本科學(xué)生畢業(yè)論文-自然拼讀法在小學(xué)英語教學(xué)中的應(yīng)用

TheApplicationofPhonicstoEnglishVocabularyTeachinginPrimarySchoolsAbstract：PhonicsisanEnglishteachingmethodthatcombinesthepronunciation,spellingandreadingtogether,whichbuildsthecorrespondingrelationshipbetweenletterandmorphology.Thiskindofteachingmethodisgoodforhelpingstudentstoconstructtherelationshipbetweenmorphologyandspelling.Inaddition,itisalsobeneficialforstudentstomemorizethepronunciation,spellingandthemeaningofwordsnaturallyatthesametime.ThePhonics,whichisfitforthecharacteristicsofchildren’scognitionandsimplifiesthemiscellaneousspellingrules.Meanwhile,thePhonics,canenhancestudent’storememberwordscorrectlyandquickly,andalsoimprovetheachievementoftheirEnglishlearning.Inthisstudy,theauthortakesthestudentsinHengKouSchoolasexperimentalsubjectandtheyareingrade4.Theexperimentconsistsofthreeparts:pre-test,thepracticeofPhonicsteaching,post-test.Theanalysisinthepro-testshowedthattheexperimentalgrouphadsignificantlyimprovedstudentachievementinEnglish.Therefore,itisconcludedPhonicsteachingiseffectiveforprimaryschool.KeyWords:Phonics;vocabularyteaching;Englishteachinginprimaryschool自然拼讀法在小學(xué)英語教學(xué)中的應(yīng)用摘要:自然拼讀法是通過建立字母組合與詞形之間的對(duì)應(yīng)關(guān)系，是一種將發(fā)音、拼寫及閱讀相互結(jié)合的英語教學(xué)法。這種學(xué)習(xí)方法有助于幫助學(xué)生建立字形與發(fā)音之間的聯(lián)系，自然的將單詞的發(fā)音、拼寫以及詞義同時(shí)記住。它符合兒童認(rèn)知特點(diǎn)的方式，簡(jiǎn)化了繁瑣難記的拼讀規(guī)則，能較快的提高學(xué)生識(shí)記單詞的準(zhǔn)確性以及拼寫單詞的速度，逐步增強(qiáng)他們英語學(xué)習(xí)的成就感。在本研究中，作者以恒口小學(xué)四年級(jí)為實(shí)驗(yàn)對(duì)象。實(shí)驗(yàn)過程包括三部分：前測(cè)，自然拼讀法教學(xué)實(shí)踐，后測(cè)。通過對(duì)前后側(cè)的分析得知，實(shí)驗(yàn)組的學(xué)生英語成績(jī)有了明顯提高。因此，本次研究得出如下結(jié)論：自然拼讀法對(duì)小學(xué)英語教學(xué)是有效的。關(guān)鍵詞：自然拼讀法；詞匯教學(xué)；小學(xué)英語教學(xué)IntroductionThespellingandmemorizingofvocabularyarethebasicstepsofEnglishlearning,whichhavedirectinfluenceonfurtherEnglishstudyinthefuture.Therefore,thespellingandmemorizingofvocabularyarealwaysregardedasthesignificantstepsofprimary-schoolEnglishteaching.Tillnow,inmostoftheprimaryschoolEnglishteaching,teachersstilladoptthetraditionalmethodstoteachvocabulary.Thatis,firstlyleadstudentstoreadthepronunciationofvocabularyonce,andthenstudentsreadafterteachersinunionforseveraltimes,andlastlymemorizewordsthroughrotelearningandcopymechanicallyafterclass.Undertheinfluenceofthetraditionalvocabularyteachingmethods,itisdifficultforstudentstomemorizewordsandit’seasytoforgetthem.Thereasonisthat,forthetraditionalvocabularyteachingmethods,thepronunciationsandformsofwordsareseparated,leadingtostudentsknowinghowtowritedownthewordsbutnotbeingabletopronouncethem.Astimepassesby,studentslackinterestinactivelylearningEnglishandfinallyfallbehindothers.Weshouldpayattentiontothisphenomenon.Vocabularyisoneoftheimportantpartsoflanguage.AsWilkninssaid,“ifthere’snogrammar,mostthingscannotbeexplained;ifthere’snovocabulary,nothingcanbeexplained.”FortheEnglishlearners,tomasterthevocabularyofEnglishisanimportantaspectofimprovingEnglish.PrimaryschoolstudyistheinitialperiodofEnglishlearning,whichmainlytrainsstudents’learningandspeakingability.Moststudentsareinterestedinthislearning,singinganddancingintheclass.However,whenitcomestothevocabularybecomingtheirlearningtasks,theystarttobeafraidoflearningEnglishbecauseforthemmemorizingwordsisquiteboring.Itisofgreatimportancehowtostimulatestudents’interestinlearningvocabularyandbuilduptheconfidenceinlearningEnglishbyteachingandlearningEnglishwitwisdom,combingimitationwithlearningwords,combinglearningChinesewithlearningEnglish,andcombingspeaking;listeningwithreadingandwriting,andthisistheaimsofthispaper.2.BackgroundInformationofPhonics2.1ConceptsofPhonicsThePhonicsapproachdatesto1700’s.Backthen,childrenweretaughttoreadthroughtheirmemorizationoftwenty-six-letteralphabet.Sincemanybookshadn’tbeenwritten,theirprimarytextbookwastheBible.PhonicsTeachingMethodreferstothemethodwhencomingacrossaword,wecanpronouncethewordaccordingtothepronunciationrulesofEnglishlettersinwords.Namely,itistolearngraduallythrough“l(fā)etterpronunciation,lettergroups’pronunciation,words,basicsentencesandthenphrases”,whichmakesstudentsmasterphonicsteachingmethod.Theaimistotrainstudents’correctsenseofEnglishandhelpthemmakegoodfoundationforEnglishlearning.InthekindergartensofcountrieswithEnglishasthenativelanguage,childrenbegintoreceivephonicsteachingmethodfromthreeyearsold.2.2StudiesAbroadandatHome.2.2.1RelatedStudyofPhonicsAbroadAbroad:inAmerica,thephonicsteachinghasbeenadoptedforhundredsyears,whichisthecompulsivecoursesthatlocalchildreninAmericaandCanadatake.Theproperphonicsteachingmethodisregardedasthemosteffectiveanddirectmethodforteachingmothertongue.Moreover,phonicsteachingmethodisstudents’compulsivecourseinforeigncountries.Blevinsstatedin“Whatisphonics”thatthephonicsteachingmethodincludestherelationshipofpronunciationandform,whichteachesstudentsthemostgeneralpronunciation-formrelation,makingstudentsbeabletoreadandspellwords.Theabilityofreadwordsisthekeytosuccessfulreading.In“Phonicshandbook”,LloydsuggestedtodivideEnglishlettersintosevengroups,theadvantageofwhichisthatoncelearningthelettersinthefirstgroup,studentscanpracticereadingandspellingwords.Thisisbeneficialtodistinguishletterswithconfusingpronunciations.(Lloyd18).SearfossandReadencepointedoutthatthephonicsteaching,contextcluesandstructuralanalysisarethreeessentialtechniquesofreading.StainthorpandHughespresentedthetheorythatReading=DecodingtimesComprehension,ofwhichdecodingistotransferthewrittenvocabularytomeaningfuloralvocabulary.Thisisthetechniqueapplicationofphonics.Adamsheldhierarchicalviewofthereadingprocess.Inordertounderstandthesignificanceofarticles,wemustfirstlyunderstandthemeaningofsentences;inordertounderstandmeaningofsentences,wemustanalyzethecomponentsofsentences;inordertoanalyzethecomponentsofsentences,wemustidentifywrittenvocabulary;inordertoidentifywrittenvocabulary,wemusthandlelettersformingthewords.Therefore,phonicsteachingmethodisthebasicmethodofreading.(Adams30).Teachingmethodistheonlysuccessfultechniquetohelpstudentsovercomereadingdifficulties.2.2.2RelatedStudyofPhonicsatHomeScholarsathomebegintotrytobringinphonicsteachingmethodandtheyhavemaderelatedexperimentalresearch.Forinstance,GaominheldtheviewthatphonicsteachingmethodunifiesthepronunciationsandspellingofEnglishwords,whichcaneffectivelyimprovetheefficiencyofstudents’learningandmemorizingwords.Inaddition,shethoughtthatphonicsteachinghasadvantagesasfollows:effectivelymakinguseofpositivetransfereffectofpinyin;avoidingdisturbanceboughtbylearninginternationalphoneticsystem;andpromotingstudentsdevelopmentoflanguageskills.WangLumadestudyfromtherespectiveofchildren’scognitivecharacteristicsandpsychologicalneedofchildreninthelearningprocess.Shethoughtthatphonicsteachingmostlymeetspsychologicalneedsofchildren,andmobilizestheintrinsicmotivationofstudysubjects.Inaddition,phonicsteachingfitsinwithchildren’sintrinsiccognitivemechanism,whichcreatesarelaxedmentalenvironmentandcognitiveenvironmentforchildren’developmentofactivecognition,andreflectsthesubjectivityoflearningsubjects.（Wang25).Fromtheaspectofphonicsteachingstrategies,KuangHuichunconsideredthatwhenapplyingphonicsteachingmethod,wemustelaboratelychooseandcompilematerialsandensurethematerialsarewithmeaningfulcontext.Moreover,wearerequiredtopracticethesamephonemerepeatedly,andavoidconductingisolatingphonicspractice.Inaddition,thematerialchosenshouldbeinterestingtokeepstudents’interest.ChenXizhenhasanalyzedproblemsofphonicsteachingintheapplicationtoprimaryschoolclassroomteaching,andsheputforwardrecommendationsforimprovement:skillfullyusecomparison,signlanguage,games,tonguetwistersandevaluationmechanism.Inconclusion,theresearchesofphonicsathomeandabroadarebasedonEnglishbeingmothertongueorsecondlanguage.ForChinesestudentswhoregardEnglishasforeignlanguage,howtocarryoutphonicsteachingintheenvironmentofChineseteaching,isworthstudying2.3TheRelatedTheoriesThetheoreticalfoundationsforthepresentstudyareLearnigTransfer,TheTheoryofMemory,TheTheoryofChildren’sCognitiveDevelopment2.3.1LearningTransferTransferreferstothemutualinfluenceofdifferentkindsofknowledge,whichexistsinthelearningwithvariouscontentandstylesandexistsintheprocessoflanguagelearning.Psychologistscallitaslearningtransfer.Therearetwotypesoflearningtransfer:positivetransferandnegativetransfer.Whentwolanguageshavethesamerelativestructureandunits,itwillhavepositiveeffectswhichiscalled“positivetransfer”;whentwolanguageshavedifferentstructureandunits,itwillhavenegativeeffectswhichiscalled“negativetransfer”.Languagetransferisthenecessaryphenomenoninsecondlanguageacquisition,whichmaycomefrompronunciation,vocabulary,grammarorotheraspects.Therefore,mothertonguecannotbeignoredinsecondlanguagelearning.Therefore,forthephonicsteaching,weshouldeffectivelymakeuseofthepositivetransferofChinesepinyin.AsmostofEnglishpronunciations(especiallyforconsonants)aresimilartoChinesepinyin,wecanmakeuseofthepositivetransferofChinesepinyinintheearlystageofphonicsteachingtohelpstudentseffectivelymasterthepronunciationofEnglishlettersandlettergroups.2.3.2TheTheoryofMemoryMemoryplaysamuchwiderroleinlanguageuse.Anythingthatisstoredinthemindforanylengthoftime,whethersecondsordecades,involvessomeformofmemory.Inthissensememoryisinvolvedinallaspectsoftheprocessingofasentence.Memoryistheretentionoflearnedmaterial.Humanshavethreetypesofmemory:theshort-termmemory,theworkingmemoryandthelong-termmemory.Theworkingmemory:thememorysystemusedforholdingandmanipulatinginformationwhilevariousmentaltasksarecarriedout.GathercoleandBaddeleyhaveputforwardatheorywhichaccountsforaspectsofshort-termmemorycalledworkingmemory.Thisconsistsofacentralexecutive,whichcontrolshowinformationispassedaroundthememorysysteminthemind,visualandphonologicalslavesystemscontrolledbytheexecutive.Workingmemoryisusedforprocessinginformationwhilethemindworksonvarioustasks.Thephonologicalsystemhasaphonologicalstorefromwhichinformationtendstofadewithinasecondortwo.Toextenditslifepeoplerepeatthingsoverandover,whetheraloudorsilently.Theyarearticulatingthesoundsofthewords,eveniftheydonotsaythem.Tokeeptheinformationinworkingmemoryfrom18fadingitmustbeconstantlyrepeated.Whateveryouaretryingtoremembercirculatesroundthisloop.Thespeedwithwhichinformationtravelsroundtheloopgovernshowmuchcanberemembered.Thatistosay,thefasterapersoncanrepeatthingsthemoretheycanremember.Workingmemoryisnotanindependentpartofthemindbutisrelatedtopronunciationandtolanguageuse.Bossleyregardsworkingmemoryasahistoricalby-productoftheuseoflanguage.Usingthesecondlanguagemeanslearninghowtoprocessinformationforasecondtimetotheextentthatworkingmemorydependsuponthefirstlanguage.Theworkingmemorytheoryseespronunciationasvitaltolanguageprocessing.Ifwecannotsaythesoundsquickly,ourshort-termmemoryspanwillbeveryrestrictedandconsequentlywewillfaceseveredifficultieswiththeprocessingoflanguage.Theneglectofpronunciationinrecentyearshashamperednotjustthestudents’abilitytopronouncewords,butalsotheirfundamentalcapacitytoprocessthelanguage.Weshouldthentakepronunciationmuchmoreseriously.2.3.3TheTheoryofChildren’sCognitiveDevelopmentSwisspsychologist,biologistandphilosopherJeanPaget,establishedtheperfectTheoryofChildren’sCognitiveDevelopment,whichisratedasthemostauthoritativetheoryin20thcenturydevelopmentalpsychology.CognitiveDevelopmentrefersthatintheprocessofadaptingtoexternalenvironmentofindividualsafterbirth,individuals’wayofthinkingvarywiththeincreasingofageswhenintheenvironmentofcognizingallkindsofthingsandcomingacrossdifficulties.Throughcarefullyandcontinuouslyobservingandrecordingthechild(hisdaughter)’scognitionofhandlingthingsinnaturalenvironment,Jeanpiagetanalyzedandsummarizeddifferentstagesofchildren’scognitivedevelopment,whicharesensormotorstage,preoperationalstage,concreteoperationalstageandformaloperationalstage.Primarystudentsareinthethirdperiodofcognitivedevelopmentstages,whichisconcreteoperationalstage.Thecharacteristicsareasfollows:languagehasthecommunicativeandsocialfeatures;theactivityofthinkingcanbetransferred;logicaloperationoccursreallyforthefirsttime.Meanwhile,theyarenotself-centered,andcanfollowandacceptother’sopinions.InJeanpiaget’sopinion,childreninthisstagecanunderstandrules,sowecanprovidethemwithskillpractice.Therefore,itisnecessarytoteachprimarystudentstherulesoflettersandlettergroupspronunciationsinthephonicsteaching.Theycanunderstand,acceptandapplythismethodinpractice.3.ExperimentProcessAsstatedabove,thephonicsmethodhasasignificantinfluenceonmemoryandfirstlanguagevocabularyteaching.MoreresearchontheeffectivenessofphonicsmethodintheforeignlanguagevocabularyteachinginChinashouldbedone.Especiallywhetheritisusefulfortheprimaryschoolstudentsisnotyetclear.Hence,thisresearchwantstotestifytheapplicationofphonicstoprimaryschoolvocabularyteachinginthehopeoffindingamoreeffectivewaytohelpstudentslearnvocabularyinclassroom.3.1ResearchDesignTheexperimentalsubjectsofthisstudyareclassoneandclasstwoofgradefourofHengkouPrimarySchoolinAnkangCity.Classonegradefouristheexperimentalclass,andclasstwoGradefourisasthecontrastclass.Thetwoclasseshave50studentsamongwhich26areboysand24aregirls,whicharerandomlydividedintoclassesinthefirstgrade.3.2ResearchQuestionsThisstudyaimstofindanswersofthefollowingquestionsthroughexperiments:（1）Whetherphonicscanstimulateprimarystudents’interestinlearningEnglishvocabulary?（2）Whetherphonicscanimproveprimarystudents’abilityoflearningEnglishvocabulary?（3）WhatarethefeasiblemeasuresandmethodsofphonicsappliedinprimaryEnglishteaching?3.3InstrumentsInthisstudy,theauthoradoptscontrasttestandinvestigationandanalysismethods,andtheauthoranalyzesthetestdatainthecontrasttestfromdifferentaspects.3.4ResearchProcessThisstudyadoptsteachingcomparativestudy.Theauthorusesphonicsteachingmethodintheexperimentalclass,andusesconventionalteachingmethodinthecontrastclass.ThisexperimentregardsthephonicsappliedinEnglishreadingrudimentaryteachingastheindependentvariable,teachingefficiency,learningstrategies,learningattitude,andlearninginterestasthedependentvariable.Theteachingefficiencyiswithstudents’testperformancesastheindicator,andlearningstrategies,learningattitude,andlearninginterestarewithquestionnairesurveyresultsastheindicator.Theresearchprocessisasfollows.Inthevocabularyteachingprocessoftheexperimentalclass,teachersshouldfollowtheprinciplesof“teachingvocabularystepbystep”andsteadilycarryoutteaching.TheyshouldnotteachingstudentsallthepronunciationrulesofEnglishlettersandlettergroupsatthesametime.Theteachingshouldfollowthefollowingsteps:pronunciationteachingofEnglishlettersandlettergroups;Englishvocabularyspellingteaching;vocabularyspellingteachingaccordingtothepronunciation.Thephonicsteachingmethodshouldbecarriedoutinthefirst10to15minutesofeveryEnglishclass,andtheresttimeoftheclassarewithEnglishmaincourses.4DataCollectionandAnalysis4.1DataCollectionThisstudymakesacomparativeanalysisofthemid-termexamandfinalexamscoresoftheregularclassandtheexperimentalclassinlastmiddlesemesterandtheendoflastsemester.ThesestatisticsreflectthedifferencesintraditionalEnglishteachingandphonicsEnglishteaching.Thefollowingisthecomparativeanalysischartsofthetwoclasses’testscoresof.Chart1:Theanalysisofmid-termexamscoresinthefirstsemesterofGradeFourdateanalysisclass90-100scores80-90scores70-80scoresBellow60thepassingrateexcellentratesaveragescoreNnumberrrationumberrrationumberratio4（1）3570%1122%36%0100%94.60%91.94（2）2652%1020%1428%0100%65.40%85.2Chart2:TheanalysisoffinalexamscoresinthefirstsemesterofGradeFourDateanalysisclass90-100scores80-90scores70-80scoresBellow60rthepassingrateexcellentratesaveragescorenumberrationumberrationumberratio4（1）4182%816%12%0100%89.3%91.34（2）1530%1734%1326%517.3%40.40%74.54.2DataAnalysisFromtheabovecharts,wecanseethat,inthemid-termexam,theperformanceofclassonegradefourwhichadoptsphonicstoteachEnglishvocabularyisbetterthanclasstwogradefour.AsstudentslearnEnglishforthefirsttime,theyarecuriousaboutthiscourseandwithhighlearningenthusiasm.Thus,theperformancesoftwoclassesinmid-termexamsarequitegood.Afterstudyofonesemester,classonegradefourwhichadoptsphonicstoteachEnglishvocabularyisfarahead,whoseaveragescoreisabove90scoreswhiletheaveragescoreofclasstwogradefourisbelow80scores.Wecanlearnfromtheabovedatathatasclassonegradefourlearnphonics;theymasterpronunciationrulesoflettersandlettergroups,whichhelpthelearningofvocabularyspellingandreading,andsavethetimeofmemorizingwords.TheyfeelthatitisnotthatdifficulttolearnEnglish,whichstimulatetheirsenseofachievementandself-confidence.Thosestudentsarethemajorityoftheclass,whohasscoresabove80scores.Naturally,astheexamscopeandthedegreeofdifficultyaregreaterthanthoseofmid-termexamination,partofstudentshavepoorabilityoflearningandunderstanding,leadingtotheirperformancesarenotoutstanding.Theperformancesofthecontrastclassaredeclinedsharplycomparedwiththeexperimentalclass.Thisisbecausethatasthevocabularyisbecominglarger,studentsinthecontrastclassstillusemechanicalmethodstomemorizewords,whicharenotonlywithlowefficiencybutalsodeclinetheirinterestandinitiative.Thecontrastdifferencesofmid-termexamandthefinalexamshowthatphonicscontributestoimprovingstudents’Englishperformance.Actually,theexamresultsareinfluencedbymanyfactors,suchasEnglishgrammar,comprehensivelanguageapplicationability,thespeedofansweringquestions,andphysicalquality,etc.thedataanalysisofthetwoexamsisasideshowthatphonicshaspositiveeffectsonEnglishlearning.5.ConclusionAsisknowntoall,vocabularyisoneofthethreeelementsthebasisoflanguage.VocabularyiscrucialforEnglishlearners.TheimprovementofEnglishlearningdependsonvocabularytoalargeextent.Therefore,teachersarealwaysexploringhowtotransformthetraditionalEnglishvocabularyteachingmethod,andtheyhopetofindaneffectivemethodtoteachvocabulary.Throughthisresearchprocess,theauthorhascollectedplentyofmaterialsandfiguredoutthecurrentsituation,concept,connotation,fundamentalprinciplesandtheoreticalbasisofphonics.Onthebasisofthepreviousstudies,theauthorexplorestheapplication,implementationstep,andannouncementsofphonicsintheprimaryEnglishteachinganditssuperiority.Theexperimentalresultshaveshownthat:Firstly,phonicscanimproveprimarystudents’abilityoflearningEnglishvocabulary.Onthebasisofpracticalteachingandtheexperiment,theauthormakesacomparativeanalysisofthescoresofthreesubjectsoftheexperimentalclassandthecontrastclassinthemid-termexamandthefinalexam.Theauthorsummarizesthedifferencesinvocabularylearningefficiencyofthetwoclasses.Therefore,phonicsisascientificandeffectivelearningmethod.Phonicsadoptsrulesandprinciplestomemorizevocabulary,whichcanrelievestudents’fearforvocabularyandtheirlearningstress,andcanimprovetheefficiencyandmakefoundationsforthefurthercomprehensiveapplicationofvocabularyandEnglishlearning.Secondly,phonicscanstimulateprimarystudents’interestinlearningEnglishvocabulary.Bycomparingtheinformationofquestionnairesfilledbytheexperimentalclassandthecontrastclass,theauthorfindsoutthattheapplicationofnewmethodhasexertedpositiveeffectsandsenseofachievement,whichleadstothechangeoftheiremotionalattitude,andstimulatestheirinterestinlearningEnglishvocabulary.Therefore,phonicsisateachingmethodthatconfirmstoprimarystudents’cognitivecharacteristicsandpsychologicalcharacteristics.Bibliography[1]Adams,M.J.Beginningtoread:ThinkingandLearningaboutprint.MA:MITpress,1990.[2]BrendaCalabretta.Phonics,PhonicAwareness,WordRecognitionActivies.NY:TeachersCollegePress,2000.[3]Bolinger,Dwight.AspectsofLanuge.Beijing:ForeignLanguageTeachingandResearchPress,1993.[4]Cunningham,P.Phonicstheyuse:WordsforReadingandWriting.NewYork:Longman,2000.[5]Kelly,Gerald.HowtoTeachPronunciation.NewYork:PearsonESL,2001.[6]Lloyd,S.ThePhonicsHandbook.NewYork:JollyLeamingLtd,1992.[7]陳錫珍.Phonics在小學(xué)英語課堂里應(yīng)用的問題及對(duì)策[J].教師,2010(3).[8]郭佩英.英語單詞拼讀與詞匯量的關(guān)系[J].陜西教育,2009(9).[9]高敏.自然拼讀法在小學(xué)英語教學(xué)中的應(yīng)用[J].山東師范大學(xué)外國語學(xué)院學(xué)報(bào),(基礎(chǔ)英語教育),2005(4).[10]胡春洞.英語教學(xué)法[M].北京:高等教育出版社,1990.[11]黃勁松.小學(xué)英語教學(xué)中的直拼法[J].科技資訊,2009(23).[12]何花.英語拼讀法教學(xué)策略研究[D].華南師范大學(xué),2007[13]邱建華.語音意識(shí)和閱讀能力相關(guān)性實(shí)驗(yàn)研究[D].西北師范大學(xué),2003.[14]王路.小學(xué)高段拼讀能力的培養(yǎng)與英語學(xué)習(xí)[D].東北師范大學(xué),2003.AcknowledgmentsUponthecompletionofthisstudy,Iwouldliketoexpressmygreatgratitudetomysupervisor,Prof.Li,Withoutherhelp,itisimpossibleformetofinishthisthesis.Herkindnessandcarefulandpatientinstructionmakemefeelmuchmoved.Duringthewritingofmythesis,sheprovidedmealotofvaluablematerialsandsuggestionsintheacademicstudies.Ihavetosayagain,withoutherpatientinstruction,insightfulcriticismandexpertguidance,thethesiswouldnothavebeenfinishedsofast.IwouldliketoextendmysinceregratitudetoalltheteachingstaffintheForeignLanguageSchoolfortheirspendingmuchtimereadingandrevisingmypaper.Withouttheirselflessandpatientinstruction,Iwouldnothavefinishedmypapersosmoothly.基于C8051F單片機(jī)直流電動(dòng)機(jī)反饋控制系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的嵌入式Web服務(wù)器的研究MOTOROLA單片機(jī)MC68HC（8）05PV8/A內(nèi)嵌EEPROM的工藝和制程方法及對(duì)良率的影響研究基于模糊控制的電阻釬焊單片機(jī)溫度控制系統(tǒng)的研制基于MCS-51系列單片機(jī)的通用控制模塊的研究基于單片機(jī)實(shí)現(xiàn)的供暖系統(tǒng)最佳啟停自校正（STR）調(diào)節(jié)器單片機(jī)控制的二級(jí)倒立擺系統(tǒng)的研究基于增強(qiáng)型51系列單片機(jī)的TCP/IP協(xié)議棧的實(shí)現(xiàn)基于單片機(jī)的蓄電池自動(dòng)監(jiān)測(cè)系統(tǒng)基于32位嵌入式單片機(jī)系統(tǒng)的圖像采集與處理技術(shù)的研究基于單片機(jī)的作物營養(yǎng)診斷專家系統(tǒng)的研究基于單片機(jī)的交流伺服電機(jī)運(yùn)動(dòng)控制系統(tǒng)研究與開發(fā)基于單片機(jī)的泵管內(nèi)壁硬度測(cè)試儀的研制基于單片機(jī)的自動(dòng)找平控制系統(tǒng)研究基于C8051F040單片機(jī)的嵌入式系統(tǒng)開發(fā)基于單片機(jī)的液壓動(dòng)力系統(tǒng)狀態(tài)監(jiān)測(cè)儀開發(fā)模糊Smith智能控制方法的研究及其單片機(jī)實(shí)現(xiàn)一種基于單片機(jī)的軸快流CO〈,2〉激光器的手持控制面板的研制基于雙單片機(jī)沖床數(shù)控系統(tǒng)的研究基于CYGNAL單片機(jī)的在線間歇式濁度儀的研制基于單片機(jī)的噴油泵試驗(yàn)臺(tái)控制器的研制基于單片機(jī)的軟起動(dòng)器的研究和設(shè)計(jì)基于單片機(jī)控制的高速快走絲電火花線切割機(jī)床短循環(huán)走絲方式研究基于單片機(jī)的機(jī)電產(chǎn)品控制系統(tǒng)開發(fā)基于PIC單片機(jī)的智能手機(jī)充電器基于單片機(jī)的實(shí)時(shí)內(nèi)核設(shè)計(jì)及其應(yīng)用研究基于單片機(jī)的遠(yuǎn)程抄表系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的煙氣二氧化硫濃度檢測(cè)儀的研制基于微型光譜儀的單片機(jī)系統(tǒng)單片機(jī)系統(tǒng)軟件構(gòu)件開發(fā)的技術(shù)研究基于單片機(jī)的液體點(diǎn)滴速度自動(dòng)檢測(cè)儀的研制基于單片機(jī)系統(tǒng)的多功能溫度測(cè)量?jī)x的研制基于PIC單片機(jī)的電能采集終端的設(shè)計(jì)和應(yīng)用基于單片機(jī)的光纖光柵解調(diào)儀的研制氣壓式線性摩擦焊機(jī)單片機(jī)控制系統(tǒng)的研制基于單片機(jī)的數(shù)字磁通門傳感器基于單片機(jī)的旋轉(zhuǎn)變壓器-數(shù)字轉(zhuǎn)換器的研究基于單片機(jī)的光纖Bragg光柵解調(diào)系統(tǒng)的研究單片機(jī)控制的便攜式多功能乳腺治療儀的研制基于C8051F020單片機(jī)的多生理信號(hào)檢測(cè)儀基于單片機(jī)的電機(jī)運(yùn)動(dòng)控制系統(tǒng)設(shè)計(jì)Pico專用單片機(jī)核的可測(cè)性設(shè)計(jì)研究基于MCS-51單片機(jī)的熱量計(jì)基于雙單片機(jī)的智能遙測(cè)微型氣象站MCS-51單片機(jī)構(gòu)建機(jī)器人的實(shí)踐研究基于單片機(jī)的輪軌力檢測(cè)基于單片機(jī)的GPS定位儀的研究與實(shí)現(xiàn)基于單片機(jī)的電液伺服控制系統(tǒng)用于單片機(jī)系統(tǒng)的MMC卡文件系統(tǒng)研制基于單片機(jī)的時(shí)控和計(jì)數(shù)系統(tǒng)性能優(yōu)化的研究基于單片機(jī)和CPLD的粗光柵位移測(cè)量系統(tǒng)研究單片機(jī)控制的后備式方波UPSHYPERLINK"/detail.ht