第一篇：大學(xué)英語提高課程總結(jié)

The united kingdom of great Britain and north Ireland is made up of great Britain ,north Ireland and a number of smaller islands around them.The total area of the country is some 24000 square kilometers with a population of about 59.6 million.great Britain is traditionally divided into three countries ,or political regions.England in the south,Scotland in the north,and wales in the southwest.England is the largest and most developed of all the three.the same is true of the custom of speaking of the British people as the English.Parliament The British system of parliamentary government was often referred to as the Westminster model.most legislatures around the world follow the so-called Westminster model.parliament ,meaning a place for argument and debate,is the nation’s supreme legislative organ.the British parliament consists of three branches :the monarch(queen or king),the house of lords ,and the house of commons.parliament has the power to make ,unmake ,or change any laws.members of the house of lords were mostly descendent of these feudal lords.the full membership of the lords id only about 660 at present.all the members of the house of commons are directly elected by British people over the age of 18 through general elections.the house of commons now consists of 659 seats.Primogeniture Primogeniture thus promoted social mobility and limited the growth of the English noble class.this helped to mitigate contradictions between the broad masses and the noble class because the latter was not too large for society to sustain.Compulsory education Britain's first act providing for state-financed primary education was pass in 1870.ministry of education established free compulsory education for all children up to age 16.parents are required by the law to ensure that their children receive full-time education between the ages of 5 and 16.going or not going to school has become a matter of the law.local education authorities are mainly responsible for providing primary and secondary education for school-ages.they employ the teaching staff,provide and maintain school buildings,supply equipment ,and give financial assistance to students.Individualism Individualism believe that society is an artificial organization ,existing only for the sake of its members as individuals.individualism claims that the goal of social,political and economic organization should be the greatest good for the greatest member of the society.Individualism is in opposition to autocratic.Individualism is not selfishness.It is a kind of value that attaches great importance to the interests of individuals.If one goes not pay ,other people must pay for it.The Middle class The Middle class, which originally referred to the gentry only, expanded rapidly with the development of economy members of the middle class, who relied on their knowledge and skills to make money,placed freedom and the education of their children.Today the middle class is the largest and most important class in Britain.The middle class plays the major role because its members are the best educated and most skilled.Independent Schools These school are neither controlled nor financed by local or central government.Many of these schools are not private,they are not allowed to run for profit and surplus income must be put back into the school.Compared with state schools.independent schools achieve higher academic standards.About two--thirds of independent schools admit both boys and girls,with the remainder still practicing separate education, with some only admitting boys and others for girls，Influence of the Norman conquest The Norman conquest sped up the development of feudalism in England.William built the tower of London as a military fortress.he put the administration of justice under the control of the king.William sent his clerks to make investigations.these clerks finally compiled a property record known as Domesday Book in 1805.the general relation between the Normans and the Anglo-Saxons was that of master and servant.the Norman culture flowered on the English soil.the conquest start a bi-linguistic period in English history.the Normans and the Anglo-Saxons,however became intermingled.the Norman conquest was last invasion of England by foreigners.The black death During the hundred year’s war.England was struck by another disaster ,the black death,between 1348-1349.in started in Italy and soon spread to other country.those who were stricken with it usually died in two or three days.a careful estimate shows that in England about one half of the population died of this disease.the death of so many people resulted in the shortage of labor and much land was left untended.the surviving peasants had better bargaining power and they began to demand better working conditions and high wages.the government intervened because it wanted to keep down wages by preserving serfdom.these statutes combined with poll taxes levied to fund the hundred year’s war,caused widespread discontent among the peasants.James I have the word 'no bishop,no king'.The reign of James I was full of religious controversy and other troubles.The Catholics engineered a number of plots to get rid of him.One of the major Catholic conspiracies against James I was Gunpowder Plot of 1605.James I continued to cling to the outdated doctrine of the 'Divine Right of Kings'.He would have preferred no Parliament at all and actually did without one for seven years.The result was that he could get no pounds from Parliament.He was called the wisest fool in Europe because he was foolish in terms of politics.James I continued to cling to the outdated doctrine of the 'Divine Right of Kings'.He would have preferred no Parliament at all and actually did without one for seven years.The result was that he could get no pounds from Parliament.He was called the wisest fool in Europe because he was foolish in terms of politics.Henry VIII Henry, the second son of King Henry VII and Elizabeth of York, was born on 28 June 1491 at Greenwich Palace.After the death of his elder brother Arthur in 1502, Henry became heir to the English throne.When Henry VII died in 1509, this popular eighteen-year-old prince, known for his love of hunting and dancing, became King Henry VIII.Henry VIII's early military campaigns began when he joined Pope Julius II's Holy League against France in 1511.However war with France ultimately proved expensive and unsuccessful.Henry VIII is known as the 'father of the Royal Navy.' When he became king there were five royal warships.By his death he had built up a navy of around 50 ships.Henry also built the first naval dock in Britain at Portsmouth and in 1546 he established the Navy Board.This set up the administrative machinery for the control of the fleet.Henry was acutely aware of the importance of securing a male heir during his reign.He was worried that he had only one surviving child, Mary, to show for his marriage to Catherine, who was now in her 40s.So the king asked Cardinal Wolsey to appeal to Pope Clement VII for an annulment and it soon became clear he wanted to marry Anne Boleyn, who had been a lady-in-waiting to his first wife.Henry's third marriage, this time to lady-in-waiting, Jane Seymour, finally produced the son he so desperately desired with the birth of Edward in 1537.Jane Seymour died after childbirth and Henry ordered that she be granted a queen's funeral.In an attempt to establish ties with the German Protestant alliance, Thomas Cromwell arranged a marriage between the king and German princess Anne of Cleves.The marriage was a disaster and Henry divorced Anne a few months later.Henry blamed Cromwell for this mismatch and soon afterwards had him executed for treason.I have done the PPT is about the background of the British bourgeois revolution.Many factors contributed the outbreak of the English Civil War in the 17th century.For example,the wars of the roses, the enclosure movement, and the extension of foreign trade and capital.With the development of the British capitalist economy, the bourgeoisie and new nobility is growing stronger, they seek not only the political rights, but also for economic development of capitalism.Because of the stuarts dictatorship prevented the development of the society, harm the interests of the bourgeoisie, the new aristocracy, and intensified some new social contradictions.With the development of capitalism and the bourgeoisie strength enhancement, the contradiction between the monarchy and the bourgeoisie will become more and more serious.For the above reason eventually led to the British bourgeois revolution

第二篇：現(xiàn)代大學(xué)英語-課程情況匯總

現(xiàn)代大學(xué)英語--課程情況匯總

課程名稱：現(xiàn)代大學(xué)英語

任課教師：

授課班級(jí)：級(jí)商務(wù)英語3、4班

教師簡介：

教師：張梅畢業(yè)院校：學(xué)位：碩士專業(yè)：外國語言學(xué)及應(yīng)用語言學(xué)參加工作時(shí)間：2007年7月 教師教學(xué)能力:

英語精讀課是大學(xué)英語專業(yè)教學(xué)的重點(diǎn)，也是大學(xué)英語教學(xué)比較難以處理與把握的一個(gè)重要環(huán)節(jié)。本人能夠獨(dú)立承擔(dān)本課程的教學(xué)任務(wù), 在備課的過程中能夠做到認(rèn)真、仔細(xì)，在充分理解教材的基礎(chǔ)上認(rèn)真?zhèn)浜妹恳惶谜n。能夠熟練駕馭課堂，清楚講解每堂課的內(nèi)容，做到有條理、層次清楚，便于學(xué)生對(duì)單詞、重點(diǎn)短語以及課文的理解的掌握。針對(duì)一年級(jí)學(xué)生應(yīng)首先以打基礎(chǔ)為最終教學(xué)目的，在閱讀的基礎(chǔ)上以語音、語調(diào)、詞匯、語法結(jié)構(gòu)為講解的出發(fā)點(diǎn)，對(duì)主要的語法結(jié)構(gòu)有規(guī)律地循環(huán)練習(xí)。精讀的閱讀材料一般都具有大量啟發(fā)式口、筆頭練習(xí)；在每個(gè)單元中通過練習(xí)題的講解也使得學(xué)生對(duì)英語的語音語調(diào)、語言結(jié)構(gòu)、情節(jié)和語言功能有一定的認(rèn)識(shí)。

學(xué)生情況：

級(jí)商務(wù)專業(yè)的大部分的學(xué)生學(xué)習(xí)熱情高,課堂上能夠做到全神貫注,積極思考 問題。

教材選用:

《現(xiàn)代大學(xué)英語精讀》

第三篇：大學(xué)課程總結(jié)

大學(xué)課程學(xué)習(xí)總結(jié)

目錄

一、C語言...........................................................................................................................-1學(xué)習(xí)心得...............................................................................................................................-2學(xué)習(xí)過程...............................................................................................................................-4

三、高等數(shù)學(xué).......................................................................................................................-6學(xué)習(xí)心得...............................................................................................................................-9101016學(xué)習(xí)過程.............................................................................................................................-***92930323236

一、C語言

學(xué)習(xí)過程

C語言是一門最基礎(chǔ)的程序設(shè)計(jì)語言，剛接觸它時(shí)比較討厭，因?yàn)槭裁炊疾粫?huì)，不過后來慢慢體會(huì)到了它的樂趣所在。開始慢慢喜歡上C語言。

在《C語言大學(xué)教程》第一章里面，初步認(rèn)識(shí)到了什么是C語言、C語言和其它程序設(shè)計(jì)語言有什么不同以及它的發(fā)展史。程序：實(shí)際上是用計(jì)算機(jī)語言描述的某一問題的解決，是符合一定語法規(guī)則的符號(hào)序列。二三兩章都是自己看書進(jìn)行學(xué)習(xí)，學(xué)習(xí)到了C最基本的東西，運(yùn)算符、數(shù)據(jù)類型、變量的使用等，同時(shí)也學(xué)會(huì)了C程序的基本結(jié)構(gòu)，能夠參照書上的簡單例子寫一些簡單程序。不過到此刻仍然對(duì)C有點(diǎn)糊涂，不懂C語言具體有什么用，不懂簡單的幾個(gè)語句能干什么，還不明白它在我們生活中又有什么用，和我們的專業(yè)有什么用??第四章，我們學(xué)習(xí)了程序的控制結(jié)構(gòu)，掌握了while、do while、for、go to循環(huán)語句同時(shí)也能夠用這些結(jié)構(gòu)寫一些簡單的程序，如素?cái)?shù)的判斷、數(shù)字的排序、階乘運(yùn)算等，認(rèn)識(shí)到C語言的簡單用途，開始對(duì)C產(chǎn)生興趣。第五章學(xué)習(xí)了子函數(shù)，雖然學(xué)習(xí)時(shí)間不長，但通過后來的學(xué)習(xí)知道

詢問同學(xué)和老師都能解決問題。的確，學(xué)習(xí)C語言是一個(gè)耐心的過程，同時(shí)還要仔細(xì)。以后我會(huì)更加仔細(xì)細(xì)心的學(xué)習(xí)C語言。

C語言是一門最基礎(chǔ)的程序設(shè)計(jì)語言，只有學(xué)習(xí)好了C，才能更好的學(xué)習(xí)其它程序設(shè)計(jì)語言，如C++、Java。才能更好的學(xué)習(xí)之后的專業(yè)課。通過C語言的學(xué)習(xí)，也學(xué)會(huì)了一些學(xué)習(xí)方法，應(yīng)該是驗(yàn)證了一些學(xué)習(xí)方法，課前預(yù)習(xí)，課上認(rèn)真聽講，課后仔細(xì)復(fù)習(xí)，同時(shí)，實(shí)驗(yàn)課上將老師講授的知識(shí)認(rèn)真實(shí)踐，只有這樣才能將課程學(xué)習(xí)好，這也是學(xué)習(xí)每門課程最基本的學(xué)習(xí)方法。

C語言是一門實(shí)用性的課程，學(xué)校在安排課程表時(shí)應(yīng)該將實(shí)驗(yàn)課和理論課交叉著安排，這樣就可以將之前學(xué)習(xí)的課程進(jìn)行復(fù)習(xí)一下，更好的掌握知識(shí)。雖然說拷貝別人的程序是不好的，不過我認(rèn)為對(duì)于我們這些初學(xué)者而言，對(duì)于老師上課寫的經(jīng)典的程序可以選擇性的拷貝給我們。模仿學(xué)習(xí)是最計(jì)本的方法之一，對(duì)于我們初學(xué)者而言也是比較有效的。

C語言課程到現(xiàn)在就結(jié)束了，在之后的學(xué)習(xí)中我會(huì)更加努力。同時(shí)也會(huì)繼續(xù)學(xué)習(xí)C語言。我對(duì)C語言感興趣，我相信我能夠?qū)W好。

程，做了一段時(shí)間這個(gè)，這個(gè)過程也是很有意義的，也是為進(jìn)一步的學(xué)習(xí)積累感性認(rèn)識(shí)。

所謂完整的linux系統(tǒng)包括哪些部分呢？三部分：bootloader、linux kernel（linux內(nèi)核）、rootfile（根文件系統(tǒng)）。

那么這3部分是怎么相互協(xié)作來構(gòu)成這個(gè)系統(tǒng)的呢？各自有什么用呢？三者有什么聯(lián)系？怎么聯(lián)系？系統(tǒng)的執(zhí)行流程又是怎么樣的呢？搞清楚這個(gè)問題后對(duì)整個(gè)系統(tǒng)的運(yùn)行就很清楚了，對(duì)于下一步制作這個(gè)linux系統(tǒng)就打下了另一個(gè)重要的根基。

在這個(gè)過程中如果你很有研究精神的話你必然會(huì)想到看源代碼。很多書介紹怎么閱讀linux源代碼。

網(wǎng)上盜用阿基米德的一句話：“給我一根網(wǎng)線，我能將linux搞定”。我覺得很經(jīng)典！

學(xué)習(xí)嵌入式Linux是一個(gè)長久的過程，并不是一兩個(gè)月就能搞定的事，所以我一直堅(jiān)持、堅(jiān)持、再堅(jiān)持。最后我明白一個(gè)道理，問題是學(xué)習(xí)的最好機(jī)會(huì)。

是事實(shí)，但是或多或少有些夸張了吧。讓我們知道高數(shù)難，雖然會(huì)讓我們對(duì)它更加重視，但是這無疑也增加了大家對(duì)它的畏懼感，覺得自己很可能學(xué)不好它，從而失去了信心，有些人甚至把難學(xué)當(dāng)做自己不去學(xué)好它的借口。事實(shí)上，當(dāng)我們拋掉那些畏難的情緒，心無旁騖地去學(xué)習(xí)高數(shù)時(shí)，它并不是那么難，至少不是那種難到學(xué)不下去的。所以，我覺得要學(xué)好高數(shù)，一定不能有畏難的情緒。當(dāng)我們有信心去學(xué)好它時(shí)，就走好了第一步。

堅(jiān)持做好習(xí)題。做題是必要的，但像高中那樣搞題海戰(zhàn)術(shù)就不必要了。就我的體會(huì)而言，如果只是想考試考好，不想去深入研究它的話，做好教材上的課后題和習(xí)題冊(cè)就足夠了，當(dāng)然，前提是認(rèn)真地做好了。對(duì)于每一道題，有疑問的地方就要解決，不能不求甚解，盡量把每一個(gè)細(xì)節(jié)都理解好，這樣的話做好一道題就能解決很多同類型的題了。同時(shí)，做題不能只是自己一個(gè)人冥思苦想，有時(shí)候自己的思維走進(jìn)了死胡同是很難走出來的，當(dāng)自己做不出來的時(shí)候，不妨問問老師或者同學(xué)，也許就能豁然開朗了。對(duì)于做完的題目，覺得很有價(jià)值的，最好是把它摘抄到筆記本上，然后記錄一下解題的要點(diǎn)，分析一下題目所體現(xiàn)的思維方式等等，平時(shí)有時(shí)間就翻看一下，加深一下記憶。

高等數(shù)學(xué)的學(xué)習(xí)目的不是為了應(yīng)付考試，因此，我們的

礎(chǔ)，經(jīng)濟(jì)學(xué)中的許多問題都無法解決。

當(dāng)我親身學(xué)習(xí)了高等數(shù)學(xué)，并試圖把它運(yùn)用到經(jīng)濟(jì)問題的分析中時(shí)，才真正體會(huì)到了數(shù)學(xué)方法是經(jīng)濟(jì)學(xué)中最重要的方法之一，是經(jīng)濟(jì)理論取得突破性發(fā)展的重要工具。這也堅(jiān)定了我努力學(xué)好高等數(shù)學(xué)的決心。希望未來自己可以憑借扎實(shí)的數(shù)理基礎(chǔ)，在經(jīng)濟(jì)領(lǐng)域里大展鴻圖。

高等數(shù)學(xué)作為大學(xué)的一門課程，自然與其它課程有著共同之處，那就是講課速度快。剛開始，我非常不適應(yīng)。上一題還沒有消化，老師已經(jīng)講完下一題了。帶著幾分焦慮，我向老師請(qǐng)教學(xué)習(xí)經(jīng)驗(yàn)，才明白大學(xué)學(xué)習(xí)的重點(diǎn)不僅僅是課堂，課下的預(yù)習(xí)與復(fù)習(xí)是學(xué)好高數(shù)的必要條件。于是，每節(jié)課前我都認(rèn)真預(yù)習(xí)，把不懂的地方作上記號(hào)。課堂上有選擇、有計(jì)劃地聽講。課后及時(shí)復(fù)習(xí)，歸納總結(jié)。逐漸地，我便感到高數(shù)課變得輕松有趣。只要肯努力，高等數(shù)學(xué)并不會(huì)太難。學(xué)習(xí)心得

很多人害怕高數(shù)，高數(shù)學(xué)習(xí)起來確實(shí)是不太輕松。其實(shí)，只要有心，高數(shù)并不像想象中的那么難。經(jīng)過將近一年的學(xué)習(xí)，我們對(duì)高數(shù)進(jìn)行了系統(tǒng)性的學(xué)習(xí)，不僅在知識(shí)方面得到了充實(shí)，在思想方面也得到了提高，就我個(gè)人而言，我認(rèn)為高等數(shù)學(xué)有以下幾個(gè)顯著特點(diǎn)：1）識(shí)記的知識(shí)相對(duì)減少，理解的知識(shí)點(diǎn)相對(duì)增加；2）不僅要求會(huì)運(yùn)用所學(xué)的知識(shí)解

CPU的接腳和插孔的位置是對(duì)應(yīng)的，這就標(biāo)明了CPU的安裝方向。安裝CPU時(shí)先拉起插座的手柄，把 CPU按正確方向放進(jìn)插座，使每個(gè)接腳插到相應(yīng)的孔里，注意要放到底，但不必用力給CPU施壓，然后把手柄按下，這樣，CPU就被牢牢地固定在主板上了，然后安裝上CPU風(fēng)扇，風(fēng)扇是用一個(gè)彈性鐵架固定在插座上的。當(dāng)取下CPU時(shí)，先取下風(fēng)扇；然后要先把手柄拉起來，再取下CPU。

安裝內(nèi)存要小心不要太用力，以免掰壞線路，內(nèi)存條上金屬接腳端有兩個(gè)凹槽，對(duì)應(yīng)內(nèi)存插槽上的兩個(gè)凸棱，所以方向容易確定。安裝時(shí)把內(nèi)存條對(duì)準(zhǔn)插槽，均勻用力插到底就可以了。同時(shí)插槽兩端的卡子會(huì)自動(dòng)卡住內(nèi)存條。取下時(shí)，只要用力按下插槽兩端的卡子，內(nèi)存就會(huì)被推出插槽了。機(jī)箱的準(zhǔn)備：打開機(jī)箱的外包裝，看，隨機(jī)箱會(huì)有許多附件，螺絲、檔片等，在安裝過程中，我們會(huì)一一用到它們的。大的鐵板用來固定主板，我們?cè)诖朔Q之為底板，上面的這些銅柱是用來固定主板的，現(xiàn)在的機(jī)箱在出廠時(shí)就已經(jīng)將固定柱安裝好了；

安裝電源比較簡單，把電源放在電源固定架上，使電源后的螺絲孔和機(jī)箱上的螺絲孔一一對(duì)應(yīng)，然后擰上螺絲。安裝軟驅(qū)、硬盤和光驅(qū)：先從面板上取下一個(gè)3寸槽口和一個(gè)5寸槽口的檔板，用來安裝軟驅(qū)和光驅(qū)。把光驅(qū)安裝在5“固定架上，保持光驅(qū)的前面和機(jī)箱面板齊平，在光驅(qū)的每一側(cè)

線，而是在主板上，由主板控制。ATX電源有三種輸出接頭，這個(gè)比較大的是主板電源插頭，并且是單獨(dú)的一個(gè)，其中一側(cè)的插頭有卡子，安裝時(shí)不會(huì)弄反。連接時(shí)只要將插頭對(duì)準(zhǔn)主板上的插座插到底就可以了。

新型的ATX主板上有一個(gè)軟驅(qū)接口、兩個(gè)IDE口。IDE口是用來連接IDE設(shè)備的，一般是硬盤和光驅(qū)。主板上的兩個(gè)IDE口，一個(gè)是主接口，一個(gè)是副接口。每個(gè)IDE口可以連接兩個(gè)IDE設(shè)備，所以，一臺(tái)電腦最多可連接四個(gè)IDE設(shè)備。連接的時(shí)候要注意，不僅兩個(gè)IDE口之間有主次關(guān)系，接在同一個(gè)IDE口上的兩個(gè)IDE設(shè)備之間也有主次關(guān)系；主硬盤，也就是啟動(dòng)硬盤必須作為主設(shè)備接到主IDE口上。比較新的主板沒有這樣嚴(yán)格的要求。在主板上，主IDE口一般用”Primary IDE“或”IDE 1“來表示。另一個(gè)用”Secondary IDE“或”IDE 2“表示。在主板的各個(gè)接口附近都標(biāo)明了第一根針的位置，在接線之前先要弄清楚。我們用到的連接線有軟驅(qū)線、硬盤線、鼠標(biāo)連接口和打印機(jī)連接口。硬盤數(shù)據(jù)線是40芯的，有3個(gè)接頭，它們不分順序。其中兩個(gè)接頭連接硬盤和光驅(qū)，第三個(gè)接頭接到主板的主IDE接口上，不要接到副IDE口上。數(shù)據(jù)線上都有一根色線，一般為紅線，接線原則是色線對(duì)應(yīng)接口上第一根針，主板上的接口和設(shè)備接口都是這樣。先接好主板這頭，再接光驅(qū)，再接硬盤。現(xiàn)在的主板上都給這些接口加了一個(gè)帶有缺口的插座，正好和數(shù)據(jù)線接頭

標(biāo)記，通常為Speaker。在連接時(shí)，注意紅線對(duì)應(yīng)1的位置。

下面要把剩余的槽口用擋片封好。然后要仔細(xì)檢查一下各部分的連接情況，確保無誤后，把機(jī)箱蓋蓋好，安裝好螺絲，這樣，主機(jī)的安裝過程就基本完成了。

計(jì)算機(jī)維護(hù)是提高計(jì)算機(jī)使用效率和延長計(jì)算機(jī)使用壽命的重要措施。因此做好計(jì)算機(jī)維護(hù)工作變得尤為重要。計(jì)算機(jī)維護(hù)主要體現(xiàn)在兩個(gè)方面：一是硬件的維護(hù)；二是軟件的維護(hù)。

計(jì)算機(jī)硬件的維護(hù)主要有以下幾點(diǎn)：

（1）計(jì)算機(jī)應(yīng)經(jīng)常處于運(yùn)動(dòng)狀態(tài)，避免長期閑置不用；（2）定期清洗軟盤驅(qū)動(dòng)器的磁頭（如三個(gè)月、半年等）；（3）任何時(shí)候都應(yīng)保證電源線與信號(hào)線的連接牢固可靠；

（4）開機(jī)時(shí)應(yīng)先給外部設(shè)備加電，后給主機(jī)加電；關(guān)機(jī)時(shí)應(yīng)先關(guān)主機(jī)，后關(guān)各外部設(shè)備，開機(jī)后不能立即關(guān)機(jī)，關(guān)機(jī)后也不能立即開機(jī)，中間應(yīng)間隔10秒以上；

（5）軟盤驅(qū)動(dòng)器正在讀寫時(shí)，不能強(qiáng)行取出軟盤，平時(shí)不要觸摸裸露的盤面；

（6）在進(jìn)行鍵盤操作時(shí)，擊鍵不要用力過猛，否則會(huì)影響鍵盤的壽命；

（7）打印機(jī)的色帶應(yīng)及時(shí)便換，當(dāng)色帶顏色已很淺，特別是發(fā)現(xiàn)色帶有破損時(shí)，應(yīng)立即更換，以免雜質(zhì)沾污打印

運(yùn)算器、控制器、存儲(chǔ)器、輸入設(shè)備、輸出設(shè)備；軟件系統(tǒng)一般分為系統(tǒng)軟件和應(yīng)用軟件兩大類。而硬件是計(jì)算機(jī)的“軀干”，軟件則是計(jì)算機(jī)的“靈魂”，兩者是一個(gè)有機(jī)的結(jié)合體，是計(jì)算機(jī)系統(tǒng)不可分割的組成部分，缺一不可。了解了這些知識(shí)以后，對(duì)于計(jì)算機(jī)的組裝以及日后的維護(hù)很有幫助?？傊?jì)算機(jī)的使用是與組裝維護(hù)分不開的，既要注意硬件的維護(hù)，又要注意軟件的維護(hù)。

五、馬克思主義基本原理概論

學(xué)習(xí)過程

馬克思主義是一個(gè)博大精深的理論體系，馬克思主義是人階級(jí)的世界觀，是工人階級(jí)認(rèn)識(shí)世界和改造世界的思想武器，是工人階級(jí)爭取階級(jí)解放和人類解放的科學(xué)理論，它是人類優(yōu)秀文化成果特別是19世紀(jì)歐洲重大社會(huì)科學(xué)成果和工人運(yùn)動(dòng)相結(jié)合的產(chǎn)物。為我們提供了科學(xué)的世界觀和方法論，馬克思主義是時(shí)代精神的升華。

通過以一個(gè)階段的學(xué)習(xí)，讓我對(duì)馬克思產(chǎn)生了極大的崇拜敬仰，從學(xué)習(xí)中我的得知馬克思主義是一個(gè)博大精深的理論體系，馬克思主義是工人階級(jí)的世界觀，是工人階級(jí)認(rèn)識(shí)世界和改造世界的思想武器，是工人階級(jí)爭取階級(jí)解放和人類解放的科學(xué)理論，它是人類優(yōu)秀文化成果特別是19世紀(jì)

求真善美，作為我們明辨是非，為人形事的座右銘。社會(huì)主義榮辱觀作為時(shí)代的馬克思主義，對(duì)我們的指引作用是巨大的。我們以社會(huì)主義榮辱貢作為行動(dòng)指南也是將馬克思主義作為行動(dòng)指南。學(xué)習(xí)心得

我們大學(xué)生是一個(gè)非常不獨(dú)立的群體，這主要體現(xiàn)在經(jīng)濟(jì)上的不獨(dú)立。我們的開支幾乎全來自父母和其他親屬。所以，這也就對(duì)我們的消費(fèi)有了很大的限制，我們應(yīng)該提倡艱苦奮斗，堅(jiān)決抵制奢侈浪費(fèi)。馬克思主義對(duì)于這一點(diǎn)有非常經(jīng)典的論述，那就是質(zhì)變和量變的關(guān)系。任何事物發(fā)展都采取質(zhì)變和量變的形式。度，是保持事物穩(wěn)定性的數(shù)量和界限，全體事物的發(fā)展都是量與質(zhì)的統(tǒng)一，量和質(zhì)統(tǒng)一在度中得到體現(xiàn)。量變是質(zhì)變的必要準(zhǔn)備，質(zhì)變是量變的必然結(jié)果，量變和質(zhì)量是相互滲透的。大學(xué)生在消費(fèi)過程中一定要注意度的概念。由儉入奢易，由奢入儉難。每每看到電視劇中落魄公子的形象，這應(yīng)該給我們有些啟發(fā)，對(duì)我們的行動(dòng)有點(diǎn)指導(dǎo)。我們的校園里，看到的教授不是銀裝素裹，而最受到同學(xué)們的尊敬；教授騎自行車上課不被同學(xué)笑話，而是被我們?cè)谡n堂上的風(fēng)采所折服。一個(gè)民族也是這樣，如果人人都奢侈浪費(fèi)，不注意量入為出，毫無風(fēng)險(xiǎn)意識(shí)，那么這個(gè)民族也就危險(xiǎn)了。

作,做一名大學(xué)生.其次，從家庭來講，對(duì)于自己能解決的問題，父母可以不過問。但是對(duì)于關(guān)乎孩子命運(yùn)前途問題上父母可以做出自己的見解。雖然有的時(shí)候我們會(huì)不耐其煩，但是有一天我們會(huì)發(fā)現(xiàn)你們的話很有用，至少作為父母的孩子和老師的學(xué)生我是這么認(rèn)為的。對(duì)于父母的教訓(xùn)我都接受，我相信我們是有理由的。在當(dāng)父母看到孩子接受了我們的觀點(diǎn)時(shí)，我們也是高興的。這不是一個(gè)權(quán)威在起作用，而是感到我們活出來的權(quán)威得到了別人的信服。

上面，從學(xué)校，家庭和個(gè)人方面做了闡明。雖然這三個(gè)方面對(duì)學(xué)生的作用不盡相同，但是我們之間也不是相互獨(dú)立的。大學(xué)生作為學(xué)校家庭聯(lián)系的樞紐，更應(yīng)該處理好與我們的關(guān)系。我們要將個(gè)人的成長與社會(huì)的發(fā)展，學(xué)校制度的改進(jìn)融合起來，增強(qiáng)自己對(duì)學(xué)校和家庭的不以人們的主觀意志為責(zé)任感，努力學(xué)習(xí)，提高本領(lǐng)。自我反省，學(xué)校教育，家庭教育是我們能健康成長的保證，而我認(rèn)為自我的反省是其中的關(guān)鍵。“吾日而省吾身”，“行年六十而知五十年之非”的警句和感慨都是自己我反省的結(jié)果。從原始的圖騰崇拜到道教，再到西方人以上中的God,都是自我尋求的一種約束力和信仰。連布熱津斯基也說：對(duì)主義享樂至上作為生活的指南，是構(gòu)不成社會(huì)堅(jiān)實(shí)的基礎(chǔ)的。在大學(xué)生的成長過程中，學(xué)生本身就是構(gòu)成自我堅(jiān)實(shí)基礎(chǔ)的一種約束力和信仰，而馬

是像外人看來很神奇。作為計(jì)算機(jī)專業(yè)的學(xué)生，這樣的專業(yè)術(shù)語或者專業(yè)知識(shí)是最基本的。

學(xué)習(xí)的時(shí)候沒有想象中的那么難，只要上課能聽懂就基本還可以。但是問題還是出在書本有點(diǎn)厚，有的時(shí)候上課的內(nèi)容都要找很久才能找到，甚至有的時(shí)候老師講的知識(shí)書本上是找不到的，是另外補(bǔ)充而且是相當(dāng)重要的內(nèi)容。有的時(shí)候開小差，沒有聽到老師講的知識(shí)點(diǎn)，這就導(dǎo)致了以后的學(xué)習(xí)無法順利進(jìn)行，使得學(xué)習(xí)起來十分困難。所以在數(shù)據(jù)庫這門課的學(xué)習(xí)中，上課一定要聽牢，就像老師說的那樣，這樣的專業(yè)課如果想憑考試前幾天突擊是行不通的，必須是日積月累的知識(shí)才能取得好成績。

通過對(duì)數(shù)據(jù)庫的學(xué)習(xí)，我也明白了各行各業(yè)都離不開數(shù)據(jù)庫，就算是一個(gè)小型的超市也離不開它。可見數(shù)據(jù)庫這門課的廣泛性，如果能夠認(rèn)真學(xué)好它將來必有成就。我就是抱著這種信念去學(xué)習(xí)數(shù)據(jù)庫的。第一次接觸數(shù)據(jù)庫，第一次接觸SQL語言，雖然陌生，但是可以讓我從頭開始學(xué)，就算沒有基礎(chǔ)的人也可以學(xué)得很好。剛開始練習(xí)SQL語言的時(shí)候，并不是很難，基本上都是按照老師的步驟來做，還很有成就感。后來學(xué)了單表查詢和連接查詢后，就慢慢發(fā)現(xiàn)越學(xué)越困難了，每個(gè)題目都要思考很久，并且每個(gè)題目基本上不止一個(gè)答案，所以必須找出最優(yōu)的答案。后面的刪除、插入、修改這些題目都變化蠻大的，書本上的例題根本無法滿足我3

重要的知識(shí)點(diǎn)，即數(shù)據(jù)庫系統(tǒng)DBS、數(shù)據(jù)庫管理系統(tǒng)DBMS的概念以及數(shù)據(jù)庫管理員DBA的職責(zé)。此外本章還介紹了數(shù)據(jù)庫發(fā)展的三個(gè)階段：人工管理階段、文件系統(tǒng)階段和數(shù)據(jù)庫系統(tǒng)階段。

第二章

介紹了數(shù)據(jù)模型和三層模式數(shù)據(jù)庫。本章要求我們理解實(shí)體-聯(lián)系方法，并學(xué)會(huì)繪制E-R圖。此外還應(yīng)掌握概念數(shù)據(jù)模型的意義和傳統(tǒng)的三大數(shù)據(jù)模型，以及數(shù)據(jù)獨(dú)立性和數(shù)據(jù)庫三層模式結(jié)構(gòu)。

接著開始著重講述現(xiàn)在普遍使用的關(guān)系數(shù)據(jù)庫。包括關(guān)系數(shù)據(jù)模型的數(shù)據(jù)結(jié)構(gòu)和基本術(shù)語，關(guān)系模型的完整性約束和關(guān)系代數(shù)運(yùn)算。重點(diǎn)是關(guān)系模式完整性的分類和功能，以及關(guān)系代數(shù)中集合運(yùn)算和關(guān)系運(yùn)算。最后介紹了關(guān)系數(shù)據(jù)庫系統(tǒng)的三層模式結(jié)構(gòu)。

第五章

系統(tǒng)講述關(guān)系數(shù)據(jù)庫的標(biāo)準(zhǔn)語言SQL的定義功能、查詢功能、操作和控制功能。重點(diǎn)在于數(shù)據(jù)查詢功能。另外還介紹了視圖的用法和動(dòng)態(tài)SQL中定義、操作和查詢功能。

第六章

知識(shí)點(diǎn)有：存儲(chǔ)過程的創(chuàng)建和執(zhí)行過程、修改和刪除；觸發(fā)器的基本概念，建立，插入和刪除視圖，插入、刪除和更新類觸發(fā)器。最后介紹了數(shù)據(jù)完整性。

究。

第十二章

“數(shù)據(jù)庫應(yīng)用的結(jié)構(gòu)和開發(fā)環(huán)境”并非重點(diǎn)，而第十三章的內(nèi)容在軟件工程課程中就已經(jīng)掌握，所以這兩章的知識(shí)點(diǎn)就略過了。

第十四章

章分布式數(shù)據(jù)庫與分布式數(shù)據(jù)管理：概念；分布式數(shù)據(jù)庫的分布方式；分布式數(shù)據(jù)庫特點(diǎn)和目標(biāo)——更新傳播、分布式查詢處理、目錄表管理、分布式事務(wù)管理；SQLServer的復(fù)制及其術(shù)語、復(fù)制模型。

第十五章

數(shù)據(jù)倉庫：概念；結(jié)構(gòu)；數(shù)據(jù)倉庫系統(tǒng)；建立數(shù)據(jù)倉庫系統(tǒng)；實(shí)現(xiàn)數(shù)據(jù)倉庫的數(shù)據(jù)庫模型；數(shù)據(jù)倉庫與決策支持。學(xué)習(xí)心得

面向?qū)ο蟮姆治鯫OA、面向?qū)ο蟮脑O(shè)計(jì)OOD、面向?qū)ο蟮木幊蘋OP，根據(jù)表的關(guān)系，用窗體和子窗體、報(bào)表和子報(bào)表，仿真面向?qū)ο螅@樣可以增加程序的可讀性和可維護(hù)性。

用查詢時(shí)，通常一步做不出來，可以分幾步做，本人通常是這么做的(1)有些是SQL語言的限制，沒辦法一步做出來，逼的；(2)可以檢查每一步查詢的結(jié)果，容易調(diào)試；(3)增加可讀性，便于日后維護(hù)。

七、Flash動(dòng)畫設(shè)計(jì)

學(xué)習(xí)過程

近幾年來，F(xiàn)lash動(dòng)畫發(fā)展迅速。它以圖、文、聲一體的動(dòng)態(tài)表現(xiàn)能力，極強(qiáng)的交互性，而深得人們喜愛。而我卻趕不上時(shí)代潮流的發(fā)展，今天才在老師的指導(dǎo)之下邁出了這比較難邁的一步。

通過這幾天來的學(xué)習(xí)，我了解動(dòng)畫原理，了解幀與層的概念。通過十個(gè)簡單的動(dòng)畫制作實(shí)例，為我以后的學(xué)習(xí)打下基礎(chǔ)。

Flash提供了功能齊全的繪圖和編輯圖形工具?？梢灾苯釉诰庉媴^(qū)里繪畫，編輯修改非常靈活。使我逐漸掌握了這些工具的功能和使用方法。

首先從簡單的小球運(yùn)動(dòng)學(xué)起，逐漸學(xué)習(xí)畫蝴蝶等。讓我在繪制過程中逐漸掌握電腦調(diào)色的基本原理。學(xué)會(huì)了制作的元件或?qū)氲乃夭谋４嬖谠炖?，要讓元件登臺(tái)表演，還要從元件庫導(dǎo)入到工作區(qū)（舞臺(tái)）中。通過落雨、水波效果等實(shí)例，理解了元件小舞臺(tái)動(dòng)作與主場(chǎng)景中動(dòng)作的關(guān)系。

我還發(fā)現(xiàn)Flash動(dòng)畫的一大特點(diǎn)是“交互性”強(qiáng)。在動(dòng)畫播放時(shí)，可以用鼠標(biāo)或鍵盤對(duì)動(dòng)畫的播放進(jìn)行控制。這些

令我郁悶了好長一段時(shí)間。其實(shí)，任何的軟件都只是一種工具而已，最終發(fā)光的還是你的大腦。一件好作品，最能打動(dòng)人的是它的內(nèi)在，它的創(chuàng)意。就算你畫面再精美，內(nèi)容的空洞還是會(huì)使觀眾覺得索然無味。之所以這么多的人熱衷于Flash創(chuàng)作，就是喜歡用它做出天馬行空、不拘一格的動(dòng)畫作品。所以，只有創(chuàng)意才能深深打動(dòng)人，特別在這個(gè)日新月異的時(shí)代，人們太希望看到不同的面孔，聽處不同的聲音。創(chuàng)意是設(shè)計(jì)的靈魂，我想也應(yīng)該是動(dòng)畫的靈魂吧！因此學(xué)習(xí)時(shí)不要淪為工具的奴隸，而忽略了你聰明的大腦，而應(yīng)該駕馭它，讓它為你服務(wù)。

看著人家漂亮的場(chǎng)景，精致的角色造形，常常艷羨不已。但是腦海中構(gòu)想的畫面，手卻無法表達(dá)，這就是繪畫功底的問題。由于不是學(xué)美術(shù)出身，所以畫畫成了學(xué)習(xí)路上的一只攔路虎。因?yàn)閯?chuàng)意再好，配上十分粗糙的人物和畫面，觀眾對(duì)這件作品的印象也不會(huì)深，當(dāng)然，有些作品由于需要而故意做成粗糙的效果另當(dāng)別論。要解決繪畫的問題不是一兩天的事，而是需要一個(gè)練習(xí)的過程，在這一點(diǎn)上沒有速成可言，還是老老實(shí)實(shí)的畫吧！

一提到”AS“，我的頭就大了，十分不情愿與它”親密接觸"，它卻像一道陰影跟隨左右。當(dāng)初差點(diǎn)被它攔在Flash的大門外，不過終于是熬過來了。

移動(dòng)工具，可以對(duì)PHOTOSHOP里的圖層進(jìn)行移動(dòng)圖層。

矩形選擇工具，可以對(duì)圖像選一個(gè)矩形的選擇范圍，一般對(duì)規(guī)則的選擇用多。

裁切工具，可以對(duì)圖像進(jìn)行剪裁，前裁選擇后一般出現(xiàn)八個(gè)節(jié)點(diǎn)框，用戶用鼠標(biāo)對(duì)著節(jié)點(diǎn)進(jìn)行縮放，用鼠標(biāo)對(duì)著框外可以對(duì)選擇框進(jìn)行旋轉(zhuǎn)，用鼠標(biāo)對(duì)著選擇框雙擊或打回車鍵即可以結(jié)束裁切。

套索工具，可任意按住鼠標(biāo)不放并拖動(dòng)進(jìn)行選擇一個(gè)不規(guī)則的選擇范圍，一般對(duì)于一些馬虎的選擇可用。

多邊形套索工具，可用鼠標(biāo)在圖像上某點(diǎn)定一點(diǎn)，然后進(jìn)行多線選中要選擇的范圍，沒有圓弧的圖像勾邊可以用這個(gè)工具，但不能勾出弧度

磁性套索工具，這個(gè)工具似乎有磁力一樣，不須按鼠標(biāo)左鍵而直接移動(dòng)鼠標(biāo)，在工具頭處會(huì)出現(xiàn)自動(dòng)跟蹤的線，這條線總是走向顏色與顏色邊界處，邊界越明顯磁力越強(qiáng)，將首尾連接后可完成選擇。

畫筆工具，上色用的，也是用來對(duì)圖像進(jìn)行改色。橡皮擦工具，主要用來擦除不必要的像素。

鉛筆工具，主要是模擬平時(shí)畫畫所用的鉛筆一樣，選用這工具后，在圖像內(nèi)按住鼠標(biāo)左鍵不放并拖動(dòng)，即可以進(jìn)行畫線

排除：效果會(huì)柔和些。

背后：僅作用于透明圖層的透明部分相當(dāng)于在一張透明紙的背面作圖。

色相：將前景色調(diào)于原圖像中而不改變其亮度和飽和度。

飽和度：將前景色的飽和度用于原圖像中而不改變其亮度和色調(diào)。

顏色：僅將前景色的飽和度用于原圖像而不改變其亮度。

亮度：僅將前景色的亮度用于原圖像而不改變其色調(diào)和飽和度。

蒙版

蒙板是玻璃板，改動(dòng)的時(shí)候很有用，不改變?cè)瓉淼臇|西，但是可以使效果變化，相當(dāng)于是可以恢復(fù)的橡皮擦。

我在圖層上建了一個(gè)蒙板，填充黑色時(shí)，蒙板下的圖層將不可見。而蒙板填充白色時(shí)相當(dāng)于透明的，不起作用。

比如一個(gè)圖層，我要將左邊一部分擦除，那么我可以給該圖層添加一個(gè)蒙板，在蒙板左邊部分用畫筆描黑色，則左邊將不可見（相當(dāng)于擦除了）。區(qū)別于橡皮擦的是，橡皮擦擦了就沒了，而蒙板上在黑色部分涂白色，則該處又能顯示出來。

第四篇：《大學(xué)英語寫作》課程教學(xué)大綱

《大學(xué)英語寫作》課程教學(xué)大綱

一、課程的性質(zhì)和任務(wù)

課程性質(zhì)：大學(xué)英語寫作是國際商務(wù) / 商貿(mào)英語雙專業(yè)的一門專業(yè)實(shí)踐課。

主要任務(wù)：本課程涵蓋cet-4應(yīng)試作文的寫作技巧，內(nèi)容涉及詞、句、段、篇諸多方面，從易到難，循序漸進(jìn)，理論與實(shí)踐相結(jié)合，旨在提高該專業(yè)學(xué)生的四級(jí)作文得分率。

二、課時(shí)分配

三、課程教學(xué)內(nèi)容

第一章、cet-4 作文簡介

重點(diǎn)：四級(jí)寫作的基本要求、評(píng)分原則及標(biāo)準(zhǔn)

難點(diǎn)：作文命題形式及?？碱}型分析

第二章、寫作技巧之遣詞

重點(diǎn)：遣詞的準(zhǔn)確性、簡潔性與生動(dòng)性

難點(diǎn)：遣詞的生動(dòng)性

第三章、寫作技巧之煉句

重點(diǎn)：煉句的統(tǒng)一性、連貫性與簡潔性

難點(diǎn)：病句分析

第四章、寫作技巧之組段——段落結(jié)構(gòu)

重點(diǎn)：主題句、擴(kuò)展句與結(jié)論句的寫作

難點(diǎn)：主題句在段落中的位置

第五章、寫作技巧之組段——展開段落的方法

重點(diǎn)：列舉法、舉例法、比較法、對(duì)比法、程序法、因果法、分類法、定義法、時(shí)空法 難點(diǎn)：舉例法、對(duì)比法、因果法、分類法

第六章、寫作技巧之組段——如何寫好段落

重點(diǎn)：中心明確、內(nèi)容充實(shí)、轉(zhuǎn)合自然

難點(diǎn)：段落的起承轉(zhuǎn)合 第七章、cet-4 常用文體解析

重點(diǎn)：描寫文、記敘文、說明文、議論文

難點(diǎn)：議論文

第八章、應(yīng)試對(duì)策

重點(diǎn)：審題和構(gòu)思、列提綱、動(dòng)筆、修改

難點(diǎn)：列提綱

第九章、cet-4 寫作慣用表達(dá)及實(shí)踐

重點(diǎn)：cet-4 寫作慣用表達(dá)及實(shí)踐

難點(diǎn)：cet-4 真題命題歸類

第十章、文化教育

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十一章、工作與家庭

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十二章、興趣愛好

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十三章、人生觀與價(jià)值觀

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十四章、科學(xué)與技術(shù)

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十五章、社會(huì)問題

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十六章、人類環(huán)境

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

第十七章、運(yùn)動(dòng)與健康

重點(diǎn)：范文解析

難點(diǎn)：真題練筆

1問題的能力；引導(dǎo)學(xué)

教學(xué)環(huán)節(jié)。

3四、課程教學(xué)的基本要求 教學(xué)環(huán)節(jié)包括：課堂講授及習(xí)題課、課外作業(yè)、考試考查等。、課堂講授：采用啟發(fā)式教學(xué)，培養(yǎng)學(xué)生思考問題、分析問題和解決生通過實(shí)踐和自學(xué)獲得知識(shí)，同時(shí)增加討論課、現(xiàn)場(chǎng)課及質(zhì)疑答疑等、教學(xué)輔助資料：cet-4全真/模擬卷（作文部分）。、實(shí)踐課安排：本課程教學(xué)中安排有8課時(shí)作為實(shí)踐課。

五、建議教材與教學(xué)參考書

王蕾、徐江主編，《作文應(yīng)試技巧》，天津科技翻譯出版公司，2002年9月

六、說明

1、本教學(xué)大綱適用于四年制的國際商務(wù) / 商貿(mào)英語雙專業(yè)。

2、本課程在該專業(yè)第二學(xué)期開設(shè)，每周2課時(shí)，共計(jì)36課時(shí)。

陸 霞編

徐仁鳳審

第五篇：大學(xué)英語《英語教學(xué)法》課程論文

Essay of English Language Teaching

Abstract Much of human behaviours is influences by their experiences.The way language teachers teach in the classroom is to some extent influences by the way they learned language.This is especially true in foreign language teaching.Before we discuss language learning theories,let us first reflect on our own language learning experiences.Key Words Curriculum,management,pronunciation,grammar,vocabulary

Introduction One of the largest inhibitors for students is often mental block.While listening, a student suddenly decides that he or she doesn't understand what is being said.At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word.Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.Body

1、Language and language learning The question that all approaches to language teaching should answer is,“What is language?” The answer to this question is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the classroom.Different views on language generate different teaching methodologies.2、Communicative principles and task-based language teaching The ultimate goal of foreign language teaching is to enable is to enable students to use the foreign language in work or life when necessary.Thus we should teach that part of the language that will be used(rather than all parts of the language);and we should teach language in the way it is used in the real world.However this is not always the case in foreign language teaching.Very often there is a big gap between the language used in real life and the language learned in classroom.3、The national English curriculum Foreign language teaching in schools has enjoyed a long history in China.Since the early 1900s,the study of a foreign language has been regarded as one of the fundamental subjects in the curriculum of middle schools.However,due to political and social unrest,and the low living standards of the majority of the working people during the first half of the century,foreign language teaching had not achieved very much.4、Lesson planning Proper lesson planing is essential for both novice and experienced teachers.Although preparation does not guarantee successful lessons,walking into a classroom unprepared is more often than not the beginning of a disastrous lesson,Besides,students can immediately notice if their teacher is prepared or not.Unprepared teachers receive much less trust and cooperation from the students.A lesson plan is a framework of a lesson in which teachers make advance decisions about what 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 organised,and techniques and resources to be used in order to achieve the aims of the lesson.5、Classroom management Classroom management is the way teachers organised what goes in the classroom.It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organise them efficiently(Harmer,1983:200).Good managerial skills on the teacher are a very essential component of good teaching(Richard,1900),as the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways(Gebhard,1996).Efficient classroom management can be achieved.6、Teaching grammar In the teaching of English as a foreign language,discussions on pronunciation are not so much around the value of teaching pronunciation because pronunciation will take care of itself as the students develop overall language ability.However,there are people who assert that failure in pronunciation is a great hindrance to language learning.7、Teaching Vocabulary The value of grammar in foreign language teaching has been a focus of debate for decades and the focus of the debate has been on(1)the role of grammar in language teaching(2)the method in which grammar should be presented and practised grammar before we discuss methods for teaching grammar.8、Teaching listening Teaching listening skills is one of the most difficult tasks for any ESL teacher.This is because successful listening skills are acquired over time and with lots of practice.It's frustrating for students because there are no rules as in grammar teaching.Speaking and writing also have very specific exercises that can lead to improved skills.This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.The key to helping students improve their listening skills is to convince them that not understanding is OK.This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.Another important point that I try to teach my students(with differing amounts of success)is that they need to listen to English as often as possible, but for short periods of time.9、Teaching speaking When we talk about speaking in class it is important to differentiate between the kind of speaking which occurs in mechanical drills and repetition, on the one hand, and situations where students use as much language as they can and where getting their message across is just as important as grammatical accuracy, on the other.In this article it is the latter kind of speaking that we are going to look at.There are three main reasons why it is important to encourage students to speak as fluently as possible.In the first place, speaking activities give them a chance for rehearsal-practising the real skill of speaking as a preparation for using it outside the classroom.Secondly, when students speak using all and any language they know, it provides valuable feedback about their language knowledge, for both them and their teachers.How well can they perform in spontaneous conversational situations? What do they seem to know? What are they finding difficult to achieve? Lastly, good speaking activities provoke genuine student engagement where they really get involved with the process of language learning in class.10、Teaching reading To accomplish this goal, instructors focus on the process of reading rather than on its product.They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.They allow students to practice the full repertoire of reading strategies by using authentic reading tasks.They encourage students to read to learn(and have an authentic purpose for reading)by giving students some choice of reading material.When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text.They explain how and why students should use the strategies.They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments.They encourage students to be conscious of what they're doing while they complete reading assignments.They encourage students to evaluate their comprehension and self-report their use of strategies.They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.They do not assume that students will transfer strategy use from one task to another.They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the ?confidence to handle communication situations they may encounter beyond the classroom.In this way they give their students the foundation for communicative competence in the new language.11、Teaching writing The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value.Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach.The teacher should be clear on what skills he/she is trying to develop.Next, the teacher needs to decide on which means(or type of exercise)can facilitate learning of the target area.Once the target skill areas and means of implmentation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation.By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.Choosing the target area depends on many factors;What level are the students?, What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing(i.e school tests or job application letters etc.).Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise?(a well written letter, basic communication of ideas, etc.)What is the focus of the exercise?(structure, tense usage, creative writing).Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience.12、Integrated skills One image for teaching English as a second or foreign language(ESL/EFL)is that of a tapestry.The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages(i.e., English and the native languages of the learners and the teacher).For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways.For example, the instructor's teaching style must address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language.However, if the strands are not woven together effectively, the instructional loom is likely to produce something small, weak, ragged, and pale梟ot recognizable as a tapestry at all.13、Moral learning the coursework and the extended assignment, presentation and use of English are important.Care should be taken with punctuation, spelling and layout.Emphasizes principles and procedures of assessment that are of primary importance to educational practitioners.Includes construction of classroom tests, observation techniques, and performance measures;integration of assessment and instruction;norm-and criterion-referenced assessment;uses of standardized tests, current issues and controversies

14、Assessment in language teaching Teaching materials are any resources(traditional, electronic or digital)used for language learning and teaching purposes, including coursebooks, newspapers, recordings and videos.The following principles underlie the selection of materials.15、Learner differences and learner training

16、Using and creating resources To speak of the audio-visual method would be incorrect.Also in this case ,we are again dealing with a conglomeration of approaches which differ on from the other, and which have as their most important commons element that they all attend a great deal of important to the use of visual elements.As for as the objectives of FLT are concerned, these approaches also have a common interest.namely the fact that they reserve first place for oral skill.17、Evaluating and adapting textbooks

Conclusion As teachers, many of us have had the responsibility of evaluating textbooks.Often, we have not been confident about what to base our judgements on, how to qualify our decisions, and how to report the results of our assessment.It seems to us that to date textbook selection has been made in haste and with a lack of systematically applied criteria.Teachers, students, and administers are all consumers of textbooks.All these groups, of course, may have conflicting views about what a good/standard textbook is.However, the question is where they can turn to for reliable advice on how to make an informed decision and select a suitable textbook.The literature on textbook selection and/or textbook evaluation procedure is vast.Various scholars have suggested different ways to help teachers become more systematic and objective in their approach They have often offered checklists based on supposedly generalizable criteria.These sometimes detailed check-sheets use a variety of methods to assess how well a particular textbook under scrutiny measures up.Reference material

1、 by Wang Qiang Higher Education Press