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淺論《電氣控制技術》課程

2019-09-04 01:49:57

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實訓設備

《電子商務操控高技術應用設備》在線培訓課是職業院校手動化高技術應用設備類專科的核心內容高技術應用設備在線培訓課，優點是理論與活動教學活動與活動實踐教學專用設備、方法論(lun)研究信息與(yu)參與(yu)操作(zuo)生(sheng)活技(ji)(ji)(ji)術頻繁(fan)組(zu)合。依照電(dian)力(li)設(she)備(bei)成套(tao)軟(ruan)件(jian)體統(tong)(tong)自動掌握(wo)專業的(de)實際(ji)上工(gong)種對人材信息格(ge)局(ju)、效果格(ge)局(ju)和質量格(ge)局(ju)的(de)需要，以(yi)(yi)技(ji)(ji)(ji)術性采(cai)用為要素，以(yi)(yi)效果陪養居多線，方法論(lun)研究信息以(yi)(yi)“須得、夠(gou)了(le)”為度，參與(yu)文章(zhang)軟(ruan)件(jian)體統(tong)(tong)的(de)構建，保(bao)持(chi)幼(you)兒(er)黨(dang)信息與(yu)生(sheng)活技(ji)(ji)(ji)術的(de)整合資源。利用投資項目工(gong)作(zuo)卡動力(li)課堂(tang)教學(xue)策(ce)略(lve)，每(mei)個工(gong)作(zuo)卡功能(neng)以(yi)(yi)陪養幼(you)兒(er)黨(dang)對元部件(jian)測量與(yu)用到、電(dian)力(li)設(she)備(bei)成套(tao)原因圖的(de)讀圖與(yu)解析、掌握(wo)軟(ruan)件(jian)體統(tong)(tong)規劃、掌握(wo)軟(ruan)件(jian)體統(tong)(tong)故章(zhang)原因與(yu)維護生(sheng)活技(ji)(ji)(ji)術居多線組(zu)織開展(zhan)介(jie)紹(shao)，并(bing)將考證(zheng)書(shu)介(jie)紹(shao)帶入到響應的(de)工(gong)作(zuo)中神(shen)器任務中，比較突出(chu)學(xue)員通常(chang)APP本事、結合社會(hui)實踐本事和去創新本事的(de)的(de)培養。

教學(xue)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)化(hua)上課為雙證融通提供數據(ju)了快(kuai)速生活條件(jian)。將電(dian)(dian)氣開關自動(dong)式化(hua)實踐(jian)生產設備使用(yong)的(de)(de)工(gong)(gong)作群(qun)溶解為許多功效控制器，再對各控制器涉及性(xing)分(fen)析，能夠耍(shua)(shua)求專門知(zhi)識與(yu)裝備、的(de)(de)職位(wei)裝備的(de)(de)按照(zhao)(zhao)耍(shua)(shua)求，網(wang)絡綜合按照(zhao)(zhao)耍(shua)(shua)求后，養成適(shi)宜的(de)(de)教學(xue)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)構成。教學(xue)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)在信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)的(de)(de)考(kao)慮上，堅持行(xing)同(tong)行(xing)業統一(yi)技(ji)木與(yu)新技(ji)木微信(xin)(xin)(xin)(xin)同(tong)步(bu)的(de)(de)依據(ju)，整合各國的(de)(de)職位(wei)資格證書(shu)的(de)(de)標準中涉及工(gong)(gong)種分(fen)類（搶修電(dian)(dian)工(gong)(gong)作業）的(de)(de)高(gao)階工(gong)(gong)、初級(ji)工(gong)(gong)技(ji)術鑒(jian)定(ding)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)，完(wan)成教學(xue)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)信(xin)(xin)(xin)(xin)息(xi)(xi)(xi)(xi)(xi)內(nei)(nei)(nei)(nei)(nei)容(rong)(rong)(rong)(rong)(rong)實踐(jian)達(da)到了某段的(de)(de)職位(wei)工(gong)(gong)作或工(gong)(gong)作群(qun)的(de)(de)涉及耍(shua)(shua)求。

課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)解決計劃方案(an)格(ge)式涵蓋課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)設施機(ji)(ji)(ji) 的標準(zhun)(zhun)、課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)資(zi)(zi)源、課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)設施機(ji)(ji)(ji) 方式制(zhi)(zhi)定計劃、課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)設施機(ji)(ji)(ji) 做(zuo)(zuo)(zuo)法(fa)(fa)等范疇(chou)。課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)設施機(ji)(ji)(ji) 解決計劃方案(an)格(ge)式的設置(zhi)主要的是(shi)(shi)以培養教育計劃為七日(ri)游點(dian)(dian)，對(dui)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)解決計劃方案(an)格(ge)式所涵蓋的作(zuo)出不同(tong)的范疇(chou)提(ti)高(gao)科學(xue)(xue)合理設置(zhi)，能夠(gou) 此類作(zuo)業任務卡(ka)的提(ti)高(gao)，提(ti)高(gao)此類角色(se)資(zi)(zi)格(ge)標準(zhun)(zhun)中的部(bu)(bu)件(jian)(jian)的標準(zhun)(zhun)，在當中的部(bu)(bu)件(jian)(jian)產品是(shi)(shi)簡(jian)單相對(dui)應到“中高(gao)檔維(wei)修部(bu)(bu)部(bu)(bu)部(bu)(bu)高(gao)壓電工(gong)維(wei)修部(bu)(bu)作(zuo)業”綜(zong)合考(kao)核方法(fa)(fa)工(gong)種中的某(mou)種鑒定結論點(dian)(dian)，使學(xue)(xue)生黨在選取電力電氣系統自動化(hua)控制(zhi)(zhi)方法(fa)(fa)學(xue)(xue)厲證件(jian)(jian)的同(tong)一時間，也(ye)會換取“中高(gao)檔維(wei)修部(bu)(bu)部(bu)(bu)部(bu)(bu)高(gao)壓電工(gong)維(wei)修部(bu)(bu)作(zuo)業”、“高(gao)檔維(wei)修部(bu)(bu)部(bu)(bu)部(bu)(bu)高(gao)壓電工(gong)維(wei)修部(bu)(bu)作(zuo)業”等角色(se)資(zi)(zi)格(ge)證件(jian)(jian)，實目前課(ke)(ke)(ke)程體系課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)課(ke)(ke)(ke)堂(tang)(tang)(tang)(tang)(tang)做(zuo)(zuo)(zuo)法(fa)(fa)計劃下(xia)的“雙(shuang)證融(rong)通”。

（一）上課個(ge)人(ren)目標(biao)結構設計

通(tong)過(guo)高職(zhi)學(xue)(xue)校專(zhuan)業(ye)(ye)(ye)(ye)(ye)人才庫(ku)塑(su)造培(pei)育作(zuo)用(yong)，很確(que)立(li)(li)《不間斷(duan)掌(zhang)握新技術》教(jiao)學(xue)(xue)內容(rong)內容(rong)內容(rong)各的(de)一(yi)些(xie)信息儲(chu)備點(dian)高中生應可(ke)達(da)到的(de)學(xue)(xue)習(xi)事情(qing)(qing)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)專(zhuan)業(ye)(ye)(ye)(ye)(ye)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)階(jie)段(duan)的(de)規定(ding)，研究制(zhi)定(ding)滿足專(zhuan)業(ye)(ye)(ye)(ye)(ye)人才庫(ku)塑(su)造培(pei)育作(zuo)用(yong)的(de)教(jiao)學(xue)(xue)內容(rong)內容(rong)內容(rong)規定(ding)。在教(jiao)學(xue)(xue)內容(rong)內容(rong)內容(rong)規定(ding)的(de)一(yi)些(xie)信息儲(chu)備點(dian)中確(que)立(li)(li)學(xue)(xue)習(xi)事情(qing)(qing)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)專(zhuan)業(ye)(ye)(ye)(ye)(ye)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)階(jie)段(duan)融合測(ce)試的(de)規定(ding)，很確(que)立(li)(li)同學(xue)(xue)在完成(cheng)成(cheng)就事情(qing)(qing)成(cheng)就后可(ke)達(da)到的(de)的(de)信息儲(chu)備方(fang)(fang)向(xiang)、學(xue)(xue)習(xi)事情(qing)(qing)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)專(zhuan)業(ye)(ye)(ye)(ye)(ye)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)方(fang)(fang)向(xiang)和專(zhuan)業(ye)(ye)(ye)(ye)(ye)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)方(fang)(fang)向(xiang)，提到二個(ge)學(xue)(xue)習(xi)事情(qing)(qing)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)專(zhuan)業(ye)(ye)(ye)(ye)(ye)業(ye)(ye)(ye)(ye)(ye)務(wu)(wu)能(neng)(neng)(neng)(neng)力(li)(li)階(jie)段(duan)的(de)融合測(ce)試的(de)規定(ding)：熟記(ji)、了解、簡單的(de)app、融合app。

（二）教學法計劃設計方案的概念

調查(cha)背景該(gai)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)頂(ding)(ding)(ding)目英語課程(cheng)的(de)(de)(de)《電(dian)器控(kong)住的(de)(de)(de)技術(shu)》教(jiao)育(yu)方法(fa)制(zhi)(zhi)定的(de)(de)(de)概念，以(yi)崗位工(gong)(gong)(gong)作(zuo)為(wei)(wei)承載，將全部(bu)教(jiao)育(yu)環節(jie)制(zhi)(zhi)定的(de)(de)(de)概念為(wei)(wei)幾條完善的(de)(de)(de)該(gai)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)頂(ding)(ding)(ding)目。以(yi)預期該(gai)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)頂(ding)(ding)(ding)目標(biao)(biao)淺析(xi)、調查(cha)、制(zhi)(zhi)定的(de)(de)(de)概念、操作(zuo)步驟等(deng)來(lai)提高教(jiao)育(yu)目標(biao)(biao)。同(tong)(tong)學們以(yi)的(de)(de)(de)團隊為(wei)(wei)公司來(lai)完成該(gai)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)頂(ding)(ding)(ding)目工(gong)(gong)(gong)作(zuo)，在不同(tong)(tong)工(gong)(gong)(gong)作(zuo)海(hai)軍中(zhong)將關于系統理(li)論學識(shi)與裝備魔(mo)鬼鍛煉融為(wei)(wei)三合一，正式完成“做、學、用(yong)”三合一化。表1是這里面(mian)其中(zhong)一個(ge)該(gai)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)頂(ding)(ding)(ding)目標(biao)(biao)教(jiao)育(yu)方法(fa)制(zhi)(zhi)定的(de)(de)(de)概念，確認該(gai)該(gai)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)頂(ding)(ding)(ding)目標(biao)(biao)提高魔(mo)鬼鍛煉，能(neng)夠賺(zhuan)取“中(zhong)級職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)資(zi)格證修補服(fu)務電(dian)工(gong)(gong)(gong)修補”新職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)基礎職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)資(zi)格證檢(jian)查(cha)報(bao)告(gao)特殊(shu)工(gong)(gong)(gong)種中(zhong)的(de)(de)(de)數控(kong)電(dian)器方式通(tong)常(chang)出現問題的(de)(de)(de)檢(jian)查(cha)報(bao)告(gao)與修補服(fu)務這個(ge)判定的(de)(de)(de)內(nei)容。

整個過程品(pin)評分(fen)基(ji)礎(chu)說(shuo)法(fa)和實際操作(zuo)步(bu)驟幾部件，注(zhu)意(yi)(yi)的(de)(de)(de)(de)是是年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)讀(du)(du)書(shu)(shu)淺析(xi)(xi)事(shi)情、消除事(shi)情的(de)(de)(de)(de)綜(zong)合評估工(gong)作(zuo)效率(lv)(lv)(lv)與素(su)養，年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)確(que)定(ding)每(mei)種(zhong)(zhong)(zhong)活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)分(fen)別年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)。以筆(bi)試(shi)題(ti)(ti)結構對(dui)每(mei)種(zhong)(zhong)(zhong)活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)注(zhu)意(yi)(yi)的(de)(de)(de)(de)是學識點采取(qu)(qu)(qu)年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)，表中活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)一的(de)(de)(de)(de)分(fen)數(shu)(shu)(shu)(shu)占(zhan)10%，活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)二、活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)三、活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)四、活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)五(wu)的(de)(de)(de)(de)分(fen)數(shu)(shu)(shu)(shu)各占(zhan)5%，基(ji)礎(chu)說(shuo)法(fa)部件的(de)(de)(de)(de)分(fen)數(shu)(shu)(shu)(shu)共(gong)設(she)占(zhan)30%。以自查(cha)自糾技(ji)(ji)(ji)(ji)術(shu)招式(shi)(shi)培訓年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)結構對(dui)目標技(ji)(ji)(ji)(ji)術(shu)招式(shi)(shi)采取(qu)(qu)(qu)強化(hua)裝(zhuang)備訓練方法(fa)與考(kao)(kao)試(shi)分(fen)數(shu)(shu)(shu)(shu)排(pai)(pai)(pai)名年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)，分(fen)幾個技(ji)(ji)(ji)(ji)術(shu)招式(shi)(shi)活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)，分(fen)數(shu)(shu)(shu)(shu)各占(zhan)10%，注(zhu)意(yi)(yi)的(de)(de)(de)(de)是年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)會(hui)(hui)根據(ju)(ju)明顯操控方式(shi)(shi)原里按制(zhi)作(zuo)工(gong)藝追(zhui)求采取(qu)(qu)(qu)配置連接(jie)線(xian)、通電確(que)定(ding)實驗(yan)的(de)(de)(de)(de)工(gong)作(zuo)效率(lv)(lv)(lv)，、會(hui)(hui)根據(ju)(ju)普(pu)遍自動(dong)(dong)(dong)化(hua)主設(she)備培訓主設(she)備電子商務告(gao)警想象淺析(xi)(xi)現象并能采取(qu)(qu)(qu)告(gao)警診斷(duan)與除掉的(de)(de)(de)(de)工(gong)作(zuo)效率(lv)(lv)(lv)。會(hui)(hui)根據(ju)(ju)活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)重任書(shu)(shu)、每(mei)種(zhong)(zhong)(zhong)活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)反思題(ti)(ti)完畢狀態(tai)和日常生活(huo)(huo)(huo)(huo)(huo)中上班、讀(du)(du)書(shu)(shu)對(dui)待、玩法(fa)組的(de)(de)(de)(de)合作(zuo)完畢狀態(tai)等對(dui)讀(du)(du)書(shu)(shu)的(de)(de)(de)(de)培訓會(hui)(hui)去責任心、積極(ji)態(tai)度性、讀(du)(du)書(shu)(shu)好品(pin)質和讀(du)(du)書(shu)(shu)工(gong)作(zuo)效率(lv)(lv)(lv)等采取(qu)(qu)(qu)年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)，分(fen)數(shu)(shu)(shu)(shu)占(zhan)20%。表中每(mei)種(zhong)(zhong)(zhong)活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)的(de)(de)(de)(de)目標學識年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)與專(zhuan)(zhuan)職基(ji)礎(chu)“搶(qiang)修技(ji)(ji)(ji)(ji)工(gong)”基(ji)礎(chu)說(shuo)法(fa)年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)信(xin)息(xi)融洽會(hui)(hui)根據(ju)(ju)，各技(ji)(ji)(ji)(ji)術(shu)招式(shi)(shi)培訓活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)展開討(tao)論專(zhuan)(zhuan)職基(ji)礎(chu)“搶(qiang)修技(ji)(ji)(ji)(ji)工(gong)”的(de)(de)(de)(de)操作(zuo)步(bu)驟年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)信(xin)息(xi)，并會(hui)(hui)根據(ju)(ju)專(zhuan)(zhuan)職技(ji)(ji)(ji)(ji)術(shu)招式(shi)(shi)評定(ding)規則對(dui)每(mei)種(zhong)(zhong)(zhong)個讀(du)(du)書(shu)(shu)采取(qu)(qu)(qu)年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)，年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)考(kao)(kao)試(shi)分(fen)數(shu)(shu)(shu)(shu)排(pai)(pai)(pai)名又是考(kao)(kao)試(shi)拿證活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)考(kao)(kao)試(shi)分(fen)數(shu)(shu)(shu)(shu)排(pai)(pai)(pai)名，也是學科相關內容活(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)的(de)(de)(de)(de)技(ji)(ji)(ji)(ji)術(shu)招式(shi)(shi)年(nian)(nian)(nian)終(zhong)(zhong)考(kao)(kao)察(cha)評價(jia)(jia)(jia)(jia)考(kao)(kao)試(shi)分(fen)數(shu)(shu)(shu)(shu)排(pai)(pai)(pai)名。

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