The-Interactive-Teaching-Approach-in-English-Teaching-论课堂中的的互动教学

PAGE16外语系本科毕业论文 （成人教育） TheInteractiveTeachingApproachinEnglishTeaching论课堂中的的互动教学AcknowledgementsDuringthemonthsofresearchwhichledtothispaper,IhavereceivedvaluableinstructionsandinnovativesuggestionsfromMissMa,whohadreadthemanuscriptcarefullyandpatiently.SoIwouldliketoexpressmyimmensegratitudetohim,andIowemyheartfeltgratitudetoalltheteacherswhohaveinstructedme.AbstractThispaperaimstoindicatetheimportanceofinteractiveteachingapproachandputforwardsomeusefulsuggestionsforinteractiveteachinginEnglishclassroomperformance.InordertoimprovetheabilityofEnglishlevel,especiallytheoralEnglish,interactiveteachingapproachmustbeappliedtotheEnglishclasses.Therefore,itisakeyquestionthathowtocarryoutinteractiveteachingmodeinprimaryEnglishclass.Inthispaper,givesabriefintroductiononinteractiveteachingapproach,includingitsdefinitionandoperatingprinciples,strategiesandsomesuggestionsoncarryingoutinteractiveteachingapproach.Keywords:interactiveteaching;students;teachers;strategies摘要这篇论文目的在于说明互动教学在课堂的重要性，以及提出了一些有用的建议。为了提高英语水平，特别是口语的能力，互动教学必须被运用到英语课堂中。因此，在如何运用互动教学模式是非常关键的。在这篇论文中，对互动教学这种教学方法做了大概介绍，其中包括这种教学方法的定义，还有一些策略和建设性建议，以及在实施互动教学中的一些影响。关键词：互动教学；学生；老师；策略ContentsAcknowledgements…….…….…….…….…….…….…….…….…..iAbstract…….…….…….…….…….…….…….…….……………….ii摘要…….…….…….…….…….…….…….…….…..iii1.Introduction………..11.1Theconceptofinteractiveteachingapproach…………..11.2Operatingprinciplesofinteractiveteachingapproach……1.2.1Learner-centeredprinciple………11.2.2Activity-basedprinciple…………31.2,3Principleofrelevance…………...42.Strategiesforinteractiveteachingapproach……...………………62.1Raisingquestions…………………….62.2Encouragingrole-play………………..72.3Creatinginterestinglanguagegames……72.4Engaingincooperativelearning………...83.Suggestionsonimplementinginteractiveteachingapproach.…….93.1Reflectiveteaching……………103.2Cultivatingpositivetecher-studentrelationship……..113.3Supportinglearningenviroment...………124.Conclusion………………14Bibliography………………151.IntroductionWiththedevelopmentofsociety,interactiveteachingapproachisbecomingmoreandmoreimportantinEnglishteaching.Interactiveteachingisatheoreticandstrategicsystemappliedbymanycountriesintheworldinthepastthreedecades.However，EnglishclassesinChinalacktheatmosphereofinteractionbetweenteachersandstudents,andtraditionalteachingmethods,whichregardteachersasthecoreofteachingactions,stillplaytheimportantroleinChineseclasses.Therefore,accordingtothesituationofEnglishteachingtoday,theauthorattemptstoindicatetheimportanceofinteractiveteachingapproach,andadvocatesthatinteractiveteachingcanbecarriedoutefficientlyandwidelyinEnglishclassroomsoastohelpteacherstoimprovetheirteachingskillsandhelpstudentstocultivatetheirstudyability.Atthebeginningofthisthesis,thedefinitionofinteractiveteachingandoperatingprinciplesofinteractiveteachingapproachareintroduced.Thesecondpartdiscussesthestrategiesforinteractiveteachingapproach.Andthethirdpartattemptstobringforwardsomesuggestionsonimplementinginteractiveteachingapproach.Withalltheworkdone,thethesiscomestotheconclusionthatthoseapproachesandsuggestionstheauthorgivenareusefulandeffectivetocultivateinteractionbetweenteachersandstudents.TheconceptofinteractiveteachingapproachInteractiveteachingapproachindicatesthatteachersgobeyondlanguagestructuresanddeveloplearners’communicativecompetencethroughinteraction.AsWilgaM.Riverspointsout，interactionrefersto＂studentsachievefacilityinusingalanguagewhentheirattentionisfocusedonconveyingandreceivingauthenticmessages＂(Rivers,2000:4).Theinteractiveteachingapproach，whichemphasizesthevaluesofinteraction,ismoreaclusterofapproachesthanasinglemethodology.Interactionbetweenteachersandstudentsisanimportantfeatureofcooperativelearning,whichcanhelpteachersguidestudentstoimprovetheirlearning.Meanwhile,studentsarebecomingmoreandmoreinterestedintheirEnglishlearningbysomeactivitiesandgames.Therefore,interactiveteachingapproachplaysasignificantroleinprimaryEnglishclass.1.2OperatingprinciplesofinteractiveteachingapproachInteractiveteachingemphasizesontheinteractionbetweenteachersandstudents,butitisdifficulttodealwiththerelationshipbetweenteachersandstudentsinclass.Inordertoavoidthesituationthatteachersdominatethewholeclasswithoutinteractionwithstudents,someusefulprinciplesofinteractiveteachingwillbeoperatedinprimaryEnglishclass,includinglearner-centeredprinciple,activity-basedprincipleandprincipleofrelevance.1.2.1Learner-centeredprincipleLearner-centeredprincipleisdefinedasthefollowing:ontheonehand,teachersshouldputstudentsatthecenterofclassroomorganizationandrespecttheirneeds，strategies,andstyle.Thatistosay，inprimaryEnglishteaching-learningprocess,teachersshouldrespectindividualpreferenceandassiststudentsindiscoveringtheirownpreferenceinlearningstyle,insteadofinterfereandcontrolstudents.Ifstudentsaremoreinvolvedintheteachingandlearningprocess,whichmeansthattheyarelearningwhattheywouldliketoknowandlearningintheirpreferableway,theywillcertainlyhavemoreinterestinthelearningandfeelmoreresponsiblefortheirlearning.Moreover,thelearner-centeredclassroomshouldguidethestudentstomakecontributionstolessonplanning,presentation,andassessment.Studentsshouldshareinformationwiththeirclassmates,anddifferentgroupsexplaingrammartoshareknowledge,andevenstudentscantakeonteacher-likerolestoorganize.Soteachersshouldgivemorechancetolettheirstudentsplayamainroleinclass.Ontheotherhand，theteacherplaysadiversifiedmulti-dimensionalroleinaninteractiveteachingclassroom.AccordingtoMarionWilliams&RobertL.Burden，thereisasignificantrolefortheteacherasmediatorinthelanguageclassroom.Theteachercanplayanimportantpartinpromotingeffectivelearninginothersignificantways(Williams&Burden,2000:131).IntraditionalEnglishclassrooms，theteacherdominatestheclassroombecauseheistheauthorityoftheknowledgeandthecenteroftheclassroomactivities.Themostimportantthingsforteacherstodoaretodisciplinetheclass，passontheknowledge，andexplicitthepuzzles.Insum,teachersshouldrelinquishcontrolovertheclassbutnotlosecontrol,andaslearner,studentsshouldregardthemselvesasthecenterofclassroomtocreatetheirownlearningspace.1.2.2Activity-basedprincipleActivity-basedprincipleininteractiveteachingisthatlearningaforeignlanguageisundoubtedlynotonlytocreategrammaticallycorrectsentencesbutalsotocommunicateeffectivelyandappropriately,andactivitiesshouldbeimplementedinordertotransferknowledgeandskills.Thosetraditionalteachingmethodsthatemphasizeonthemasteryofknowledgebutneglectcultivatingstudents’communicativecompetenceresultinthatgenerallystudentsfailtocommunicateinthetargetlanguage.It’scommoninChinathatauniversitygraduatewhohaslearnedEnglishfortenyearsfeelsitdifficulttohaveaconversationwithanative-speakeraboutsomecommontopics.Itseemsthathecan’ttransferwhathehaslearnedtotherealcommunication.Whatthestudentsdoinatraditionalclassroomistolearnaboutthelanguage,andevenwhentheyopentheirmouths，theyarenormallyorganizedtodosomerepetitiondrills.Especially,somemechanicexercisestostrengthentheknowledgeormakeashortresponsetosomequestionsraisedbytheirteachers.Thatis,teachersshouldcreateopportunitiesforstudentstotakepartinmeaningfulinteraction,especiallycommunicativeactivities.Communicativeactivitiesprovidestudentswithopportunitiestoworkforthesamegoal,thereforeithelpstodeveloppositiverelationshipamongstudentsandresultincreatinganenvironmenttosupportlanguagelearning(Littewood,2000:34).Inshort,peoplelaymoreandmoreemphasisonactivitiesinEnglishclass.1.2.3PrincipleofrelevanceInordertocarryoutlearner–centeredandactivity-basedprinciple，theprincipleofrelevanceoughttobestressed.TheEnglishclassroomperformanceshouldberelevanttolearners’capability，interestandperceivedneeds.Ausubelcontendsthathumanlearningtakesplaceinthehumanorganismthroughameaningfulprocessofrelatingneweventsoritemsalreadyexistingcognitiveconceptsorpropositions.Learningisthereforeaprocessofrelatingandanchoringnewmaterialtorelevantestablishedentitiesinthelearner’scognitivestructure(citedinWang,2000:210).Effectiveactivitiesarerelatedtostudents’capabilityandneed.Nunanclaimsthat＂Itisthesesubjectiveneedsderivablefrominformationonlearners’wants,expectationsandaffectiveneedswhichareofmostvalueinselectingcontentandmethodology.＂If＂whattolearn＂and＂howtolearn＂actuallysuitthestudents’needs，theywillbecomparativelyandeasilymotivated.Learningisnotonlyapains-takingpreparationfortheremotefuturebutalsoanenjoyableexperiencetoday.Especiallyforyoungchildren,theyarenotaspersistentasadults,andlearningforinterestismorepracticalforthem.Therefore,teachersshouldunderstanddeeplystudents’needsandstudents’capabilitytoadoptinterestingandfunnyactivitiesforprimarystudents.Tosumup,theseprinciplesareveryusefulforteacherstooperatetheclass,andtheybreakupthetraditionalteachingmethodstoexplorethenewteachingapproachinteractiveteachingapproach.StrategiesforinteractiveteachingapproachAsweknow,principlesneedtobeunderstoodandfollowed,butthestrategiesforinteractiveteachingapproachmustbetocarriedout,thatis,strategiesmeanmethods,whichshowhowtoimplementinteractiveteachingapproachinthereallife.Thefollowingimportantstrategieswillbediscussed,includingraisingquestions,encouragingrole-play,creatinginterestinglanguagegames,andengagingincooperativelearning.2.1RaisingquestionsRaisingquestionsisasignificantwayforclassroomteaching.Teachersattractstudents’attentionandfocusbyaskingquestions.Questioninginitiatesinteractionbetweenteachersandstudents.Italsoservesasameansoffeedbackforteacherstochecktheeffectoftheteaching.Nevertheless，thestrategyofquestioningcan’ttakeeffectifitisinappropriatelymanipulatedintheEnglishclassroom.Theeffectivenessofquestioningismainlydependenton＂howtoask＂and＂whoasks＂.InChina，thetraditionalEnglishclassroompaymoreattentiontoteacher’stalkandneglecttheimportanceofstudent’scriticalthinking.Ininteractiveteaching，teachersshouldnotdominatethequestionsbutencouragestudent-initiatedquestions，whichcandemonstratestudents’individualityandpromptstudents’interactioneasily.Studentspayattentiontothesocialdimensionaswellasthefunctionaldimensionofthequestion.Students’questionsaremorelikelybasedontheanswerers’interestsincetheyareadjacentinage，thelevelofknowledge，experienceandfeeling.Sostudentsseemtosufferfromloweranxietywhenansweringquestionsfromtheirfellowlearners.Toofferstudentsopportunitiestoaskquestionsencouragesstudents’criticalthinking，spiritofquestioningandcreativity.Inshort,teachersneedtosparesometimeandenhancesforstudent-initiatedquestions.2.2Encouragingrole-playRole-playisdefinedasthefollowing:learnersarerequiredtoimaginetheyareinasituationwhichprobablyoccursinthereallife,andtheyareaskedtoadoptaspecificroleinthissituation,andthentheyareinvitedtobehaveasifthesituationreallyexistsinaccordancewiththeirroles.Thedefinitionofrole-playindicatesthatstudentscanbenefitthemselvesfromrole-play.Forexample:itmobilizesstudents’resourcesinthefieldofverbalornon-verballanguage,andstudentsrelatethenewlanguagetotheirownindividualcharacteristic;itencouragesstudentstodeveloplanguagefluency;itenhancesstudents’attentiontothesocialdimensionofthelanguage.Therefore,teachersshouldlayemphasisonencouragingrole-playinclass.ItiswiseforstudentstoenjoyspeakingfluentEnglishandbuilduptheirself-confidence.2.3CreatinginterestinglanguagegamesLanguagegamesmeanthataccordingtoteachinggoal,teachersadoptsomeinterestinggamesandorganizethewholestudentstoengageinlanguagedrillandcommunicativeactivity.ItcanbemanipulatedforalltypesofEFLteaching，suchastheteachingofgrammar，vocabulary，writingorintegratedskills.Especially,thiskindofgamesissuitablefortheprimarystudents.Themostofprimarystudentslackinitiativeoflanguagelearning.Soteachersfrequentlyorganizesomelanguagegamesinordertoprovidealight-heartedformoflanguagepractice，eitherwithrelativelyfreeuseoflanguageorwhereaparticularstructureisbeingrepeated.Forexample,inordertoreinforcethepattern＂Whatdoeshedo?＂Ateachermayaskastudenttoactouthisassumedoccupationandasktheotherstoguess.Anotherexampleiscalledspellingwordgames.Ateacherhandsoutseveralletterstotwostudents,andasksastudenttospellthecorrectwordsandthenaskstheothertoreaditexactly.Thesetwoexamplesareverytypicalandcommonininteractiveteachingclassroom.Therefore，teachersshouldcombinethelanguageelementwithgameelement,andlayanimportantvalueoninteractionbetweenteachersandstudents.2.4EngagingincooperativelearningHowever,akindofinteractiveteachingapproach,likecooperativelearning,iscarriedoutbetweenstudentsandstudents,thatis,cooperativelearninglaysanimportantvalueoninteractionbetweenstudents.AsD.W.Johnsonpointsout,student-studentinteractionmayactuallybemoreimportantforeducationalsuccessthanteacher-studentinteraction，constructivestudent-studentinteractionsinfluencestudents’educationalaspirationsandachievements,developsocialcompetencies，andencouragetakingontheperspectivesofothers(citedinJohnson,2000:112).Fivetechniquesareemployedforcooperativelearning:1)Teachersassigntaskstobecompletedcollaborativelyingroup,andeventuallygroupscompeteasteamsagainstotherteams.2)Teachersrankstudentsbyacademicabilitylevelsandthencreategroupsofstudentswithdifferentabilitylevelssothattheycantutoreachotherwithineachgroup.3）Teachersorganizestudentgroupsbyparticularinterests,andallowthegroupstogathernecessaryinformation.4)Inthisactivity,aquestionisposedoranissueispresentedbyotherlearnersortheteachers,andlearnersaregivensometimetoreflect,takenotesorengageinfreewritingandbeforeturningtoanotherlearnerandsharingwhattheyhavejustthoughtandwrittenabout.5)Learnerscanbrainstorminsmallgroupsforappropriate(Nunan,2000:236).Therefore,cooperativelearningisalsoveryimportantstrategyofinteractiveteaching.3.SuggestionsonimplementinginteractiveteachingapproachSomesuggestionsbasedontheexperienceoffieldtraininginsomeprimaryschool,whichmaybebeneficialtomanipulatetheinteractiveteachingapproachinprimaryEnglishclass,includingreflectiveteaching,cultivatingpositiveteacher-studentrelationshipandsupportinglearningenvironment.3.1ReflectiveteachingReflectiveteaching，Whichmeansthatteacherscollectdataaboutteaching,examinetheirattitudes，beliefs，assumptions，andteachingpractices，andusetheinformationobtainedasabasisforcriticalreflectionaboutteaching，leadsteacherstoalong-termdevelopment(Richards&Lockhart,2000:5).Teachingreflectivelymeanstonotonlylookbackatwhathashappenedintheirclassroomsindetailbutalsoanalyzewhycertaineventstookplaceandwhatnextstepsneedstobetaken.Soreflectiveteachingpossessesthefollowingadvantages:＂Itcanhelpachieveabetterunderstandingofone’sownassumptionsaboutteachingaswellasone’sownteachingpractices;Itcanleadtoaricherconceptualizationofteachingandabetterunderstandingofteachingandlearningprofesses;anditcanserveasabasisforself-evaluationandisthereforeanimportantcomponentofprofessionaldevelopment＂(Richards&Lockhart,2000:5).Reflectiveteachinghassomanyadvantages,soteachersmayreflectinavarietyofwaysandusedifferentmeanstodo.Amongalltheways，maybe,actionresearchisdirectlyrelatedtotheoutcomeoftheteaching,andactiongivesteachersdirectaccesstotheintegrationoftheoryandpractice.Forexample:ateacherdecidesonathemebasedonhisobservationandreflectionofhisownteaching,hedecidestoexamhisuseofthefirstlanguage,andthenherecordsclassroomlesson.Next,hedecidestodiminishtheuseofthefirstlanguagebyfamiliarizinghimselfwithEnglishexpressionforclassroommanagement.Afterwardsheobservesthechangesbyrecordinghislesson.Attheendoftheactioncycle,theteacherreflectscriticallyonwhathashappened.3.2Cultivatingpositiveteacher-studentrelationshipToagreatextent，theimplementationoftheinteractiveteachingapproachdependsonthepositiverelationshipbetweenteachersandstudentsbecausetheapproachfeaturesstudent-centeredness.Teachers’beliefsaboutstudentsandlearningwillexertgreatinfluenceontheteacher-studentrelationship.ThesociologistRolandMeighansuggeststhatlearnersmaybeconstruedmetaphoricallyas:resister;receptacles;rawmaterial;clients;partners:individualexplorers;democraticexplorers.Heseestheseconstructsintermsofacontinuumwhichreflectsthenatureoftheteacher-learnerpowerrelationship.Thusthefirstthreeconstructsareheavilyteacherdominatedwhilethelatterconstructsinvolveincreasinglyactivelearnerparticipation(citedinWilliams&Burden,2000:57).Chineseteacherstendtoregardstudentsasreceptacles，soteachersareauthoritieswhoareinchargeofeverythingintheclassroom.Holdingthebeliefthatstudentsareclients，partners，individualexplorers，democraticexplorers，teacherscandevelopdemocraticteacher-studentrelationshipwhichisforemostforinteractiveteaching.Butitmaybehardtocultivatethepositiverelationshipbetweenteachersandstudents.Todeveloptherelationshipneededbytheinteractiveteaching,teachersshouldseetheirlearnerashumansnomatterhowyoungtheyare,andmakeeffortstomeetthelearners’specificneeds.Teachersandlearnersbothconveyandreceiveknowledge,trust,empathyandindividuality.Throughinteraction,teacherscanfindsomespecificwaystoestablishpositiveteacher-studentrelationship.3.3SupportinglearningenvironmentSupportivelearningenvironmentshouldbecreatedtoimprovetheimplementationofinteractiveteaching.Socialinterventionismemphasizesthedynamicnatureoftheinterplaybetweenteachers，learnersandtasks，andprovidesaviewoflearningasarisingfrominteractionswitheachother(Richards&Lockhart,2000:5).Itisapparentthatlearningneveroccursinisolation.Thelearningenvironment,includingtheclassroomatmosphere，physicalenvironment，thewholeschoolethos，thesocialenvironment，theculturalsetting，etc，exertsanimpactontheoutcomeoflearning.Althoughitisdifficulttoofferteachersspecificsuggestionsonhowtofostersupportiveatmosphereforinteractiveteaching，someusefulsuggestionisthatitistheteachers’responsibility，bydiscussingandtryingceaselessly，toinvolvethelearnerstocreateclassrooms,wherelearnersfeelemotionallysecuretouseanewlanguagetocommunicate,andwherelearners’confidenceandself-esteemisenhanced.SchoolethoswhichvaluethelearningandapplyingEnglishwillbenefitstudentagreatdeal.Therefore,studentsareencouragedtotakepartindifferentactivitiesinEnglish，suchascompetitionsofEnglishsongsandEnglishstageplay，debateandspeechinEnglish，Englishcorner，partieswithinternationalschools.Alltheseactivitiesenhancestudents’motivationandconfidenceaswellastheirbeliefsoflearningaforeignlanguagetocommunicate.However，itisnotmerelytheteacher’sdutytodevelopanenvironmentinthemacroview.ThedevelopmentofChina，theEnglishlearningshouldbepaidmoreattentionbyschool,parentsandsociety.Inthiscase,thequalityofEnglishteachingwillbeimprovedincreasinglyonlywhenthewholesocietymakesefforts.4.ConclusionWiththeincreaseofglobalcommunication，people’senthusiasmanddemandinEnglishlearningisgrowing.TraditionalEnglishteachingmethodscannolongersatisfyneedsofdevelopment，soChineseteachersareattemptingtoadoptnewmethodstoovercometheweaknessofthetraditionalteachingmethods.Interactiveteachinghasbecomeaheatedtopicgradually.Inthispaper,theauthormakesanattempttomanifestthenotionofinteractiveteachinginprimaryEnglishclassandtheoperatingprinciplesofit，toanalyzethefactorsofinfluenceofinteractionandelicitsomesuggestionsfortheimplementationofinteractiveteachinginprimaryEnglishclass.However,itisdifficulttocarryoutinteractiveteachingefficientlyinprimaryEnglishclass.Effectiveteachingshouldtalkallkindsoflearnerintoaccountandaimsforthemostappropriateapproachatanytime.Therefore,interactiveteachingapproach，asanapproachemphasizingstudents’communicativecompetenceandtheimpactofthelearningenvironment，hasundoubtedlyenrichedChineseEFLteachinginprimaryclassroom.Althoughthereareanumberofconstraintsforitseffectiveimplementation，theteachers’effortaswellastheotherfield’seffortwillnarrowthegapbetweenthetheoryandthereality.Butonethingteachersshouldbearinmindisthattheyshouldreflecttheirteachingobjectivelyandcreatetheinteractiveenvironment.Anditishopedthatthispapercancontributetotheimprovementofefficiencyoflearners’learningundertheco-effortofstudents,teachersandsupport.Bibliography[1].Foley,W.A.AnthropologicalLinguistics:AnIntroduction[M].Beijing:ForeignLanguageTeachingandResearchPress,2001.[2].Kovecses,Z.Metaphor--APracticalIntroduction[M].NewYork:OxfordUniversityPress,2002.[3].Lakoff,G.andM.Johnson.MetaphorWeLiveBy[M].Chicago:TheUniversityofChicagoPress,1980.[4].Leech,G.Semantics[M].2nded.GreatBritain:TheChaucerPress,1981.[5].包惠南.文化语境与语言翻译[M].上海：中国对外翻译出版公司,2003.[6].常宗林.认知语言文化学[M].青岛:中国海洋大学出版社,2005.[7].邓炎昌,刘润清.语言与文化[M].北京：外语教学与研究出版社,1989.[8].顾嘉祖,陆昇.语言与文化[M].上海:上海外语教育出版社,2002.蒋林.谈谈英汉语颜色词——红色的语用意义[J].绵阳师范高等专科学校学报2002(6):25-7.[9].李丽雪.ComprehensionofColorMetaphor–AcomparativestudyofcolormetaphorinEnglish&Chinese[D].Unpublishedmaster’sthesis,ShanghaiNormalUniversity,Shanghai,China,2003.[10].李凌霞.英汉颜色词运用中的文化差异[J].黔西南民族师范高等专科学校学报2007(2):32-5.[11].宋伟华.汉英颜色词“红色”和“red”的语义对比[J].韶关学院学报2006(7):108-11.[12].陶丽.AComparativeStudyof“Red”MetaphorinEnglishandChinese[D].Unpublishedmaster’sthesis,ShanghaiNormalUniversity,Shanghai,China,2006.[13].王寅.语义理论与语言教学[M].上海:上海外语教育出版社,2001.[14].解海江,章黎平.汉英语颜色词对比研究[M].上海:上海辞书出版社,2004.[15].张培基.英语声色词与翻译[M].北京：商务印书馆，1964.基于C8051F单片机直流电动机反馈控制系统的设计与研究基于单片机的嵌入式Web服务器的研究MOTOROLA单片机MC68HC（8）05PV8/A内嵌EEPROM的工艺和制程方法及对良率的影响研究基于模糊控制的电阻钎焊单片机温度控制系统的研制基于MCS-51系列单片机的通用控制模块的研究基于单片机实现的供暖系统最佳启停自校正（STR）调节器单片机控制的二级倒立摆系统的研究基于增强型51系列单片机的TCP/IP协议栈的实现基于单片机的蓄电池自动监测系统基于32位嵌入式单片机系统的图像采集与处理技术的研究基于单片机的作物营养诊断专家系统的研究基于单片机的交流伺服电机运动控制系统研究与开发基于单片机的泵管内壁硬度测试仪的研制基于单片机的自动找平控制系统研究基于C8051F040单片机的嵌入式系统开发基于单片机的液压动力系统状态监测仪开发模糊Smith智能控制方法的研究及其单片机实现一种基于单片机的轴快流CO〈,2〉激光器的手持控制面板的研制基于双单片机冲床数控系统的研究基于CYGNAL单片机的在线间歇式浊度仪的研制基于单片机的喷油泵试验台控制器的研制基于单片机的软起动器的研究和设计基于单片机控制的高速快走丝电火花线切割机床短循环走丝方式研究基于单片机的机电产品控制系统开发基于PIC单片机的智能手机充电器基于单片机的实时内核设计及其应用研究基于单片机的远程抄表系统的设计与研究基于单片机的烟气二氧化硫浓度检测仪的研制基于微型光谱仪的单片机系统单片机系统软件构件开发的技术研究基于单片机的液体点滴速度自动检测仪的研制基于单片机系统的多功能温度测量仪的研制基于PIC单片机的电能采集终端的设计和应用基于单片机的光纤光栅解调仪的研制气压式线性摩擦焊机单片机控制系统的研制基于单片机的数字磁通门传感器基于单片机的旋转变压器-数字转换器的研究基于单片机的光纤Bragg光栅解调系统的研究单片机控制的便携式多功能乳腺治疗仪的研制基于C8051F020单片机的多生理信号检测仪基于单片机的电机运动控制系统设计Pico专用单片机核的可测性设计研究基于MCS-51单片机的热量计基于双单片机的智能遥测微型气象站