查看完整版本: 吉利多款车型将配装最新款EPS零部件

吉利多款车型将配装最新款EPS零部件

　吉利集团自主研发的最新款第六代电动助力转向装置(EPS)开始进入大批量应用阶段，年内将配装在远景、吉利金刚、自由舰等多款吉利车型上。吉利的这一举措将进一步提升吉利系列汽车的科技含量，增强其产品的竞争优势。

　　据吉利集团EPS技术专家介绍，吉利的第六代EPS为LG-1齿轮齿条型电动助力转向装置，这项成果已经在2007年底通过了省级科技创新验收，并列入省级技术创新项目。吉利于2004年6月成功研发出国内第一套拥有自主知识产权的EPS样品。该项目拥有国家两项发明专利、四项实用专利，填补了国内该领域的空白，并于同年9月份实现批量生产。在原来的技术基础上，吉利第六代EPS在助力性能、安全、环保等方面有较大提高，并且稳定性好。

　　一位长期关注我国汽车自主零部件发展的业内人士指出，EPS是当今世界发展的方向，也是研究热点，宝马Z4跑车的转向系统采用的就是EPS。长期以来，我国在EPS领域长期依赖进口，吉利在这一领域的突破彻底打破了这一尴尬的局面，而且现在的第六代即将实现大批量装车，吉利的努力值得肯定。

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traditional teaching mode

2.2 Teacher
Teachers play an important role in teaching activities. In recent years, there are still many problems in the process of oral English teaching. The problems are as follows:

2.2.1 Exam-oriented education
Exam-oriented education affects every stage in English studying, especially in middle school. In the university entrance examination and other tests in middle school, English examinations are all in written forms, much less regard oral test as a part of examination. As a result, plenty[URL=http://www.just4gold.com/age-of-conan-gold.html]Age of Conan Gold[/URL] of students do better in written test, but they are poor at oral expression. They can get high scores and pass the examinations. When they are in a concrete society situation, however, they fail to express themselves in English correctly. This is the phenomenon of “Dumb English”.
Clearly, in the exam-oriented education, written test is the main part, while oral test only counts little. Secondary teachers largely ignore the verbal expression of the culture and training capacity.

2.2.2 Traditional teaching mode
In the traditional classroom teaching, teachers do focus on the transfer of knowledge, which is a principal part in the teaching activities. At the same time, students sit in the classroom just listening to what teachers say passively and taking notes, then learning by rote before [URL=http://www.fcsgame.com/dofus-kamas.htm]Dofus Kamas[/URL]tests. Students are the passive body in teaching and learning activities.
In this spoon-fed teaching mode, students rarely have the opportunities to do oral training, or there is no opportunity for oral training.

2.2.3 Teachers’ personal knowledge of the quality and capacity
Curriculum designers and developers as teachers are, they play an important role in promoting students’ ability.
Teachers’ quality and the level of their knowledge are crucial to the success and failure of classroom teaching. However, in some areas there are still lack of teachers[URL=http://www.dofus-kamas.cc]dofus kamas[/URL] while some English teachers have not received specialized training. And many teachers do not attach importance to the use of teaching methods so they can not effectively organize classroom teaching. All the above have a direct impact on the ability of students’ oral expression.

2.3 Student
Students act as the principal part in learning. Their control of oral English is the major standard for examing teachers’ teaching achievement.

2.3.1 Lacking of self-confidence
Many students do not like speaking in front of large groups of people, because they may worry about making mistakes or sounding foolish. Especially when students grow older, they care a lot about their face and do not want to be laughed at by others in class. Therefore, the more they feel diffident, the less they speak out in English.

2.3.2 Timidity in expressing their viewpoints
A number of reasons seem to be accounted for such phenomenon.
(1) Students don’t have an opinion on the subject;
(2) Students have an opinion, but are worried about what the other students might say or think;
(3) Students have an opinion, but don’t feel they can say exactly what they mean;
(4) The more inactively students [URL=http://www.fcsgame.com/]world of warcraft gold[/URL]participate, the more they feel diffident, the less they speak out in English.
To sum up, spoken-English-teaching in schools of China is still not satisfactory, and some situations have become the obstacles for improving students’ ability of oral English. How to change this status quo? Make our students communicate with foreigners with a better basic of oral English. Next, I will discuss how to promote the ability of middle-school students’ spoken language ability.

3. Solutions to the problems