不同Co含量对超音速火焰喷涂WC-xCo-3Cr涂层组织和性能的影响     

蒋浩  朱协彬  王刚 《安徽科技学院学报》2016,(2):65-70

通过超音速火焰喷涂工艺在Cr12模具钢表面上喷涂制备了WC-x Co-3Cr(x=8,10,12,14)涂层,并采用金相显微镜、扫描电镜、显微硬度仪和摩擦磨损试验机表征分析涂层的微观结构、显微硬度、耐磨损性能和耐腐蚀性,考察了不同Co含量对涂层组织和性能的影响。结果表明,Cr12模具钢超音速火焰喷涂后表面的耐磨损性能比喷涂前的基体耐磨损性能有较大的提高;表面硬度在不同程度上都得到提高,界面结合良好,其中WC-10Co-3Cr涂层的组织致密性最好、显微硬度最高、耐磨损及耐腐蚀性能最好。  相似文献   

番茄灰霉病菌生物学性状研究   总被引：3，自引：0，他引：3  

张从宇  高智谋  岳永德 《安徽科技学院学报》2002,16(3):10-14

试验表明:番茄灰霉病菌菌丝在5-30℃均能生长,孢子在5-30℃均可萌发,菌丝生长和孢子萌发最适温度为22℃,菌丝生长和孢子萌发喜偏酸的环境,最适pH值分别为5和6,孢子萌发需较高的湿度(RH≥81%),在不同的培养基里菌丝生长以PDA最佳,对碳源的利用以果糖最佳,对氮源的利用以门冬酰胺最佳,葡萄糖对产孢最有利,谷氨酸、葡萄糖、果糖显著促进孢子萌发,淀粉、蔗糖、精氨酸显著抑制孢子葫发,病菌侵染果实最佳温度为16℃,孢子浓度在1×102-1×106个/ml范围内都能侵染番茄果实发病,浓度在1×105个/ml以上病斑发展速度明显加快.  相似文献   

基于沉浸式虚拟现实技术的注塑模具结构认知实验开发     

李玉胜  董保香  袁光明 《教育教学论坛》2019,(28):273-274

针对模具方向注塑模具相关课程教学中出现的模具结构认知问题,提出基于沉浸式虚拟现实技术的模具结构认知虚拟实验室的建设方案,给出以UG与IdeaVR软件为平台的沉浸式虚拟现实实验室构建方法,开发集教、学、考、练多种功能于一体的注塑模具结构认知虚拟实验室,经过一年的实践应用,效果显著。  相似文献   

模具技术实验平台的体系结构与运行模式     

秦永法  陈靖芯  高征兵  崔益军  孔繁群 《实验室研究与探索》2012,31(1):111-113,144

为了探索适合机械类专业本科生模具技术实验教学需要的实验平台建设与运行的途径,研究了模具技术实验平台的体系结构和运行模式。分析了模具类专业人才应具备的知识结构和技能,构建了涵盖模具材料/冲压模具、塑料模具、模具CAD/CAE/CAM等内容的实验平台的体系结构。对实验平台涉及的实验项目设置、实验教学目的和要求、实验仪器设备、实验学时分配等问题进行了探讨。提出了针对已有实验项目、学生自拟的实验项目、结合科研和科技服务的实验项目等三类不同实验项目的实验室开放方式,并着重阐述了基于网络化管理的实验平台的运行模式。该模具技术实验平台运行,提高了模具技术实验教学的系统性,对建立类似实验平台具有一定示范作用。  相似文献   

Progressivism Meets Jim Crow: Curriculum Revision and Development in Houston,Texas, 1924-1929∗     

《Paedagogica Historica: International Journal of the History of Education》2012,48(4):457-476

As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege.  相似文献   

The Dalton Plan: recycling in the guise of innovation     

《Paedagogica Historica: International Journal of the History of Education》2012,48(3):314-329

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.  相似文献   

基于本地特色工学一体化课程体系的开发研究     

赵淳 《佳木斯教育学院学报》2012,(12):200+206

通过我国职业教育课程改革和行业企业对技能人才需求情况的分析研究,阐述了模具专业一体化课程建设的必要性,从而开展对模具制造专业一体化课程的开发和研究,并提供了开发一体化课程的流程和方法,以及一体化课程教学的条件和师资的要求。  相似文献   

CAD技术在注塑模设计中的实用性分析     

蒋小波 《佳木斯教育学院学报》2012,(4):341-341

随着工业的高速发展,CAD技术在注塑模设计中的应用越来越重要,CAD技术已经成为现代模具技术的核心和重要的发展领域。  相似文献   

模具设计（岗位）工程师培训认证体系建设的探索     

吴梦陵  王章忠  孔凡新 《高教论坛》2012,(5):90-92,107

通过创新工程能力培养模式,优化专业实践教学体系．引入企业智力资源,深入推进“产学研”合作等方式,开展模具设计（岗位）工程师培动l认证体系建设。这不仅是“应用型＋能力型”大学生技能鉴定培养模式的一种积极探索,教育新形式下的一项全新模式;同时也是工程应用型大学在办学特色、办学层次、教育质量的更高追求,高校教育创新的新亮点。  相似文献