressures (1–22MPa)and at high temperatures (423–643K)[15].However,it is unlikely to happen in the present reaction conditions.According to Wolfenden’s study [34],we envisaged that the complete oxidation of ethanol may proceed through a route like Eq.(10):C 2H 5OH þ OH À!ÀH 2OC 2H 4O À! OHCO 2þH 2O(10)Whereby,it is believed that organic radicals containing hydroxy-groups a and b to carbon radicals centre can eliminate water to form oxidizing species.With the degrading of organic intermediates step by step as the way described in Eq.(10),the final products should be CO 2and H 2O.However,no other species but ethanol was detected by GC and GC–MS in the present study possibly due to the rapid of the reaction that leads to unstable intermediate.Fig.5indicates that a proper ratio of catalyst/solution is a necessary factor to attain the high conversion of ethanol.It can be understood that over exposure of H 2O 2to catalyst will increase the rate of H 2O 2decomposition;but on the other hand,more OH radical produced may be scavenged by catalyst with increasing the amount of catalyst and transformed into O 2and H 2O as expressed in Eq.(3),instead of participating the oxidation reaction.In terms of Eq.(10),stoichiometric ethanol/H 2O 2should be 1/6for the complete oxidation of ethanol;however,in the present system the total molar ratio is 1/400.In other words,most intermediates were extinguished through scavenging during reaction.This may explain well that the decrease of reaction rate with the rise of ratio of catalyst/solution in the system.The same reason may also explain the decrease of reaction rate with prolonging the time.Actually,H 2O 2decomposition (ca.90%)may be completed within a few minutes over the Mn 3O 4/SBA-15catalyst as illustrated in Fig.10,irrespective of amount of catalyst (not shown for the sake of brevity);in contrast,the rate for H 2O 2decomposition became dawdling for Fe 2+catalyst.As a result,presumably,the homogenous system has relatively high concentration ofradicals.It may explain the superior reactivity of the conventional Fenton reagent to the presented system as depicted in Fig.9.Therefore,how to reduce scavenging,especially in the heterogeneous Fenton system [29],is crucial for enhancing the reaction rate.C 2H 5OH þ6H 2O 2!2CO 2þ9H 2O(11)On the other hand,as illustrated by Eqs.(1)–(4),all steps in the oxidation process are affected by the reaction temperature.Fig.6demonstrates that increasing temperature remarkably boosts the reactivity of ethanol oxidation in the system of Mn 3O 4/SBA-15–H 2O 2possibly,due to the improvement of the reactions in Eqs.(2)and (4)at elevated temperatures.In terms of Eqs.(6)and (7),acidic conditions may delay the H 2O 2decomposition but enhance the formation of OH (Eqs.(5),(8)and (9)).This ‘‘delay’’is supposed to reduce the chance of the scavenging of radicals and improve the efficiency of H 2O 2in the reaction.The protons are believed to have capability for stabilizing H 2O 2,which has been elucidated well previously [18,19].Consequently,it is understandable that the reaction is favored in the strong acidic environment.Fig.7shows a maximum reactivity at pH of 2.0and the lowest at pH of 9.0.As depicted in Fig.8,the reaction rate for ethanol oxidation is proportional to the concentration of ethanol in the range of 50–500ppm.It suggests that at low concentration of ethanol (100ppm)most of the radicals might not take part in the reaction before scavenged by catalyst.With increasing the ethanol concentration,the possibility of the collision between ethanol and radicals can be increased significantly.As a result,the rate of scavenging radicals is reduced relatively.Thus,it is reasonable for the faster rate observed at higher concentration of ethanol.Finally,it is noteworthy that as compared to the bulk Mn 3O 4(Aldrich,98.0%of purity),the reactivity of the nano-crystalline Mn 3O 4on SBA-15is increased by factor of 20under the same typical reaction conditions.Obviously,Mn 3O 4nanocrystal is an effective alternative for this catalytic system.The present study has evidenced that the unique structure of SBA-15can act as a special ‘‘nanoreactor’’for synthesizing Mn 3O 4nanocrystals.Interestingly,a latest study has revealed that iron oxide nanoparticles could be immobilized on alumina coated SBA-15,which also showed excellent performance as a Fenton catalyst [35].However,the role of the pore structure of SBA-15in this reaction is still unclear.We do expect that during reaction SBA-15may have additional function to trap larger organic molecules by adsorption.Thus,it may broaden its application in this field.So,relevant study on the structure of nano-composites of various MnO x and its role in the Fenton-like reaction for remediation of organic compounds in aqueous solution is undergoing in our group.4.ConclusionsIn the present study,we have addressed a new catalytic system suitable for remediation of trivial organic compound from contaminated water through a Fenton-like reaction withY.-F .Han et al./Applied Catalysis B:Environmental 76(2007)227–234233。
(完整word版)英语教学法教程知识点总结(1-12单元)
FLTM : foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive 概括法 )Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, andactive student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach (CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view : the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view : the functional view not only sees language as a linguistic system but also meansfor doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories : emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory , the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on theconcept of “Zone of Proximal Development”ZPD)( and scaffolding.Ethic devotion, professional qualities and personal styles CLT:communicative language teaching TBLT: task-based languageteachingThe goal of CLT is to develop students’communicative competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication.(Purposeful&contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP:for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice(the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning : is a framework of a lesson in which teachers make advance decisions aboutwhat they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different students to a wide selection of materials never monotonous for the students.types of activities and where possible, introducing so that learning is always interesting, motivating andFlexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability: within capability of the students, not be too easy or beyond or below the students’coping ability.Linkage : easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically .Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter 推进者 (give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of thestudents.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make aneffort to understand them.Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and Closed questions refer to those with only one s ingle correct answer while open questions may invite many different answers. Display questions are those that the answers are already knownto the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue ”,it ’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledgein the target language. Language error cannot be self-corrected no matter how much attention ispaidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility : the pronunciation should be understandable t o the listenersCommunicative efficiency : the pronunciation should help convey the meaning that is intendedby the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Oddand out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, theguided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning;chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label thingsas regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning ofa word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosinga word and the influence of these on the listener or reader ’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as waysfor the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that oneis not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model:从细节下手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaningof words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficultto keep up with speaker. --- recognizing sounds of words, phrases or structures.Top-down model: 侧重纲要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termedas prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking:pre-communicative activities— mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities: Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information withthe reader’s own general knowledge, and reconstructing the meaning that the writer had meantto convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary : words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading : bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/basedon the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation(making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing成就法/a prose model approach---fruitlessA Processapproach to writing 过程法 : The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of processwriting include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
教案首页(仅供参考)
教案首页（仅供参考）教案名称：综合教程章节：第一章至第五章教学目标：1. 掌握基本的语法和词汇知识。
2. 提高听说读写技能。
教学内容：1. 第一章：介绍课程目标和教学方法，学习基本的问候和自我介绍。
2. 第二章：学习一般现在时态，进行简单的日常交流。
3. 第三章：学习一般过去时态，描述过去的事件。
4. 第四章：学习一般将来时态，讨论未来的计划和梦想。
5. 第五章：学习比较级和最高级，进行简单的比较和排列。
教学方法：1. 采用任务型教学法，通过实际操作和互动交流，提高学生的实际应用能力。
2. 利用多媒体教学资源，增加课堂趣味性和互动性。
3. 分组合作学习，培养学生的团队合作能力和沟通能力。
评估方法：1. 平时作业：30%2. 课堂表现：30%3. 期末考试：40%教学资源：1. 教科书2. 多媒体教学课件3. 网络资源教学步骤：1. 导入新课：通过情境创设，引导学生进入学习状态。
2. 讲解新知识：详细讲解本节课的重点语法和词汇。
3. 实践环节：让学生进行实际操作，巩固所学知识。
4. 小组活动：分组讨论，培养学生的团队合作能力。
5. 总结反馈：对本节课的内容进行总结，并对学生的学习情况进行反馈。
教学反思：在教学过程中，要注意关注每一个学生的学习情况，及时调整教学方法和节奏，确保每个学生都能跟上课程进度。
要注重培养学生的学习兴趣和自主学习能力，提高他们的学习积极性。
六、第六章：教学内容：1. 学习现在进行时态，描述正在进行的动作。
2. 学习过去进行时态，描述过去正在进行的动作。
3. 学习将来进行时态，描述将来正在进行的动作。
教学步骤：1. 导入新课：通过情境创设，引导学生进入学习状态。
2. 讲解新知识：详细讲解本节课的重点语法和词汇。
3. 实践环节：让学生进行实际操作，巩固所学知识。
4. 小组活动：分组讨论，培养学生的团队合作能力。
七、第七章：教学内容：1. 学习简单句的构成，掌握主谓宾结构。
2. 学习复杂句的构成，掌握主谓宾补结构。
教育机构通用PPT教学课件
在此录入上述图表的综合描述说明，在此录入上述图表的综合描述说明。在此录入上述图表的综合描述说明，在此录入上述图表的综合描述说明。
在此录入上述图表的综合描述说明，在此录入上述图表的综合描述说明。在此录入上述图表的综合描述说明，在此录入上述图表的综合描述说明。
第四章
CONTENTS
教学工作总结
添加相关标题文字添加相关标题文字相关标题文字
添加相关标题文字添加相关标题文字相关标题文字
加入标题描述
点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本
您的内容打在这里，或者通过复制您的文本后，在此框中选择粘贴，并选择只保留文字。您的内容打在这里，或者通过复制您的文本后，在此框中选择粘贴您的内容打在这里，或者通过复制您的文本后，在此框中选择粘贴。您的内容打在这里，或者通过复制您的文本后在此框中选择粘贴。您的内容打在这里或者通过复制您的文本后，在此框中选择粘贴。
点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本
点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本
加入标题描述
点击此处更换文本 点击此处更换文本 点击此处更换文本 点击此处更换文本
目录
CONTENTS
第一章
CONTENTS
教学分析概述
添加相关标题文字添加相关标题文字相关标题文字
添加相关标题文字添加相关标题文字相关标题文字
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
§1. Atomic structure
Atoms (原子): From Democritus to Dalton
§1. Atomic structure
“原子论”创始者。 世界上的万物都是由微小且内部空 心的粒子构成的，即“原子（atom ）” 。 原子是组成物质的最小粒子，世界 上有不同种类的原子，这些粒子组 成了不同类别的物质。
A compound is a type of matter composed of atoms of two or more elements chemically combined in fixed proportions. H2O
A chemical reaction consists of the rearrangement of the atoms present in the reacting substances to give new chemical combinations present in the substances formed by the reaction. Atoms are not created, destroyed, or broken into smaller particles by any chemical reaction.
2Mg O2 2MgO
§1. Atomic structure
John Dalton 约翰· 道尔顿 (1766-1844) England
atomic theory
§1. Atomic structure
2. Atomic symbols (原子符号）
Early in the development of his Atomic theory, Dalton built spheres to represent atoms and used combinations of these spheres to represent compounds.
§1. Atomic structure
I. Atomic structure 1. Postulates of Dalton’s atomic theory （1803） All matter is composed of indivisible atoms. An atom is an extremely small particle of matter that retains its identity during chemical reactions.
§1. Atomic structure
The Bohr Theory of the Hydrogen Atom (1913)
To account for:
(1) The stability of the hydrogen atom (that the atom exists and the electron does not continuously radiate energy and spiral into the nucleus);
§1. Atomic structure
§1. Atomic structure
Rutherford’s model posed a dilemma. According to the nuclear model, an electron would (1) continuously lose energy as electromagnetic radiation (photons); (2) spiral into the nucleus (in about 10-10 s). (1) continuous energy: continuous wavelength: continuous spectrum; (2) the atom would “die”.
原子种类与数目必须相等。
§1. Atomic structure
Joseph Louis Proust (1754–1826) law of definite proportions (1799) 定比定律: 构成化合物的各种元素总是有
确定的质量比。
§1. Atomic structure
Pyrite FeS2 黄铁矿
Raisin bread model (1904)
§1. Atomic structure
Nuclear model (有核模型) (1911)
An atom consists of two kinds of particles: a positively(+)-charged nucleus (10-15 m), which contains most (>99.95%) of the atom’s mass, and one or more electrons. An electron is a negatively(-)-charged particle that exists in the region (10-10 m) around the nucleus.
William Thomson, 1st Baron Kelvin 威廉· 汤姆森，1st 开尔文男爵 (1824–1907) British 热力学之父
§1. Atomic structure
In 1897, Thomson discovered electrons, by which he proposed the raisin bread model (葡萄干面包 模型) of atoms.
§1. Atomic structure
Discovery of the Electron
Joseph John Thomson （1856-1940） Nobel Prize Physics 1Hale Waihona Puke 06阴极射线实验 (1897)
§1. Atomic structure
The first evidence for isotopes of a stable element. In the bottom right corner of J. J. Thomson's photographic plate are the separate impact marks for the two isotopes neon-20 and neon-22.(1910)
α粒子轰击金箔实验 (1898) Ernest Rutherford (1871-1937) Nobel Prize Chemistry 1908
§1. Atomic structure
§1. Atomic structure
E. Rutherford 欧内斯特· 卢瑟福 (1871–1937) New Zealand Nobel Prize, 1908 Chemistry Discovery of proton Father of nuclear physics
Sodium is given the symbol Na from its Latin name, natrium.
§1. Atomic structure
§1. Atomic structure
3. The structure of atom: Nuclear model (有核模型)
An atom consists of two kinds of particles: a nucleus (10-15 m) the atom’s central core, which is positively (+) charged and contains most (>99.95%) of the atom’s mass, and one or more electrons (电子). An electron is a very light, negatively (-) charged particle that exists in the region (10-10 m) around the atom’s positively charged nucleus.
Democritus （前460-前370年）
The name atom comes from the Greek word for “not cuttable.”
§1. Atomic structure
Antoine Lavoisier (1743–1794) law of Conservation of mass (1782) 质量守恒定律：化学反应前后，物质
§1. Atomic structure
雨与日相薄而成光,有雌雄,鲜者为雄虹。暗者为雌霓。
§1. Atomic structure
Henri Becquerel 亨利· 贝克勒尔 (1852-1908) France Nobel Prize (Physics),1903 Discovery of Radioactivity uranium, U, 92
N. Bohr 尼尔斯· 玻尔 (1885-1962)Denmark Nobel prize (1922) Bohr model
(2) The line spectrum of the atom.
§1. Atomic structure
Nuclear composition (1932) The nucleus is composed of two different kind of particles, protons (质子), and neutrons (中子). Subatomic Particles
John Dalton （1766 –1844 ）