教学大纲(Syllabus)
课程教学大纲模板Syllabus(英文)-暂态稳定
Course (Code) Title
(X031604)Power System Transient Stability
Semester
Fall
√
Spring
Summer
Prerequisite Courses
Power system analysis
Instructor(s)
LI GUOJIE
Course Description and Goals
5）The5thweek：Transientenergy function method, comparing phase place diagram and equal area criterion and multi-machine energy function;RUEP,PEBS,EEACfor multi-machine system.
Through the course, students learn the conceptof power systemrotor angletransientstability,as well asanalysis methods including equal areacriterion, numericalcalculation, and direct energy function.In addition, students will alsoknowthe effect ofprotectionrelayingon transient stability. Furthermore, students will also learn how to analyze the effect of renewable energy integrationon transient stability. TheProbabilistic transient stabilityandStochastic transient stabilityare introduced to analyze the system with renewable energy. And students will be trained to program and do simulation for transient stability analysis. Besides rotor angle transient analysis, students will alsoget toknowvoltage transient stability.
《大学物理实验》教学大纲（SyllabusofCollegePhysicsExperiment）
《大学物理实验》教学大纲（Syllabus of College PhysicsExperiment）Syllabus of College Physics Experiment(for engineering majors)Course number:Course English Name: Physical experiment of CollegeApplicable Specialty: Engineering Department: water conservancy, power, civil engineering, power machinery, medical department (five year) each professionDepartment of information: Surveying and mapping, remote sensing information, computer science, resources and environmental specialtiesSemester: This course takes two semesters (one, two)Class hour: 54 hoursCredits: 1.5Examination: examination scores of the experimental class with grades and final experimental skills examination of two parts: the scores accounted for 70% (including the report and experiment operation examination) accounted for 30% (including experimental operation and experimental results).Lecture room and teaching and research section: Physics Laboratory Center of physical science and Technology College (1), (two)First, the nature, purpose and task of the courseThe university physics experiment in higher school students in basic training of scientific experiment a compulsory basic course, is the beginning to accept system training experimental skills of students entering college, is an important basis for engineering students to conduct scientific experiments and training. It is the practical teaching link that students turn knowledge into ability through their own practice. It plays an important role in cultivating students' ability to observe, discover, analyze and research problems, and ultimately solve problems by means of experiments. Also for students to carry out scientific research independently, the design of experimental programs, selection, use of equipment and put forward new experimental topics; for further study of subsequent experimental courses to lay a good foundation. Its specific tasks are as follows:1, cultivate and improve students' scientific experimental literacy. Asked students to engage in scientific experiments should be conscientious, meticulous and strict working attitude and style of combining theory with practice, study and active exploration spirit, good discipline, unity and cooperation and take good care of public property.2, learn and master the use of experimental principles, methods to study some physical phenomena, conduct specific tests, drawconclusions, deepen the understanding of the principles of physics.3. Cultivate and improve students' ability of scientific experiment:(1) be able to read textbooks and materials, from the purpose of measurement requirements, the correct understanding of the scientific principles on the basis of good preparation before the experiment;(2) the correct selection and use of common instruments and the determination of reasonable experimental procedures can be carried out with the aid of teaching materials and instrument instructions;(3) basic training of experimental skills, familiar with the working principle, structure, performance, adjustment operation, observation, analysis and troubleshooting of common instruments;(4) good at using physics theory, observing the phenomena (general, normal, individual, abnormal) in experiment, and analyzing and judging the experimental phenomena preliminarily;(5) learn the correct recording and processing of experimental data, according to the requirements of drawing curves, the correct expression of the experimental results, writing experiment report qualified and the analysis of experimental methods, measuring instruments, the surrounding environment,the number of measurements and skills to influence the measurement result;(6) the experimental data can be consulted, and the simple design experiment can be done independently.Two, the course before classAdvanced mathematics and general physicsThree, the basic requirements of curriculum teaching1, in experiment teaching and introduces some appropriate physical experiment for students of the historical development, dialectical materialism, the world outlook and methodology of education, to enable students to understand the importance of scientific experiments, clear the course of physical experiment purpose, status, function and task.2, during the experiment, to educate students to develop good habits of experiment, training scientific style, linking theory with practice and realistic serious attitude and take good care of public property, follow the operating rules, abide by the rules of good moral character.3, the experimental introduction class should give students the basic knowledge of measurement error, uncertainty and experimental data processing, requiring students to master and apply in specific experiments,Cultivate students' ability to correctly analyze experimentalerrors and deal with experimental results.4, through the physical experiment system training, require students to do:(1) finish the experiment preparation before the class, write the preview report of the experiment (ask for self made data record form), conduct the experiment operation independently, and write the experiment report after class.(2) master the adjustment and operation technology of common physics experiment instruments. For example: zero calibration; horizontal, vertical balance adjustment; according to the correct circuit wiring diagram is given; the light path and high alignment etc..(3) master the commonly used experimental methods. Such as comparison method, amplification method, conversion measurement method, simulation method, balance method, compensation method, interference method and so on.(4) the measurement of common physical quantities. For example, length (including micro length and its change), angle, mass, time, force, pressure, temperature, heat, current, voltage, electromotive force, resistance, magnetic induction intensity, wavelength, refractive index, etc..(5) familiar with the performance and usage of common instruments. For example: vernier, micrometer, balance, stopwatch, thermometer (including thermocouple), DC voltage meter, current meter, electric meter, flow, pick up thepotentiometer, sliding rheostat, resistance box, universal oscilloscope, low-frequency signal source, reading microscope and telescope, raler reading spectrometer and the common light source (sodium lamp mercury, light and laser) etc..The design of experiments and comprehensive experiments by 5 students to complete a certain amount (including the modern physics experiment, etc.) determined to make students think, in the experimental method of measuring instrument selection and collocation, the measurement conditions by preliminary training.Four, the main content and specific requirements of the curriculumThis course is divided into introduction, basic experiment (60%), comprehensive and modern physics experiment (25%), design experiment four parts (15%). In the specific teaching arrangements, according to the professional situation and the number of hours of the following parts of the appropriate combination of content.Introduction classThe use of multimedia teaching of the introduction lesson form, measurement error and introduces the basic concepts of uncertainty and experimental results, effective digital processing method of uncertainty estimation, the common data, and the basic procedures and requirements. In the first experiment class, teachers divided classes, explained the experimental data, pre processed knowledge and the firstchapter exercises.Part 1 Basic ExperimentsExperiment 1 gravity acceleration measurementBy measuring the acceleration of gravity free fall 2-12-2 the pendulum is used to measure the acceleration of gravityExperiment 2 optical lever method to measure the young's modulus of steel wireMoment of inertia with torsion pendulum test 3 rigid body experimentExperiment 4 Determination of liquid viscosity coefficientThe surface tension coefficient of 5 by adruption measured liquidExperiment 6 Determination of thermal conductivity of poor conductorExperiment 7 sound velocity measurementExperimental 8 volt ampere method for measuring transistor characteristicsExperiment 9 DC bridge and its applicationThe principle and application of experiment 10 oscilloscopeExperiment 11 simulation of electrostatic fieldExperiment 12 alternating current bridgeExperiment 13 resonance of AC circuitExperiment 14 electromagnetic induction method to measure alternating magnetic fieldExperiment 15 Holzer effectExperiment 16 the measurement of the focal length of thin lensThe adjustment and use of spectrometer in experiment 17Application of equal thickness interference in experiment 18Experiment 19 diffraction gratingExperiment 20 analysis of polarized lightThe second part synthesis and modern physics experimentExperiment 21 measuring Young's modulus of metal by dynamic methodExperiment 22 ultrasonic thickness measurementExperiment 23 using nonlinear circuit to study chaoticphenomenaExperiment 24 unbalanced DC bridge and its application Steady state characteristics of RLC circuit in experiment 25 Transient characteristics of RLC circuit in experiment 26Fourier analysis of square wave electrical signals in experiment 27Experiment 28 Michelson interferometerExperiment 29 ultrasonic gratingExperiment 30 holographyExperiment 31 photoelectric effectExperiment 32 Franck Hertz experimentIn experiment 33, Millikan Oil Drop ExperimentExperiment 34 hydrogen atom spectrumThe third part is the design experimentExperiment 35 determination of the density of soluble particles in waterExperiment 36 measuring the volt ampere characteristic curveof small bulbExperiment 37 measuring the resistance of a given resistance wireExperiment 38 measuring resistance with potential difference meterIn experiment 39, the electromotive force and internal resistance of dry cell were measured by potential difference meterExperiment 40 modification and correction of ammeterExperiment 41 measuring the temperature coefficient of metal resistanceExperiment 42 design and manufacture of small power stabilized voltage power supplyExperiment 43 measuring the temperature characteristics of PN junction temperature sensorDesign and manufacture of digital thermometer in experiment 44Experiment 45 measuring the hysteresis loop of ferromagnetic materials by oscilloscopeExperiment 46 using Holzer device to measure the horizontal component of geomagnetic fieldExperiment 47 synthetic measurement of refractive index of optical materialsAssembly of internal focusing telescope in experiment 48 and determination of magnificationExperiment 49 measuring tiny length by Moire fringeFabrication of holographic grating in experiment 50In experiment 51, the light wavelength of sodium was measured by laser speckle photographyExperiment 52 measurement of optical fiber characteristic parametersExperiment 53 fiber optic temperature sensorExperiment 54 the application of computer in physics experimentLaser Doppler frequency shift measurementFive, teaching implementation and main contentEmphasis on experimental methods is a very important means of scientific research, such as comparative methods, amplification method, conversion measurement method, simulation method, compensation method and interference method used in physics experiments. Make the students realize the importance and necessity of the experiment course. In class, we should use questions and speeches, and take the students'independent operation as the main teaching method. In the course of teaching, we should consciously carry out the education of dialectical materialism and scientific methodology, and appropriately introduce some historical materials of physical experiments.The specific approach is strictly three:Good preview. Before class prepare to inform students to do experiment preparation, put forward request, teachers should check the students' Preview report before the students enter the lab, asked a sample preview the degree and effect of some experimental principle, the use of the equipment, operation steps, measurement of the content, check the students for individual students.Seriously guide the experiment. Before the operation, the teacher first teaches the basic principles of the experiment (theory and formula), the operation essentials and the basic requirements in the experiment, and puts forward the matters needing attention. The whole experiment process is the most active and the most important stage for students, and teachers should seize the opportunity to conduct on-the-spot instruction. With the elicitation method, cultivating students' independent thinking, independent operation, independent observation, analysis and problem solving ability; check the students' operation and reading correctly, guide the students to observe the experiment phenomenon of contact theory, make a rational analysis, and requires students to exclude the general fault, teachers do not require students to engage in rigorous acting on their behalf, students should cherisheducation, strict in demands, equipment, comply with laboratory rules, through the experiment, cultivate students' attitude is rigorous, careful, realistic, bold exploration, scientific experiments style of thinking, teacher to student questions to answer patiently. In the experiment, the student's measurement data should be signed by teachers, and the equipment should be cleaned so that they can leave the laboratory.To read the reports. First check whether the original data with the experiment report (by teacher signature, analysis and preview report) discuss the processing accuracy and data seriouslycritiqued experimental results, experimental report requirements of standardization requirements shall be clean and neat handwriting, with test report sheet. Check the ability of students to properly handle the experimental data (such as the effective number of application and operation, error analysis, the correct expression, curve drawing, answer questions or specify teacher questions) according to the comprehensive score, the experiment report no original data to be eligible.In addition to the normal arrangement of experimental extracurricular activities, we also actively create conditions to expand open experimental projects. This will enable students to use their spare time to prepare and prepare for the laboratory. In order to improve students' interest in physics experiments, and be familiar with the equipment and instruments, as well as the surrounding environment.Setting up designing experiment further.According to the equipment condition and teachers' strength in this room, we can set up the design experiment items. First of all, the questions and requirements are put forward by the teacher, and then the experiment is completed by the students themselves (including the principle, the choice of the instrument, the design of the circuit or light path, the means of operation, etc.). The teacher only serves as a supplementary guide. Designing experimental items is of great benefit to the cultivation of students' ability to think independently, to practice and to handle problems by themselves, which is of great benefit to the initiative to explore the spirit.Some experimental questions require students to use the microcomputer to process the data on the spot and exercise the ability of using computers.Six. Distribution of reference hoursIntroduction class (3 hours), basic experiment (30 hours), comprehensive and Modern Physics (12 hours), design experiment (9 hours)Seven, teaching materials and reference booksZhou Dianqing edited the college physics experiment course, Wuhan University press, January 2005Edited by Pan Shouqing, college physics experiment, Dalian Maritime University press, February 1998Ma Qingmao edited the physics experiment course, Wuhan University of Surveying and Mapping Press, January 1999Shen Yuanhua, Lu Shenlong, editor of basic physics experiment, higher education press, March 2003.College of physical science and technology, Wuhan UniversityPhysics Experiment Center2005.2 revisionOne。
Teaching Syllabus视听教学大纲
Teaching SyllabusFor English Viewing and Listening Course《英语视听》教学大纲Course number: 0403472 0403482Periods：68 periodsI Characteristic, Objective and Requirement1. Characteristics:This is the basic course in the cultivation program for the four-year college students majoring in foreign-related police affairs.2. Teaching objective and requirementThe course aims at laying a profound foundation of listening via a systematic training, to promote students listening ability, and cultivate students ability in communication of English.Students, by learning the course, cana.understand the teachers lectures in English and everyday English conversations from English speaking countries;b.understand the English news (tops being familiar) from home TV and broadcasting with a speed of 120 words; understand the news and certain cultural programs in VOA (special English );c.briefly understand the lectures, reports, etc. (under the premises of familiar topics), given by people from English speaking countries and take notes3. The relationship between the course and other corresponding coursesThe course falls into two terms in the first school year, each containing 34 periods, two periods a week. The course is delivered accompanying other two English courses—Comprehensive English, Oral English Course for Police. English Viewing and Listening, together with the other two English courses, will set up a foundation stone of comprehensive English for undergraduates.II Teaching Arrangement, Key points and the Time NeededFirst SemesterUnit 1 With Alzheimer’s, you meet a lot of new people. 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing good and poor memory; expressing sympathy; resuming interrupted speechKey-point:1.listening to people describing good and poor memory;2.listening to people expressing sympathy; resuming interrupted speech;Contents:Short conversations; long conversations; passages; short video shows; newsUnit 2 This is going to be a great semester! 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people expressing various aspects f school life; making and replying to suggestions; using exaggerationsKey-point:1.listening to people talk about various aspects of school life;2.listening to people making and replying to suggestions; using exaggerations;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 3 Single parent, double trouble! 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people talking about marriage and family; life; making comparison; expressing disagreementKey-point:1.listening to people talking about marriage and family life;2.listening to people making comparison; expressing disagreement;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 4 The devil finds work for idle hands 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people handling resumes and preparing for job interviews; giving advice; describing requirementsKey-point:1.listening to people handling resumes and preparing for job interviews;2.listening to people giving advice; describing requirements;Contents:Short conversations; long conversations; passages; short video shows; newsUnit 5 These are businesses for the brave. 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people talking about business activities; expressing certainty; expressing reservationKey-point:1.listening to people talking about business activities;2.listening to people expressing certainty; expressing reservation;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 6 Here is a darker side of society. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people discussing different kinds of social problems; providing solutions and suggestions; making concessionsKey-point:1.listening to people discussing different kinds of social problem;s2.listening to people providing solutions and suggestions; making concessions;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 7 Our globe is in danger! 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people discussing environmental problems; resuming serious talk and asking in retortKey-point:1.listening to people discussing environmental problems;2.listening to people resuming serious talk and asking in retort;Contents:Short conversations; long conversations; passages; short video shows; newsUnit 8 Flying there is not half the fun. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people booking a flight or a hotel room, describing a process; complainingKey-point:1.listening to people booking a flight or a hotel room;2.listening to people describing a process; complaining;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 9 Here are the seasons to be jolly. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing holidays and festivals in different countries;Key-point:1.listening to people describing holidays and festivals in different countries;2.listening to people describing details and asking for clarification3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 10 Buy low and sell high on the stock market. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing the rise and fall of stocks; analyzing a difficult situation; asking for and giving opinionsKey-point:1.listening to people describing the rise and fall of stocks;2.listening to people analyzing a difficult situation; asking for and giving opinions;Contents:Short conversations; long conversations; passages; short video shows; newsSecond SemesterUnit 1 Enjoy your feelings! 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing anger, sadness and happiness; making and accepting suggestions; promising and refusing to helpKey-point:1.listening to people describing anger, sadness and happiness;2.listening to people making and accepting suggestions; promising and refusing to help;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 2 Beauty can be bought. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing plastic surgery; expressing surprise, annoyance and determination; declining and accepting an invitationKey-point:1.listening to people describing plastic surgery;2.listening to people expressing surprise, annoyance and determination; declining and accepting an invitation;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 3 Watch out when nature strikes back. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing nature disasters; describing fear; inverting for emphasis; speaking with uncertaintyKey-point:1.listening to people describing nature disasters;2.listening to people describing fear; inverting for emphasis; speaking with uncertainty;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 4 Is work just another four-letter word? 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing leaving and taking a message; making and postponing an appointment; expressing thanksKey-point:1.listening to people describing nature disasters;2.listening to people expressing making and postponing an appointment; expressing thanks;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 5 Distant pastures are always greener. 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people dismissing an employee; describing job-hopping; asking for and giving reasons; expressing regretKey-point:1.listening to people dismissing an employee;2.listening to people describing job-hopping; asking for and giving reasons; expressing regret;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 6 The truth can be stranger than fiction. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing superstitions; arguing for a possibility; adding informationKey-point:1.listening to people describing superstitions;2.listening to people arguing for a possibility; adding information;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 7 What shall we do when there’s nothing to do? 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people making suggestions; expressing likes and dislikes; expressing agreementKey-point:1.listening to people making suggestions;2.listening to people expressing likes and dislikes; expressing agreement;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 8 Is biotechnology our friend or enemy? 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people talking about GM Food, cloning and the genetic map; expressing doubts and understanding; conceding a pointKey-point:1.listening to people talking about GM Food cloning and the genetic map ;2.listening to people expressing doubts and understanding; conceding a point;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 9 You can learn how to ride the business cycle. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people asking for confirmation; describing increases and decreases; offering a different opinionKey-point:1.listening to people asking for confirmation;2.listening to people describing increases and decreases; offering a different opinionContents:Short conversations; long conversations; passages; short video shows; newsUnit 10 Culture makes me what I am. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people inviting questions; asking for reasons; describing hard workKey-point:1.listening to people inviting questions;2.listening to people asking for reasons; describing hard work;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsExamination: 2 periods III Teaching Approaches1.student-oriented; teacher-dominant; computer-aided;2.in-class training accompanied by after-class learning;3.viewing and listening trainings going together with other training exercises such as follow-up reading; imitating; answering questions; debating as well as written exercises;4.encouraging students in self-learning: listening to English radio programs; watching TV English programs; English films, etcIV GradingTotal score is made up by class papers 30%, course paper 70%.V ReferenceCourse book recommended:New Horizon College English—Viewing, Listening & Speaking Book 3-4 By Wang Da-wei Foreign Language Teaching and Research Press 2006Reference:1. Step By Step By Zhang Min-lun Shanghai Foreign Language Education Press 20042. College English Listening By Yu Su-mei Shanghai Foreign LanguageEducation Press 20033. Extensive Listening of College English By Shi gao-yu & Li Xiao-xiang Foreign Language Teaching & Research Press 2002Written by ：HanxuVerified by：zhu an chun。
教学大纲 英语咋说呢
教学大纲英语咋说呢教学大纲英语怎么说呢？教学大纲是指教育机构或教育部门制定的一份详细规划，用于指导教师进行教学活动。
在英语中，教学大纲可以被称为"curriculum"或者"syllabus"。
这两个词在教育领域中经常被使用，但它们有着不同的含义和用法。
首先，"curriculum"是一个相对广义的概念，它包括了整个教育体系中的各种课程、教学方法和评估方式。
它是一个更加综合的术语，用于描述一个学校或一个教育机构所提供的全部学习经验。
在这个意义上，教学大纲只是curriculum的一部分，它是针对特定学科或课程的详细规划。
而"syllabus"则更加具体，它是教学大纲中的一个组成部分，用于描述一个特定课程的内容、目标、教学方法和评估方式。
它通常由教师根据教育机构或教育部门的教学大纲进行制定，以确保教学活动的一致性和连贯性。
教学大纲的制定是教育体系中非常重要的一环。
它能够为教师提供明确的指导，帮助他们确定教学目标、选择教学内容和制定教学计划。
同时，教学大纲也能够为学生提供清晰的学习目标和预期结果，帮助他们更好地理解和掌握所学知识。
教学大纲的内容通常包括以下几个方面：1. 教学目标：明确规定学生在学习过程中应该达到的知识、技能和态度目标。
教学目标应该具体、可衡量，并与课程内容相一致。
2. 教学内容：详细描述课程中所包含的知识点、概念、技能和主题。
教学内容应该根据学生的年级、水平和学科特点进行选择和组织。
3. 教学方法：确定教师在教学过程中所采用的教学方法和策略。
教学方法应该能够激发学生的学习兴趣，培养他们的思维能力和解决问题的能力。
4. 评估方式：规定学生学习成果的评估方式和标准。
评估方式可以包括考试、作业、项目和口头报告等形式，以确保学生对所学知识的掌握程度。
教学大纲的制定需要考虑多方面的因素，如学生的年龄、兴趣、能力和学科特点，以及社会需求和教育政策等。
研究生课程教学大纲(Syllabus)
The first part briefly introduces the basic elements, concepts and key technologies of ICME, and the latest developments at home and abroad, highlighting its position in intelligent manufacturing and its important role in promoting high-end manufacturing.
*课程简介
（English）
Course Description
The second part introduces the physical process and mathematical model of heat transfer, phase transformation, mechanics during hot working process of casting, forging and heat treatment, respectively. The necessary inputs for FEM numerical simulation are emphasized, such as material parameters, process parameters, initial conditions and boundary conditions, etc. Students are expected to be familiar with research direction and progress of each individual process, and be able to perform simulation and analysis of typical hot working process correctly.
syllabus名词解释语言学
一、名词解释在语言学领域，syllabus（音译：“西拉巴斯”）是一个常见的名词，它指的是在一门课程中涉及的所有教材、教学安排和学习目标等内容的总称。
在学术上，syllabus一般由教师或教育机构根据学科要求和教学需要进行设计，并在课程开始前向学生提供。
二、语言学中的syllabus1. 定义和作用在语言学中，syllabus主要指的是用于教授语言课程的教学大纲。
它包含了课程内容的整体安排、学习目标的设定、教学方式和评估方法等信息，是教师和学生在进行语言学习时的重要参考依据。
通过syllabus，教师可以清晰地将课程的目标和内容传达给学生，帮助学生了解课程的整体架构和学习重点，从而更好地进行学习和备考。
2. 课程内容和安排在语言学中，syllabus通常会包含课程的各个学习模块或单元的主题、教学内容和学习时间安排等信息。
在英语课程的syllabus中，可能会包括词汇、语法、听说读写等技能的学习模块、每个模块所涉及的具体内容和教学方法、以及每周课程的安排和作业要求等。
3. 学习目标和评估方式另外，在语言学的syllabus中，通常也会明确列出每个学习模块或单元的学习目标，以及学生的评估方式和标准。
这有助于教师和学生清晰地了解在课程学习过程中要达到的目标和要求，以及如何进行学习效果的评估和监控。
这种明确的学习目标和评估方式有助于提高教学的针对性和学生的学习动力，从而更好地促进语言学习的效果。
4. 教学方式和教学资源在语言学中的syllabus中通常也会包括教学方式和所需的教学资源等信息。
课程中可能采用的教学方法、学生需要使用的教材和参考书目、以及教师提供的学习资源和支持等。
这有助于学生和教师了解在课程学习过程中所需的教学资源和协助，并为教学和学习提供了更好的保障。
三、结语syllabus在语言学中被广泛应用，它不仅是教师进行课程设计和教学安排的重要工具，也是学生进行学习和备考的重要参考资料。
通过syllabus的制定和使用，可以更好地促进语言学习的有效进行，提高教学和学习的效果。
研究生课程教学大纲(Syllabus)
研究生课程教学大纲（Syllabus）
课程代码 Course Code
C050707
*学时 Teaching Hours
34
*学分 Credits
3
（中文）凝固技术与新材料 *课程名称
Course Name （English）solidification technology and new materials
*授课语言 Instruction Language *开课院系
School *授课对象 Students 先修课程
Prerequisite
中文
材料科学与工程学院
博士、硕博（写清楚硕士、博士或者硕博都有）
材料加工原理、材料科学基础
姓名 Name
职称 Title
单位 Department 联系方式 E-mail
*课程简介
（English）
Course Description
Solidification technology is based on the principle of solidification. It is not only the core of Engineering Technology in the control of solidification process, but also an important and effective way for the innovation of new materials. The goal is to control and obtain the desired microstructures and ingots without solidification defects according to the requirements of the performance of the material. In order to obtain new structural materials or functional materials with excellent and special properties. The study of solidification technology is of great significance for controlling the quality of materials and castings, developing new materials. This course focuses on the review of solidification fundamentals, the control factors of solidification process and the thematic discussion of the main solidification technology. It focuses on the application of the latest material science development and solidification technology in the research field of new materials, such as rapid solidification theory and technology in the process of additive material production, and high throughput new material manufacturing and so on.
教学大纲和课程标准
教学大纲和课程标准教学大纲（Syllabus）是指教学过程中对课程内容、教学目标、教学方法、考核方式等进行系统规划和总结的文件。
教学大纲是教师进行课程设计和教学组织的依据，也是学生了解课程内容和学习计划的重要参考。
课程标准（Curriculum Standards）则是制定课程设置和教学计划的基准。
它指导学校、教师和教育管理部门在开展教育教学活动时，确保学生达到规定的知识、技能、态度等方面的要求。
一、教学大纲的重要性教学大纲具备以下重要性：1.明确教学目标：教学大纲确定了课程的目标和要求，为教师提供了明确的方向和目标。
同时，学生也能清楚了解到需要学习和掌握的知识和技能，有助于他们制定学习计划和提高学习效果。
2.规范教学内容：教学大纲详细规定了每个课程的内容和范围，使得教师们在教学过程中能够有针对性地进行教学设计。
这有助于合理安排教学时间，确保学生掌握重要的知识点和核心能力。
3.统一教学标准：教学大纲作为教学的一个规范性文件，确保了不同教师在相同课程中能够具备一致的教学标准。
这样可以避免造成学生之间的差异化学习，提高学生的学习公平性和质量。
二、课程标准的作用课程标准扮演重要的角色，具体有以下作用：1.制定课程设置：课程标准是课程设置的基础，它规定了每个年级和学科应该具备的核心知识和能力。
课程标准能够确保学校开设的课程符合教育教学的发展要求，使学科设置更加合理和科学。
2.规范教学活动：课程标准明确了每个学科的教学目标和要求，为教师提供了教学的依据。
教师们可以根据课程标准设计教学内容和教学方法，实现教学活动的规范化和有针对性。
3.评价学生水平：课程标准制定了学生所需达到的知识、能力和素养的要求。
考核和评价体系应该与课程标准相一致，通过对学生知识和技能的考察，来评估学生的学习成果和学科水平。
三、教学大纲和课程标准的关系教学大纲和课程标准之间存在密切的关联和相互影响。
教学大纲是根据课程标准制定的，它体现了课程标准的具体实施方案。
教学大纲的英文是什么
教学大纲的英文是什么The English Translation of 教学大纲教学大纲，即教学计划，是指为了达到教学目标，明确教学内容和教学要求，安排教学进程和教学方法，制定的一份系统性的教学指导文件。
在中国教育体系中，教学大纲被广泛应用于各级各类教育机构，从小学到大学，都有相应的教学大纲。
教学大纲在不同教育层次和学科领域可能有不同的名称，但其核心目的都是为了提供教学的指导和规划。
那么，教学大纲的英文是什么呢？In English, 教学大纲 can be translated as "Curriculum" or "Syllabus." Both terms are commonly used in educational contexts to refer to a structured plan of study that outlines the learning objectives, content, and assessment methods for a particular course or program.Curriculum is a broader term that encompasses the overall educational plan for a school or institution. It includes the selection of subjects, the organization of courses, and the establishment of educational goals. Syllabus, on the other hand, refers to a more specific document that outlines the content, schedule, and assessment criteria for a particular course or module within the curriculum.The curriculum or syllabus serves as a roadmap for both teachers and students. It provides a clear framework for what needs to be taught and learned, ensuring consistency and coherence in the educational process. By defining the learning objectives, it helps teachers align their instructional strategies and assessment methods to foster student growth and achievement.A well-designed curriculum or syllabus considers the needs and abilities of the learners, the desired learning outcomes, and the available resources. It should be flexible enough to accommodate different teaching approaches and learning styles while maintaining a balance between breadth and depth of knowledge.In addition to content and learning objectives, a curriculum or syllabus may also include information on teaching materials, recommended readings, assignments, and evaluation criteria. It serves as a reference for both teachers and students throughout the course, providing a clear structure and expectations.The development of a curriculum or syllabus involves a collaborative effort among educators, subject matter experts, and educational policymakers. It requires careful consideration of educational standards, learning theories, and the specific context in which the curriculum will be implemented.In conclusion, 教学大纲 can be translated as "Curriculum" or "Syllabus" in English. Regardless of the term used, the purpose remains the same – to provide a structured plan of study that guides teaching and learning. The curriculum or syllabus serves as a roadmap, ensuring consistency, coherence, and effective educational outcomes. Its development requires careful consideration of various factors to meet the needs of learners and the educational context.。
英语课程标准解读
英语课程标准解读(总2页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--英语课程标准解读——我国基础英语教学大纲的发展教学大纲（Syllabus）狭义的“课程标准”，包括三方面的内容，即规定教学目标，决定教学内容，体现实施内容和目标的次序和进程。
英语教学大纲英语教学大纲是英语教学的指导性、纲领性文件。
它规定英语教学的目标、要求、理念、方式方法、教材、测试等。
近年来，它更多的是指对某一课程在某个/些阶段中的教学内容清单及选材和排序的原则等。
英语教学大纲发展的详细过程•第一阶段（1977-1990）第二阶段（1988-2000）第三阶段（1999-至今）第一阶段（1977-1990）•1998--1980 《全日制十年制中小学英语教学大纲》（试行草案）•1986 《全日制中学英语教学大纲》1990 全日制中学英语教学大纲》（修订本）第二阶段（1988-2000）•1998 《九年制义务教育全日制初级中学英语教学大纲》（初审稿）•1992 《九年义务教育全日制初级中学英语教学大纲》（试行）•1993 《全日制高级中学英语教学大纲》（初审稿）•1996 〈全日制普通高级中学英语教学大纲》（供试验用）•2000 《九年义务教育全日制初级中学英语教学大纲》（试用修订版）第三阶段（1999-至今）〈全日制义务教育课程标准〉课程标准（Curriculum）•在国外，它是指反映教育管理部门或具体教育单位的所有教育功能的整体课程设置模式以及体现这些功能的教学活动和内容。
•在我国，是由国家教育部基础教育司委派的英语课程标准研制工作组考察和研究了当今国内外基础教育外语课程的教学大纲、教材和教学现状并广泛听取了各地专家学者和英语教师意见的基础上，通过近三年的反复研讨和修改后制定出来的指导性文件。
第一阶段英语教学大纲的特点•第一、外语成为我国中学的一门基础学科，受到了社会的普遍重视；第二、已经注意到外语教育的差异性；第三、强调外语教学的实践性；第四、注意培养学生的兴趣，发挥他们的特长，使他们能生动、活泼、主动地学习；第五、建议“根据中学不同的需要，编写出几套符合外语教学规律，受师生欢迎的好教材。
教学大纲 英文
教学大纲英文Teaching SyllabusIntroduction:The teaching syllabus is an essential document that outlines the goals, objectives, and scope of a particular course. It serves as a roadmap for both teachers and students, providing them with a clear understanding of the learning outcomes and expectations. In this article, we will explore the components of a teaching syllabus and its significance in the educational setting.1. Course Description:The course description provides a brief overview of the subject matter, highlighting its relevance and importance in the academic curriculum. It includes the name of the course, course code, credit hours, and prerequisites, if any. The description should be concise yet comprehensive, enabling students to grasp the key elements of the course.2. Course Objectives:The course objectives outline the specific goals that students are expected to achieve upon completion of the course. These objectives should be specific, measurable, attainable, relevant, and time-bound (SMART). They guide the teaching process and inform students about the knowledge and skills they will acquire throughout the course.3. Learning Outcomes:In this section, the learning outcomes are detailed to provide a clear understanding of what students will be able to do after completing the course successfully. Learning outcomes describe the expected knowledge, skills, and competencies that students are expected to demonstrate. They should align with the course objectives and be assessable through various evaluation methods.4. Course Content:The course content section lists the topics or units that will be covered during the course. It provides a breakdown of the curriculum, highlighting the specific concepts and themes that students will explore. Additionally, it may include recommended textbooks, readings, and other learning resources to support the teaching and learning process.5. Teaching Methodology:The teaching methodology section describes the instructional strategies and methods that will be employed by the teacher to facilitate effective learning. It may include lectures, discussions, group activities, experiments, projects, or multimedia presentations. The rationale behind the chosen teaching methods should be explained, highlighting their relevance to the course objectives.6. Assessment and Evaluation:This section outlines the assessment methods that will be used to evaluate students' understanding and progress. It includes details about assignments, quizzes, tests, projects, presentations, and examinations. The criteria for grading and the weightage assigned to each assessmentcomponent should be clearly stated. Additionally, this section may also include guidelines on late submissions, plagiarism, and academic integrity.7. Course Schedule:The course schedule provides a week-by-week breakdown of the topics to be covered, along with important deadlines and milestones. It helps students plan their studies and keep track of their progress throughout the course. The schedule may also include information on guest lectures, field trips, or other extra-curricular activities that are relevant to the course.8. Resources and References:The resources and references section lists additional materials – such as books, articles, websites, or online databases – that students can consult to enhance their understanding of the subject matter. It encourages independent research and self-directed learning, enabling students to explore beyond the content covered in class.Conclusion:In conclusion, a well-designed teaching syllabus plays a vital role in guiding both teachers and students through a course. By providing a clear outline of the course objectives, learning outcomes, and assessment methods, it ensures that the teaching and learning process is structured, meaningful, and aligned with the desired educational outcomes. A carefully crafted teaching syllabus promotes effective communication, enables students to take ownership of their learning, and promotes a conducive learning environment.。
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教学大纲（Syllabus）
1．课程引言及背景介绍Background and Introduction
1.1破题
1.2背景及重要性
1.3经典渗流基本概念
REV
孔隙率
Darcy定律及适用条件
1.4经典渗流理论
控制方程及定解条件
多相的概念及相渗曲线
经典理论的不足
1.5微尺度渗流关键科学问题讨论Discussion on key scientific problems
1.6多尺度问题及挑战Fundamentals and challenges in multiscale modeling
科学问题的多尺度
实验需求的多尺度
模拟需求的多尺度
2．数字岩心及孔隙重构
2.1 数字岩心基本概念及层次划分
2.2 数字重构（基本结构及多尺度结构）
2.3 前沿及最新进展（孔隙网络模型）
3．单相渗流基础及微纳单相渗流前沿Single phase flows
2.1 单相渗流基础知识介绍Fundamentals
2.2 气体微纳渗流gas flows
2.3 液体微纳渗流liquid flows
2.4 电渗流electrokinetic flows
2.5 非牛顿流non-Newtonian fluid flows
4．多相渗流基础及微纳多相渗流前沿Multiphase flows
3.1 多相渗流及驱替基础知识介绍Fundamentals
3.2 混相及不混相渗流基础Miscible and immiscible multiphase flows
3.3 强化驱替的最新进展Replacement enhancement
3.4 碳埋存中的多相渗流Multiphase flow in carbon storage
5．微孔介质材料中的传热Heat transfer
4.1 导热机制及性能评估Conduction and performance of microporous media
4.2 对流和辐射Convection and radiation
6．微孔介质中的传质Mass Transfer
5.1扩散基本问题Fundamentals in Diffusion
扩散系数
气体扩散问题
离子扩散问题
5.2复杂扩散问题：耦合对流及吸附解吸附等Complex diffusion 7．流固耦合问题（变形、断裂、运动）
8．多尺度模拟前沿及总结Multiscale modeling: frontier and summary
8.1 多尺度模拟的方法论Methodology
8.2 多尺度模拟的未来Perspective。