《战略管理》
课程编号：CMAG423
课程类型：学科基础课
总学时： 54 学时
学分：3学分
适用对象：工商管理专业
先修课程：CMAG111/CACC111/CMAG213/CMAG322/CMAG112/CFIN311
Course Description
Strategic management is a challenging and exciting capstone course that will allow students to function as the owner or chief executive officer of different organizations. Their major task in this course will be to make strategic decisions and to justify those decisions through oral and written communication. Strategic decisions determine the future direction and competitive position of an enterprise for a long time. Decisions to expand geographically or to diversify are examples of strategic decisions.
In this course, students can look forward to making strategic decisions both as an individual and as a member of a team. No matter how hard employees work, an organization is in real trouble if strategic decisions are not made effectively. Doing the right things (effectiveness) is more important than doing things right (efficiency).
Learning Objectives
To complete this course successfully, students should have the fully understanding of:
1.The nature of strategic management
2.The business vision and mission
3.The external assessment
4.The internal assessment
5.Strategies in action
6.Strategy analysis and choice
7.Implementing strategies: management and operations issues
8.Implementing strategies: marketing, finance/accounting, R&D, and MIS
issues
9.Strategic review, evaluation, and control
10.Business ethics/social responsibility/environmental sustainability
11.Global/international issues
12.How to prepare and present a case analysis
Teaching Method
This course contains lectures, class discussions, homework, quizzes, presentation and exams. Textbook content will be introduced first. Then real case and practice questions will be delivered to students as a way to test their understanding of the knowledge. This will require individual or group assignment in or after class.
Oral test
All students will be tested orally in class and they will be marked accordingly.
Group study
Study groups should be formed by students so as to boost their study. Group discussions of the course material are an important part of the learning process in this course. Students are expected to make a meaningful contribution to the class, whether by asking questions, responding to questions, delivering presentations or contributing in other ways to class discussion.
Homework Assignments
If you do not attempt to complete the assigned homework, it is likely that your performance in the course will suffer. Homework assignments are taken from the Exercises in the textbook. It is expected that homework assignments will be completed prior to the start of class. The answers need not be correct. Homework will be evaluated as complete if all parts of the assignment have been attempted and all work is shown. Assignments will be collected at the beginning of class and late assignments will not be accepted.
Presentation
Each student is expected to give a presentation. The topic can be selected from the textbook or lectures. A summary relating to the topic is required before your
presentation.
Quizzes and Examinations
There will be at least 2 quizzes during the semester. Quizzes may or may not be announced in advance. Quizzes will test your knowledge of both concepts and the application of those concepts. Midterm exam and final exam may be composed of multiple-choice questions, short answer questions, essay questions, problems, and preparation of financial statements. Students should rely primarily on homework assignments to give them a sense of what they may see for material on exams. Course Evaluation
Midterm Final Total Attendance 5% 5% 10% Participation 5% 5% 10% Homework 5% 5% 10%
Quiz 5% 5% 10% Presentation 20% 20%
Midterm Examination 20% 20%
Final Examination 20% 20%
Total 40% 60% 100%
Course Outline
Week 1: Chapter 1
Week 2: Chapter 2
Week 3: Chapter 3
Week 4: Chapter 4
Week 5: Chapter 5
Week 6: Chapter 6
Week 7: Chapter 12
Week 8: Review & Quiz 1
Week 9: Midterm exam
Week 10: Chapter 7
Week 11: Chapter 8
Week 12: Chapter 9
Week 13: Presentation
Week 14: Presentation
Week 15: Review & Quiz 2
Week 16: Final exam
Course contents:
CHAPTER 1
THE NATURE OF STRATEGIC MANAGEMENT
CHAPTER OVERVIEW
Chapter 1 provides an overview of strategic management. A practical, integrative model of the strategic-management process is introduced. Basic activities and terms in strategic management are defined. The benefits of strategic management are presented. This chapter also introduces the notion of boxed inserts. A boxed insert in each chapter showcases excellent strategic management under harsh economic conditions. CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Describe the strategic-management process.
2. Explain the need for integrating analysis and intuition in strategic management.
3. Define and give examples of key terms in strategic management.
4. Discuss the nature of strategy formulation, implementation, and evaluation
activities.
5. Describe the benefits of good strategic management.
6. Discuss the relevance of Sun Tzu’s The Art of War to strategic management.
7. Discuss how a firm may achieve sustained competitive advantage.
CHAPTER OUTLINE
?What is Strategic Management?
?Key Terms in Strategic Management
?The Strategic-Management Model
?Benefits of Strategic Management
?Why Some Firms Do No Strategic Planning
?Pitfalls in Strategic Planning
?Guidelines for Effective Strategic Management
?Comparing Business and Military Strategy
?The Cohesion Case: McDonalds
A Cohesion Case (P.27-P.36)
Doing Great in a Weak Economy – McDonalds
Despite the fact that most firms were struggling in 2008, McDonald’s increased its revenues in 2008 and nearly doubled its net income. Fortune Magazine in 2009
rated McDonald’s as the 16th“Most Admired Company in the World”. McDonald’s low prices and expanded menu items have attracted millions of new customers.
CHAPTER 2
THE BUSINESS VISION AND MISSION
CHAPTER OVERVIEW
Chapter 2 focuses on the concepts and tools needed to evaluate and write business vision and mission statements. A practical framework for developing mission statements is provided. Actual mission statements of large and small organizations and profit and nonprofit enterprises are presented and critically examined. The process of creating a vision and mission statement is discussed. The global economic recession has resulted in many firms changing direction, thereby altering their entire vision and mission in order to survive.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Describe the nature and role of vision and mission statements in strategic
management.
2. Discuss why the process of developing a mission statement is as important as the
resulting document.
3. Identify the components of mission statements.
4. Discuss how clear vision and mission statements can benefit other
strategic-management activities.
5. Evaluate mission statements of different organizations.
6. Write good vision and mission statements.
CHAPTER OUTLINE
?What Do We Want to Become?
?What is Our Business?
?Importance of Vision and Mission Statements
?Characteristics of a Mission Statement
?Mission Statement Components
?Writing and Evaluating Mission Statements
CHAPTER 3
THE EXTERNAL ASSESSMENT
CHAPTER OVERVIEW
Chapter 3 examines the tools and concepts needed to conduct an external strategic-management audit (sometimes called environmental scanning or industry analysis). An external audit focuses on identifying and evaluating trends and events beyond the control of a single firm, such as increased foreign competition, population shifts to the Sun Belt, an aging society, consumer fear of traveling, and stock market volatility. An external audit reveals key opportunities and threats confronting an organization, so managers can formulate strategies to take advantage of the opportunities
and avoid or reduce the impact of threats. This chapter presents a practical framework and guidelines for gathering, assimilating, and analyzing environmental information. The Industrial Organization (I/O) view of strategic management is introduced.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Describe how to conduct an external strategic-management audit.
2. Discuss 10 major external forces that affect organizations: economic, social, cultural,
demographic, environmental, political, governmental, legal, technological, and competitive.
3. Identify key sources of external information, including the Internet.
4. Discuss important forecasting tools used in strategic management.
5. Discuss the importance of monitoring external trends and events.
6. Explain how to develop an EFE Matrix.
7. Explain how to develop a Competitive Profile Matrix.
8. Discuss the importance of gathering competitive intelligence.
9. Describe the trend toward cooperation among competitors.
10. Discuss market commonality and resource similarity in relation to competitive analysis. CHAPTER OUTLINE
?The Nature of an External Audit
?The Industrial Organization (I/O) View
?Economic Forces
?Social, Cultural, Demographic, and Natural Environment Forces
?Political, Governmental, and Legal Forces
?Technological Forces
?Competitive Forces
?Competitive Analysis: Porter’s Five-Forces Model
?Sources of External Information
?Forecasting Tools and Techniques
?Industry Analysis: The External Factor Evaluation (EFE) Matrix
?The Competitive Profile Matrix (CPM)
Homework: Developing a competitive Profile Matrix for McDonald’s Corporation
CHAPTER 4
THE INTERNAL ASSESSMENT
CHAPTER OVERVIEW
Chapter 4 focuses on identifying and evaluating a firm’s strengths and weaknesses in the functional areas of business, including management, marketing, finance/accounting, production/operations, research and development, and management information systems. Relationships among these areas of business and the strategic implications of important functional area concepts are examined. The process of performing an internal audit is described. The Resource-Based View (RBV) of strategic management is introduced as
well as the Value Chain Analysis (VCA) concept.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Describe how to perform an internal strategic-management audit.
2. Discuss the Resource-Based View (RBV) in strategic management.
3. Discuss key interrelationships among the functional areas of business.
5. Identify the basic functions or activities that make up management, marketing, finance/
accounting, production/operations, research and development, and management information systems.
6. Explain how to determine and prioritize a firm’s internal strengths and weaknesses.
7. Explain the importance of financial ratio analysis.
8. Discuss the nature and role of management information systems in strategic management.
9. Develop an Internal Factor Evaluation (IFE) Matrix.
10. Explain benchmarking as a strategic management tool.
CHAPTER OUTLINE
?The Nature of an Internal Audit
?The Resource-Based View
?Integrating Strategy and Culture
?Management
?Marketing
?Finance/Accounting
?Production/Operations
?Research and Development
?Management Information Systems
?Value Chain Analysis
?The Internal Factor Evaluation (IFE) Matrix
Homework: Constructing an IFE Matrix for McDonald’s Corporation
CHAPTER 5
STRATEGIES IN ACTION
CHAPTER OVERVIEW
Hundreds of companies today have embraced strategic planning fully in their quest for higher revenues and profits. Chapter 5 brings strategic management to life with many contemporary examples. Sixteen alternative types of strategies are defined and exemplified, including Michael Porter’s ge neric strategies. Guidelines are presented when different types of strategies are most appropriate to pursue. An overview of strategic management in nonprofit organizations, governmental agencies, and small firms is provided.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Discuss the value of establishing long-term objectives.
2. Identify 16 types of business strategies.
3. Identify numerous examples of organizations pursuing different types of strategies.
4. Discuss guidelines when particular strategies are most appropriate to pursue.
5. Discuss Porter’s five generic strategies.
6. Describe strategic management in nonprofit, governmental, and small organizations.
7. Discuss joint ventures as a way to enter the Russian market.
8. Discuss the Balanced Scorecard.
9. Compare and contrast financial with strategic objectives.
10. Discuss the levels of strategies in large versus small firms.
11. Explain the First Mover Advantages concept.
12. Discuss recent trends in outsourcing.
13. Discuss strategies for competing in turbulent, high velocity markets.
CHAPTER OUTLINE
?Long-Term Objectives
?The Balanced Scorecard
?Types of Strategies
?Integration Strategies
?Intensive Strategies
?Diversification Strategies
?Defensive Strategies
?Michael Porter’s Five Generic Strategies
?Means for Achieving Strategies
?Strategic Management in Nonprofit and Governmental Organizations
?Strategic Management in Small Firms
Homework: Classifying Some Year 2009 Strategies (p.169)
CHAPTER 6
STRATEGY ANALYSIS AND CHOICE
CHAPTER OVERVIEW
Strategic analysis and choice largely involve making subjective decisions based on objective information. Chapter 6 introduces important concepts that can help strategists generate feasible alternatives, evaluate those alternatives, and choose a specific course of action. Behavioral aspects of strategy formulation are described, including politics, culture, ethics, and social responsibility considerations.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Describe a three-stage framework for choosing among alternative strategies.
2. Explain how to develop a SWOT Matrix, SPACE Matrix, BCG Matrix, IE Matrix, and QSPM.
3. Identify important behavioral, political, ethical, and social responsibility considerations in
strategy analysis and choice.
4. Discuss the role of intuition in strategic analysis and choice.
5. Discuss the role of organizational culture in strategic analysis and choice.
6. Discuss the role of a board of directors in choosing among alternative strategies.
CHAPTER OUTLINE
?The Nature of Strategy Analysis and Choice
? A Comprehensive Strategy-Formulation Framework
?The Input Stage
?The Matching Stage
?The Decision Stage
?Cultural Aspects of Strategy Choice
?The Politics of Strategy Choice
?Governance Issues
Homework: Developing a SWOT Matrix, SPACE Matrix, BCG Matrix for McDonald’s
CHAPTER 7
IMPLEMENTING STRATEGIES: MANAGEMENT AND
OPERATIONS ISSUES
CHAPTER OVERVIEW
The strategic-management process does not end when the firm decides which strategy
or strategies to pursue. There must be a translation of strategic thought into strategic action. This translation is much easier if managers and employees of the firm understand the business, feel a part of the company, and, through involvement in strategy-formulation activities, have become committed to helping the organization succeed. Without understanding and commitment, strategy-implementation efforts
face major problems. This chapter focuses on management issues most central to implementing strategies in 2010-2011.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Explain why strategy implementation is more difficult than strategy formulation.
2. Discuss the importance of annual objectives and policies in achieving organizational
commitment for strategies to be implemented.
3. Explain why organizational structure is so important in strategy implementation.
4. Compare and contrast restructuring and reengineering.
5. Describe the relationships between production/operations and strategy implementation.
6. Explain how a firm can effectively link performance and pay to strategies.
7. Discuss employee stock ownership plans (ESOPs) as a strategic-management concept.
8. Describe how to modify an organizational culture to support new strategies.
9. Discuss the culture in Mexico and Japan.
10. Describe the glass ceiling in the United States.
CHAPTER OUTLINE
?The Nature of Strategy Implementation
?Annual Objectives
?Policies
?Resource Allocation
?Managing Conflict
?Matching Structure with Strategy
?Restructuring, Reengineering, and E-Engineering
?Linking Performance and Pay to Strategies
?Managing Resistance to Change
?Creating a Strategy-Supportive Culture
?Production/Operations Concerns When Implementing Strategies
?Human Resource Concerns When Implementing Strategies
Homework: Revising McDonald’s Organizational Chart
CHAPTER 8
IMPLEMENTING STRATEGIES: MARKETING,
FINANCE/ACCOUNTING, R&D, AND MIS ISSUES
CHAPTER OVERVIEW
Strategies have no chance of being implemented successfully when organizations do not market goods and services well, when firms cannot raise needed working capital, when
firms produce technologically inferior products, or when firms have a weak information system. Chapter 8 examines marketing, finance/accounting, R&D, and MIS issues that are central to effective strategy implementation. Special topics include market segmentation, market positioning, evaluating the worth of a business, determining to what extent debt
and/or stock should be used as a source of capital, developing projected financial statements, contracting R&D outside the firm, and creating an information support system. Manager and employee involvement and participation are essential for success in marketing, finance/accounting, R&D, and management information systems activities.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Explain market segmentation and product positioning as strategy-implementation tools.
2. Discuss procedures for determining the worth of a business.
3. Explain why projected financial statement analysis is a central strategy-implementation tool.
4. Explain how to evaluate the attractiveness of debt versus stock as a source of capital to
implement strategies.
5. Discuss the nature and role of research and development in strategy implementation.
6. Explain how management information systems can determine the success of
strategy-implementation efforts.
CHAPTER OUTLINE
?The Nature of Strategy Implementation
?Current Marketing Issues
?Market Segmentation
?Product Positioning
?Finance/Accounting Issues
?Research and Development (R&D) Issues
?Management Information Systems (MIS) Issues
Homework: Developing a Product-Position Map for McDonald’s , KFC, and Burger
King.
CHAPTER 9
STRATEGY REVIEW, EVALUATION, AND CONTROL
CHAPTER OVERVIEW
The best formulated and implemented strategies become obsolete as a firm’s external and internal environments change. It is essential, therefore, that strategists systematically review, evaluate, and control the execution of strategies. Chapter 9 presents a framework
that can guide managers’ efforts to evaluate strategic-management activities, to make sure
they are working, and to make timely changes. Management information systems being
used to evaluate strategies are discussed. Guidelines are presented for formulating, implementing, and evaluating strategies.
CHAPTER OBJECTIVES
After studying this chapter, you should be able to do the following:
1. Describe a practical framework for evaluating strategies.
2. Explain why strategy evaluation is complex, sensitive, and yet essential for organizational
success.
3. Discuss the importance of contingency planning in strategy evaluation.
4. Discuss the role of auditing in strategy evaluation.
5. Explain how computers can aid in evaluating strategies.
6. Discuss the Balanced Scorecard.
7. Discuss three 21st century challenges in strategic management.
CHAPTER OUTLINE
?The Nature of Strategy Evaluation
? A Strategy-Evaluation Framework
?The Balanced Scorecard
?Published Sources of Strategy-Evaluation Information
?Characteristics of an Effective Evaluation System
?Contingency Planning
?Auditing
?21st Century Challenges in Strategic Management
Homework: Papering a strategy- Evaluation Report for McDonald’s Corp.
CHAPTER 12
The comprehensive written analysis
Step 1: Identify the firm’s existing vision, mission, objectives, and strategies.
Step 2: Develop vision and mission statements for the organization.
Step 3: Identify the organization’s external opportunities and threa ts.
Step 4: Construct a Competitive Profile Matrix.
Step 5: Construct an External Factor Evaluation (EFE) Matrix.
Step 6: Identify the organization’s internal strengths and weaknesses.
Step 7: Construct an Internal Factor Evaluation (IFE) Matrix.
Step 8: Prepare Strategic Position and Action Evaluation (SPACE) Matrix, Boston Consulting Group (BCG) Matrix, Internal-External (IE) Matrix, Grand Strategy Matrix, and Quantitative Strategic Planning Matrix (QSPM) as appropriate.
Step 9: Recommend specific strategies and long-term objectives.
Step 10: Specify how your recommendations can be implemented and what results you can expect.
Step 11: Recommend specific annual objectives and polices.
Steps 12: Recommend procedures for strategy review and evaluation. Textbook: Fred R. David, 2013, Strategic Management: Concepts and Cases (13th edition), Tsinghua Press, ISBN 978-7-302-31467-7.
Reading material:
1)G.Johnson, R.Whittington, K.Scholes, Fundamentals of Strategy (2nd edition),
Tsinghua Press.
F.R.David, Xu Fei (translate), Strategic Management: Concepts and Cases (13th
edition), China Renmin University Press，ISBN 978-7-300-15855-6.
《英语（一）》课程教学大纲 课程名称：英语（一） 学分： 3 总学时： 48 讲课学时：48 实验学时：（按专业人才培养方案的规定填写）如果有课内实验学时，在大纲后面接着编写一份(课内)实验大纲 考核方式：考试 先修课程：高中英语或预备级教程 适用专业：全校普通专业 开课系或教研室：大学外语教学部 （一）课程性质与任务 1．课程性质 大学英语教学是高等教育的一个有机组成部分，大学英语课程是一门非英语专业大学生必修的基础课程。它是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。 2．课程任务 大学英语教学要让学生了解英语语言的语音、语法、句法和结构等特征；熟悉和掌握英语国家一些基本的人文、地理、习俗和经典文化；大学英语教学的重点是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合语言文化素养，以适应我国社会发展和国际交流的需要。 （二）课程教学基本要求 我国幅员辽阔，各地区、各高校之间情况差异较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。一般要求是高等学校非英语专业本科毕业生应达到的基本要求。较高要求或更高要求是为有条件的学校根据自己的办学定位、类型和人才培养目标所选择的标准而推荐的。各高等学校应根据本校实际情况确定教学目标，并创造条件，使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求。
天津大学《建筑材料》课程教学大纲 （以下正文：题头为加黑小四号宋体，内容为普通小四号宋体，1.5倍行距） 课程代码：3123 课程名称：建筑材料 学时：32 学分： 2 学时分配：授课：20 上机：实验：12 实践：实践（周）： 授课学院：建筑工程学院更新时间：2011.9.5 适用专业：环境工程 先修课程：材料力学，理论力学 一．课程的性质与目的 本课程是环境工程本科专业的一门选修课。本课程的目的是为学习其它专业课程提供建筑材料的基本知识，并为今后从事专业技术工作能够合理选择和使用建筑材料打下基础。 二．教学基本要求（要求学生了解、掌握的内容） 本课程的任务是使学生获得有关建筑材料的性质与应用的基本知识和必要的基本理论，并获得主要建筑材料试验的基本技能训练。 从本课程的目的及任务出发，课程内容着重于材料的性质、应用和实验检验，对这三方面内容提出如下要求： （1）在材料性质方面：掌握材料的组成、性质及技术要求；了解材料组成及结构对材料性质的影响；了解外界因素对材料性质的影响；了解各主要性质间的相互关系；初步学会主要建筑材料的试验方法。 （2）在材料应用方面：根据工程要求能够合理地选用材料；熟悉有关国家标准或行业标准；了解材料使用方法的要点；学会混凝土配合比设计。 （3）通过建筑材料实验课的学习，使学生学会基本建筑材料的检验方法，提高实践技能，能对实验数据、实验结果进行正确的分析和判断，培养科学认真的态度和实事求是的工作作风以及创新思维和实践技能等综合能力。。三．教学内容（分章节说明，包括实验、实践内容） 绪论 建筑材料及其分类。建筑材料发展概况。建筑材料产品及其应用的技术标 准。课程的目的、任务及基本要求。
Syllabus for English Public Speaking (PS) Course Title: English Public Speaking Course Code:06167014 Type of Course: Elective for MTI Business Interpreting Direction Credit Hour: 2 credits and 36 hours Instructor: Jiang Lihua Students: Postgraduates (Year 2011), MTI Business Interpreting Direction Exams: Classroom Presentation and Oral Examination Teaching Method: Lectures, Presentation and Discussion. Prerequisite Courses: No Textbooks: Lucas, Stephen E. 2010: The Art of Public Speaking. (10th Ed.), New York: McGraw Hill/Foreign Language Teaching and Research Press. References: 1. Davidson, J. 2008: The Complete Guide to Public Speaking, Hoboken, NJ: John Wiley & Sons, Inc. 2. Templeton, M. 2010: Public Speaking and Presentations Demystified, New York: McGraw Hill. I. Course Descriptions: English Public Speaking is designed to teach students the basis skills needed to prepare and deliver effective speeches within a variety of public settings and during group discussion. Emphasis is placed on research, preparation, delivery, and evaluation of informative, persuasive and special occasion public speaking. Students are trained in selecting and organizing ideas; adapting a message to a particular audience; supporting ideas clearly, vividly, and logically; and delivering an effective message with confidence and enthusiasm. Classroom lecture and activities are supplemental to the textbook—they may or may not be the same. Students are responsible for reading the textbook and for completing the practice study questions. The regular course meetings will consist of lectures and exercises; solo and group presentations to the class; critical group discussions of presentation topics and ideas. Throughout the course, attention will be focused on providing an atmosphere of positive reinforcement and constructive feedback. Students are encouraged to assist each other with suggestions for improvement. Course credit will be based on class participation (10%), classroom speaking assignments (20%) and a final oral exam (70%).
《大学英语》二级课程教学大纲 (College English Band 2) 一、简要说明： 参照国家教育部制订的《大学英语课程教学要求》, 同时根据我校教学资源、学生入学水平以及所面临的社会需求等实际情况, 特制订本《大学英语教学大纲》,作为我校组织非英语专业本科、专升本学生英语教学的主要依据, 用于指导本校的大学英语教学。大学英语课程教学包括听、说、读、写四个部分。 二、课程性质、地位和任务： 大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生必修的一门基础课程。大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。 大学英语的教学目标是培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。 三、教学基本要求和方法： （一）教学基本要求 1.听力能力要求：能听懂英语授课，能听懂日常英语谈话和一般性题材讲座，能基本听懂慢速英语节 目，语速为每分钟110词左右，能掌握其中心大意，抓住要点。能运用基本的听力技巧。 2.口语能力要求：能在学习过程中用英语交流，并能就某一主题进行讨论，能就日常话题和英语国家 的人士进行交谈，能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。 能在交谈中使用基本的会话策略。 3.阅读能力要求：能基本读懂一般性题材的英文文章，阅读速度达到每分钟60词。在阅读篇幅较长、 难度略低的材料时，阅读速度达到每分钟90词。能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节。能读懂工作、生活中常见的应用文体的材料。能在阅读中使用有效的阅读方法。 4. 写作能力要求：能完成一般性写作任务，能描述个人经历、观感、情感和发生的事件等，能写常见 的应用文，能就一般性话题或提纲在半小时内写出90词的短文，内容基本完整，用词恰当，语意连贯。能掌握基本的写作技能。 5.推荐词汇量：掌握的词汇量应达到2800个单词和800个词组，其中1000为积极词汇。要求学生能 够在认知的基础上熟练运用。 （二）教学基本方法 1. 授课以英语为主，汉语为辅；精讲多练，讲析与操练相结合；以学生为中心，积极引导学生参与小 组讨论，角色扮演等课堂活动；根据学生具体情况，适当融入各类有针对性的教学方法，如：句型操练，背诵与默写；运用启发式教学手段，调动学生学习积极性，激发学生思辨能力。 2. 课内外相结合，讲习与讨论相结合；根据学生具体情况，适当增加文化内容和背景知识的介绍; 适 当采用有针对性的教学方法，如:限时阅读，归纳总结等。 四、授课教材及主要参考书目： 1. 《全新版大学英语》（综合教程）第二册 2. 《全新版大学英语》（综合教程教师用书）第二册 3. 《大学体验英语听说教程》第二册 4. 《大学体验英语快速阅读教程》第二册 五、学分和学时分配： 本课程共256学时，16学分。二级64学时，4学分。根据我校学生的实际情况，本学期原则上完成8个单元《全新版大学英语（综合教程）》讲授内容，每单元6学时；完成18个单元《大学体验英语快速阅读教程》讲授内容，每单元0.5学时。另外4学时安排小测与期末复习。学时安排可根据具体情况适当调整。
人教版四年级英语教 学大纲 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
四年级上学期 一、指导思想 全面贯彻“三个面向”战略指导思想，渗透和灌输可持续发展的战略思想。以素质教育为根本宗旨，以培养创新精神和实践能力为重点，充分遵循四个“有利于”思想，即：有利于发挥学生的潜能，有利于提高学生的全面素质，有利于提高学生的自学能力，有利于培养学生的创造性思维和创造能力。 二、小学英语教学的任务： 基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。 三、课程标准对本学段的要求（一级目标） （一）、总体目标 对英语有好奇心，喜欢听他人说英语。能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。能做简单的角色扮演。能唱简单的英文歌曲，说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单的个人信息，表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。 （二）语言技能一级目标 听做： 1、能根据听到的词语识别或指认图片或实物； 2、能听懂课堂简短的指令并做出相应的反应； 3、能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等； 4、能在图片和动作的提示下听懂简单的小故事并做出反应。 说唱： 1、能根据录音模仿说英语； 2、能相互致以简单的问候; 3、能相互交流简单的个人信息，如:姓名、年龄等; 4、能表达简单的情感和感觉，如:喜欢和不喜欢; 5、能够根据表演猜测意思、说词语， 6、能唱英语儿童歌曲15一20首，说歌谣15一20首; 7、能根据图、文说出单词或短句。 玩演： 1、能用英语做游戏并在游戏中用英语进行简单的交际; 2、能做简单的角色表演； 3、能表演英文歌曲及简单的童话剧，如(小红帽)等。 读写： 1、能看图识字； 2、能在指认物体的前提下认读所学词语； 3、能在图片的帮助下读懂简单的小故事; 4、能正确书写字母和单词。
Teaching Program Course Code: 101C0040 Course Name: Electric Circuits （Ⅰ） Weekly Hours: 4.0-0 Credits: 4.0 Teaching Goal and Basic Requirements: This course introduces the principles of circuits and their role in electrical engineering, then introduces and demonstrates the power of the fundamental circuit laws and analysis methods. This is followed by an introduction to the principle of operational amplifier properties and operational amplifier circuits. The properties and applications of reactive circuit elements are introduced along with first and second order circuits. The basics of AC circuit analysis follow, the course will show how the sinusoidal steady state problem can be solved using phasor analysis. Students are prepared to analyze circuit properties with these tools and methods for each circuit type using both manual methods and PSpice tools. Content of Courses & Hours Allocation: Autumn Quarter Week 1: Introduction; Chapter 1-- Basic concepts; Week 2: Chapter 2-- Basic laws; Chapter 3--Nodal analysis; Week 3: Chapter 3--Mesh analysis; Chapter 4--Linearity property, superposition, source transformation; Week 4: National Holiday; Week 5: Chapter 4--Thevenin’s theorem, Norton’s theorem, Maximum power transfer; Week 6: Chapter 5--Operational amplifiers; Quiz 1; Week 7: Chapter 6--Capacitors and inductors; Chapter 7--First-order circuits: Source-free circuit; Week 8: Chapter 7--Step response; Chapter 8--Second-order circuits; Week 9: Chapter 9--Sinusoids and phasors;
郑州信息工程职业学院基础部 《新编实用英语Ⅰ》课程教学大纲 课程编码：9999010061 总学时：72 学时 实验学时：无 学分：3学分 适用对象：一年级学生 先修课程：基础英语 一、课程的性质与任务 （一）本课程的性质 大学英语课程是非英语专业学生必修的一门基础课程。旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。 （二）本课程的任务 本课程在高职高专院校中人才培养计划中是必修课程。该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。为此，该课程将努力做到以下三个方面： 1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。 2、增强学生的学习能力、特别是自主学习能力。 3、提高学生的综合文化素养。 （三）本课程培养人才的定位
该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。 （四）本课程在人才培养过程中的作用 经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。 二、课程的基本要求 通过学习本课程，学生应该达到以下要求： 1、词汇 认知 2500 个英语单词(包括入学时要求掌握的 1000 个词) 以及由这些词构成的常用词组，对其中 1500个左右的单词能正确拼写，能进行英汉互译。 2、语法 掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。 3、听力 能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟 120 词左右)的英语对话和不太复杂的陈述，理解基本正确。能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。 4、口语 掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。 5、阅读 能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过数 3% 的英文资料时，阅读速度不低于每分钟 50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。并且掌握以下阅读技巧： 1)理解文章的主旨或要点； 2)理解文章中的具体信息； 3)根据上下文推断生词的意思；
九年义务教育全日制初级中学英语教学大纲(试用修订版) 中华人民共和国教育部制订 前言 当今世界，以信息技术为主要标志的科技进步日新月异。社会生活的信息化和经济活动的全球化使外语，特别是英语，日益成为我国对外开放和与各国交往的重要工具。学习和掌握一门外语是对21世纪公民的基本要求之一。 义务教育阶段的英语课程应贯彻德、智、体全面发展的方针，面向现代化，面向世界，面向未来，以培养学生创新精神和实践能力为重点，全面推进素质教育。通过英语课程对学生进行思想情感教育，使学生了解并尊重其他国家和民族的优秀文化传统，更好地理解并热爱中华民族的优秀文化传统；发展学生积极主动思维的能力，扩展他们的文化科学知识，丰富他们的文化生活经历，提高他们的思想品德修养，使他们能够适应我国社会、经济、科技发展和国际交往的需要。英语课程应面向全体学生，力求为每个学生的充分发展创造条件，为学生的终身学习打下基础。 为指导全国义务教育全日制初级中学的英语教学，特制定本大纲。本大纲是课程实施、教学评价和教材编写的主要依据。 一、教学目的 义务教育阶段英语课程的目的是激发和培养学生的学习兴趣，帮助学生树立自信心，养成良好的学习习惯，发展自主学习的能力，形成有效的学习策略；使学生掌握一定的语言基本知识和基本技能，建立初步的语感，获得初步运用英语的能力，为真实交际打下基础；开发智力，培养观察、记忆、思维、想象和创造能力；了解文化差异，培养爱国主义精神，增强世界意识；使学生初步形成健全的人格，为学生的可持续发展打下良好的基础。 二、教学目标与要求 义务教育结束时，学生应能从口头和书面材料中获取所需信息，能就熟悉的话题用英语与老师和同学进行简单的口笔头交流，能对事物进行简单的描述并作出自己的判断。学生应对课内外英语活动具有积极的态度，能克服在英语学习中产生的畏惧心理和困难，能根据自己的情况，合理安排和计划自己的学习，在学习中发挥自主意识和创新精神。学生应具有一定的跨文化交际的意识，对异国文化采取尊重和包容的态度。 根据《九年义务教育全日制小学、初级中学课程计划》的规定，初中英语按不同情况分两级要求，从一年级起学习两年的，为一级要求；学三或四年的，为二级要求。每周课时为4课时。 听 1. 能听懂课堂用语，并作出相应的反应。 2. 能基本听懂教师用所学语言叙述课文内容的概要。
Course Code：CE021002 Course Title(Chinese)：计算流体力学 Course Title(English)：Computational Fluid Dynamics College and Department：Col. of Energy & Power Engineering Semester：Spring Class Hours：48（42 lecture hours, 6 practice hours） Teaching Methods：Classroom Teaching Suitable Majors: Theory and Engineering of Aerospace propulsion, Engineering Thermal Physics, Engineering of Fluid Machinery Assessment Instruments：Homework Assignments 30%, Research Project 40% (including report and seminar), Final Exam 30% Pre-requisites：Fluid Mechanics, Linear Algebra, and Numerical Methods for Partial Differential Equations, Programming Skills with Fortran or C 1.Course Objective and Requirements Computational Fluid Dynamics (CFD) is widely used in engineering design that involves heat transfer and fluid flow. This course presents the concepts and main skills required to apply the finite volume method for the simulation of fluid flows. After taking the course, students should have physical understanding of the numerical methods. So, they should be able to design programs to solve simple problems and utilize commercial CFD codes effectively. 2.Course Content and Schedule Chapters 1: Introduction (2 lecture hours) ●The basic of CFD ●The development of CFD ●The applications of CFD ●How to understand CFD Chapters 2: The Governing Equations for Fluid Dynamics (6 lecture hours) ●Conservative fluid equations and non-conservation fluid equations ●The levels of various fluid equations approximations ●Mathematic characteristics of fluid equations ●The well-posed conditions for solving fluid equations Chapters 3: The Basics of Fluid Equation’s Discretizations (14 lecture hours, 2 practice hours) ●Introduction to discretizations of fluid equations and model equations ●Convergence and consistence of numerical solution ●Computation stability, Lax theorem, V on-Neumann stability analysis ●Characteristic theory for hyperbolic equations ●CFL condition ●The weak solution of hyperbolic equations and Riemann problem ●Pseudo-physical effect of difference equations ●Finite volume method ●Basic solutions of algebra equations and technique to accelerate convergence Chapters 4: Grid Generation (4 lecture hours, 2 practice hours) ●Introduction to grid generation ●The main methods for grid generation ●Multi-block structured grid and overlapped grid ●Unstructured grid Chapters 5: Time Matching Solutions for Euler / Navier-Stokes Equations (16 lecture hours, 2 practice hours) ●The Basic of time marching method ●Boundary condition for Euler equations ●Foundation of Upwind scheme and Riemann approximate Solvers ●Total Variation Diminishing (TVD) Schemes
《英语泛读》课程教学大纲 课程编号：B 660513 课程名称：英语阅读 英文名称：Extensive Reading 课程类型：专业基础必修课 总学时：32×3=98 讲课学时：60 实践学时：38 学分：5 适用对象：英语专业 先修课程：无 一、课程性质、目的和任务 泛读课是英语专业基础阶段教学的一门必修课，同时也是使学生大量接触英语读物和培养阅读能力的一门实践基础课。英语阅读课的目的在于培养学生的英语阅读能力和提高学生的阅读速度；培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力；提高学生的阅读技能，包括略读、寻读、细读、评读等能力；并通过阅读训练帮助学生扩大词汇量，增强语感，不断积累各种语言知识，加深文化沉淀。阅读课教学应注重阅读理解能力与提高阅读速度并重。教材应选用题材广泛的阅读材料，以便向学生提供广泛的语言和文化素材，扩大学生的知识面，培养学生的阅读兴趣。课外指定长篇简易读物和浅显原著，培养学生细致观察语言的能力，要求学生定期写读书报告。阅读课教学中，要加强学生思维能力和创新能力的培养；要有意识地训练学生分析与综合、抽象与概括、多角度分析问题等多种思维能力以及发现问题、解决难题等创新能力；正确处理语言技能训练与创新能力培养的关系；并注重培养学生对文化差异的敏感性、宽容性以及处理文化差异的灵活性，注重培养跨文化交际能力。 二、教学基本要求 本课程重点讲述英语阅读的基本原理、阅读技巧和实践方法，侧重于英语学习者语言综合知识的运用。因而，在本课程的教学过程中，必须使学生真正透彻地领会诸如阅读的过程、图式理论、构词法、猜词技巧、句子与句子的关系、话题与话题句、要旨、推理与判断、文体与风格等阅读理论内涵；要注重阅读理论与阅读实践的紧密结合，处理好阅读速度与理解之间的关系，避免知识的重复和脱节，从而使学生能够得到比较系统而全面的英语阅读基本技能。 三、教学内容及要求 1、教材中阅读文章每学期32篇（其中课内指定阅读16篇，课后阅读8篇）。 课程要求学生掌握以下几方面的内容： （1）基本的阅读与理解技巧（猜测词义、找段落及文章主题句、文章题材分析、文章写作手法分析、难句理解、推断作者的立场及态度等）。 （2）必要的背景知识。
×××课程教学大纲（参考模版） （课程英文名称） 一、课程概况 课程代码： 学分： 学时：（其中：讲授学时，实验学时，上机学时） 先修课程： 适用专业： 建议教材：《×××》，编者，出版社，出版时间 课程归口：×××学院 课程的性质与任务：本课程是×××专业的×××（在通识必修、通识选修、专业基础必修、专业基础选修、专业必修、专业选修中选择其一填写）课，也可作为×××类专业的必修课或选修课。通过本课程的学习，培养学生……（填写学生应该能够掌握的基础理论和基本技能等有关内容），为后续×××课程及×××环节奠定基础。 二、课程目标 （填写说明：对课程目标逐条进行具体表述，明确规定学生通过课程学习后，在知识、能力、素质等方面期望取得的成果，并用矩阵图的方式表明其与毕业要求指标点之间的对应关系。正式填写时请将“填写说明”删除。） 目标1.×××。 目标2. ×××。 目标3. ×××。 目标4. ×××。 目标5. ×××。 …… 本课程支撑专业人才培养方案中毕业要求×-×、毕业要求×-×、…，对应关系如表所示。
三、课程内容及要求 （一）××× 1.教学内容 （1）××× （2）××× …… 2.基本要求 （1）××× （2）××× …… （二）××× 1.教学内容 （1）××× （2）××× …… 2.基本要求 （1）××× （2）××× …… 教学内容与课程目标的对应关系及学时分配如表所示。
四、课内实验（实践） 五、课程实施 （填写说明：根据课程特点，从教学组织形式、方法与手段等方面阐述课程教学改革的举措，以促进课程目标的达成。卓越工程师教育培养计划试点专业、参加各类专业认证（评估）的专业还必须阐述备课、讲授、作业布置与批改、课外答疑、实验要求与考核、成绩考核等主要教学环节的质量要求，以保障课程目标的达成。建议其他专业也要制定相应的教学质量要求。表中列出的主要环节供参考。正式填写时请将“填写说明”删除。） （一）×××。 （二）×××。 （……）…… （……）主要教学环节质量要求如表所示。 六、课程考核
Syllabus of 《》(Center、Times New Roman、Font Size 18、 Bold) Course Name：Course Code： Credits：Total Credit Hours： Lecture Hours：Experiment Hours： Programming Hours：Practice Hours： Total Number of Experimental (Programming) Projects , Where, Compulsory ( ), Optional ( ). School： Target Major： (Times New Roman、Font Size 10) Ⅰ、Course Nature & Aims(Center、Times New Roman、Font Size 10、Bold)（Times New Roman、Font Size 9） Ⅱ、Course Objectives(Center、Times New Roman、Font Size 10、Bold) 1. Moral Education and Character Cultivation.（Times New Roman、Font Size 9） 2.Course Objectives（Times New Roman、Font Size 9) Through the study of this course, students' qualities, skills, knowledge and abilities obtained are as follows：Objective 1. （Corresponding to Chapter x, x..., supporting for graduation requirements index x.x） Objective 2. （Corresponding to Chapter x, x..., supporting for graduation requirements index x.x） Objective 3. （Corresponding to Chapter x, x... , supporting for graduation requirements index x.x） Objective 4. （Corresponding to Chapter x, x..., supporting for graduation requirements index x.x） …… 3. Supporting for Graduation Requirements The graduation requirements supported by course objectives are mainly reflected in the graduation requirements indices x.x, x.x, x.x... , as follows:
Medical Statistics Syllabus I. Course introduction Name: Medical statistics Category: Professional basic courses Teaching hours and credit: 36 hours (theory:24hours , experiment:12hours), 1.5 credits Course code: bz030004 Teaching unit: Department of health statistics, School of public health Compliant major: Some undergraduate major , including Clinical Medicine and Rehabilitation Therapeutic Specialty Medical statistics combines the statistical principle, method and medicine. It is the basic course of medical science. According to training objectives, medical statistics aims to develop statistical thinking ability and to master the basic method to sort out, summarize and analyze the medical statistical data of medical students.The principles of medical statistics are combined with the principles of theory and practice, which are closely related to the basic statistical problems in medicine. The purpose of the course is to enable students to master the basic theoretical knowledge, methods and skills of medical statistics, and lay the necessary statistical basis to apply them to medical practice, carry out scientific research, study other courses and read professional books. Taking "Medical Statistics"(editor: Ma Bimrong. Version5.0) as the teaching materials, with reference to the national clinical practice physician qualification requirements, prepare a syllabus for undergraduate teaching for clinical medicine, rehabilitation therapy and so on without self-study hours. This course requires teachers to teach students the ability to acquire knowledge and solve problems independently by mastering the basic theory, basic knowledge and basic skills through theoretical teaching, classroom discussion and practice. Professional courses and future practical work to lay a solid theoretical foundation. II. Content Chapter 1 The Basic Concepts in Medical Statistics Objective and requirement: ① Master the definition of medical statistics ② Master the basic concepts and contents of medical statistics. ③ Understand the basic steps of medical statistics. Content of courses: ① The definition and research content of medical statistics. ② The significance of learning statistics. ③ Steps of statistical work
全日制高级中学英语教学大纲(供试验用) 中华人民共和国教育部制订 外国语是学习文化科学知识、获取世界各方面信息与进行国际交往的重要工具。为提高中华民族的思想道德素质、文化科学素质和身体心理素质，把我国建设成富强、民主、文明的社会主义现代化国家，教育要面向现代化，面向世界，面向未来，要贯彻德、智、体等方面全面发展的方针，培养有理想、有道德、有文化、有纪律，并在不同程度上掌握一些外国语的各方面的人才。外国语教学有助于对学生进行思想情感教育，有助于学生发展智力、开阔视野和提高文化素养，有助于学生发展个性和特长。因此，外国语被列为我国高级中学的一门基础学科。英语使用的范围很广泛，是高中外语课的主要语种。 一、教学目的 全日制高级中学英语教学的目的，是在义务教育初中英语教学的基础上，巩固、扩大学生的基础知识，发展听、说、读、写的基本技能，培养在口头上和书面上初步运用英语进行交际的能力，侧重培养阅读能力，并使学生获得一定的自学能力，为继续学习和运用英语切实打好基础；使学生在学习过程中受到思想品德、爱国主义和社会主义等方面的教育，增进对外国，特别是英语国家的了解；激发学生的学习兴趣；发展学生的智力，提高他们的观察、注意、记忆、思维和想象等能力。 二、课程安排 高中一年级(必修)4课时×35(周)=140课时 高中二年级(必修)3课时×35(周)=105课时 高中三年级(文理科选修)4课时×26(周)=104课时 高中三年级(实科选修)2课时×26(周)=52课时 三、教学目标和要求 全日制高级中学英语教学目标分为第一级目标和第二级目标。高中两年要求达到第一级目标，高中三年(文、理科选修)要求达到第二级要求。 高中英语教学的第一级目标应完成下列教学要求： (一)听 1.能听懂教学大纲词汇表(1、2)中不带＊号的词汇和短语。 2.能听懂课堂用语和教师用学生所学过的简单英语对新词语意义的解释。 3.能听懂教师用所学过的英语简要叙述已学课文内容，以及围绕课文内容提出的问题。 4.能听懂对方在学生所学过的语言范围内，用略慢的语速谈有关日常生活的内容，有时需要对方重