人教版高二英语必修五教案

【#高二# 导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。只有充沛的精力才能迎接新的挑战，才会有事半功倍的学习。©文档大全网高二频道为你整理了《人教版高二英语必修五教案》希望对你的学习有所帮助！

1.人教版高二英语必修五教案

　　教学目标

　　1.Students learn some new words and expressions to describe people ,especially famous persons;

　　2.Students are encouraged to give more information about famous persons who they are familiar:

　　3. Students can realize that it is scientific spirit that makes those scientists successful.

　　教学重难点

　　1. Words and expressions in this unit

　　2. Previous knowledge of some of the famous scientists

　　3. Comprehending the text

　　教学过程

　　【导入】Words　learning

　　(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )

　　Definitions or explanations

　　A.examine 1.general principles of an art or science

　　B.repeat 2.say or do again

　　C.theory 3.at once; without delay

　　D.immediate 4.look at...carefully in order to learn about or from...

　　E.complete 5.of great value, worth or use

　　F.valuable 6.having all its parts; whole; finished

　　G.announce 7.make known

　　H.control 8.come or bring to an end

　　I.positive 9.power to order or direct

　　J.conclude 10.quite certain or sure

　　【讲授】useful　sentences　learning

　　(The sentences are picked from the text.)

　　1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.

　　2.This sentence doesn’t make any sense.

　　3.Our English teacher is not only strict with us but also friendly to us.

　　4.He is good-looking, apart from his nose.

　　5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

　　6.It is not Tom but you who are to blame.

　　7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.

　　8.Have you drawn any conclusion after you read this passage?

　　9.Well done.So much for the learning of the new words and expressions.

　　【讲授】Introduction　of　a　classic　article

　　Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.

　　【活动】Share　the　outcome

　　Students share their article orally and discuss whether they have used some good and advanced expressions.

2.人教版高二英语必修五教案

　　本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

　　1. 开展学生活动，发挥主体作用

　　新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

　　2. 实施情景教学，统合三维目标

　　本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

　　3. 转变学习方式，增强教学效果

　　新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

　　4. 运用问题教学，启发学生思维

　　本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

　　本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

　　【教材分析】

　　本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

　　第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

　　考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

　　【学情分析】

　　1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

　　生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

　　2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

　　发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

　　3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

　　【教学目标】

　　(1)知识与能力

　　学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

　　(2)过程与方法

　　通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

　　(3)情感态度与价值观

　　通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

　　【重点难点】

　　重点：

　　1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

　　2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

　　难点：

　　1.掌握过去分词作定语和状语的用法。

　　2.运用所学的词汇及句型写出具有一定想象力的短文。

　　【教学策略与手段】

　　1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

　　2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

　　3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

　　【教学准备】

　　1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

　　2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

　　3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

　　【教学过程】

　　Period 1: Warming-up & Reading

　　Teaching Aims:

　　1. Learn some new words and expressions.

　　2. Improve the students’ reading skills.

　　3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

　　Teaching Methods:

　　1. Inductive method

　　2. Pair work & group work

　　3. Competition

　　4. Illustration

　　5. Deductive Method

　　Step 1 Greetings and Lead-in

　　1.The teacher can start with daily greetings and try to lead in some words in this unit.

　　Q1: Where do you come from? Do you live in the downtown or in the countryside?

　　Do you live in a comfortable surrounding?

　　Is it a suitable location for people to live in?

　　What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

　　2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

　　Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

　　carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

　　3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

　　sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

　　4.Q3: What will the future means of transportation be like? (Time travel)

　　Well, today we are going to learn a text about time travel.

　　【设计说明】

　　由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

　　Step 2 Skimming

　　1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

　　Q1：What will the future life be like?

　　2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

　　Q2: Which changes are mentioned in the text?

　　time travel – transport – air quality – religion – clothing – eating – houses – towns

　　3.The teacher can ask the students to carry out a discussion about the changes.

　　Q3: Which changes are good and which are bad?

　　【设计说明】

　　猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

　　Step 3 Reading for details

　　1.Before the journey

　　Q1: How many people are mentioned in the text? Who are they?

　　Q2: When did the writer write this letter? And to which year did he travel?

　　Q3: Why did Li Qiang travel to the year AD 3005?

　　Q4: What did Li Qiang suffer from?

　　Q5: How did Li Qiang feel? What makes him feel better?

　　Q6: Where did they arrive?

　　【设计说明】

　　通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

　　2.During the journey

　　1) In the capsule:

　　Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

　　2) Out of the capsule

　　Confused by the new surrounding, I was hit by the lack of fresh air

　　Q1: How did Li Qiang overcome the lack of fresh air?

　　1. Hovering carriage: .

　　Q2: How did the hovering carriage float?

　　Q3: How can a person move swiftly?

　　2. “A large market”

　　Q4: What were people doing there?

　　Q5: What happened to Li Qiang?

　　3. A large building

　　Q6: What is a “time lag” flashback?

　　【设计说明】

　　按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。

　　3.After the journey

　　(Arriving home, he showed me into a large bright, clean room.

　　XX of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

　　Q1: How did the author feel after visiting the special house?

　　Exhausted, I slid into bed and fell fast asleep.

3.人教版高二英语必修五教案

　一、教学内容分析

　　本单元以“急救”为中心话题。本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识， 意义重大。

　　二、教学目标

　　1、语言目标：学习掌握教学内容中的重点字、词、句;

　　2、能力目标：阅读速度和技巧的训练;

　　3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。

　　三、学习者特征分析

　　所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达XX和学习兴趣。

　　四、教学策略选择与设计

　　教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

　　五、教学重点及难点

　　教学重点：帮助学生使用不同的阅读技巧完成阅读目标

　　教学难点：

　　1.学生阅读能力的培养，运用文中信息解决问题的能力;

　　2.掌握急救知识和根据不同情况提出急救措施;

　　3.能学会急救知识和相关急救措施的英语表达。

4.人教版高二英语必修五教案

　    教学目标

　　1. Target language 目标语言

　　a. 重点词汇和短语

　　attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to

　　b. 重点句式

　　To prevent this from happening again, John Snow suggested that ... P3

　　2. Ability goals 能力目标

　　Enable the students to talk about science and scientists.

　　3. Learning ability goals学能目标

　　Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

　　教学重难点

　　Talk about science and scientists.

　　教学工具

　　A computer and a projector.

　　教学过程

　　StepⅠ Lead-in

　　Ask the students to think of some great inventions and inventors in history.

　　T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?

　　S1: Edison invented the lights and the gramophone.

　　S2: The first computer was invented by a group of American scientists.

　　StepⅡ Warming up

　　First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.

　　T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?

　　S1: Newton.

　　S2: Watt.

　　S3: Franklin.

　　Sample answers:

　　1. Archimedes, Ancient Greek (287-212 BC), a mathematician.

　　2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.

　　3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.

　　4. Gregor Mendel, Czech, a botanist and geneticist.

　　5. Marie Curie, Polish and French, a chemist and physicist.

　　6. Thomas Edison, American, an inventor.

　　7. Leonardo da Vinci, Italian, an artist.

　　8. Sir Humphry Davy, British, an inventor and chemist.

　　9. Zhang Heng, ancient China, an inventor.

　　10. Stepper Hawking, British, a physicist.

　　Step Ⅲ Pre-reading

　　Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

　　T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.

　　Show the following on the screen.

　　What do you know about infectious diseases?

　　What do you know about cholera?

　　Do you know how to prove a new idea in scientific research?

　　What order would you put the seven in? Just guess.

　　Sample answer 1:

　　S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.

　　S2: People could be exposed to infectious diseases, so may animals, such as bird flu.

　　S3: AIDS, SARS are infectious diseases.

　　S4: Infectious diseases are difficult to cure.

　　Sample answer 2:

　　S1: Cholera is caused by a bacterium called Varian cholera.

　　S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.

　　S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.

　　S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.

　　Sample answer 3:

　　S1: I know sth. about it. First we should find the problem. Then, think of a solution.

　　S2: We should collect as much information as possible.

　　S3: Analyzing results is the most important stage.

　　S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.

　　Sample answer 4:

　　S1: I think “Find a problem” should be the first stage.

　　S2: “Make up a question” should follow the first stage.

　　S3: “Think of a method”, “Collect results” and “Analyze results” are after that.

　　S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.

　　T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

　　Step Ⅳ Reading

　　Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.

　　T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.

　　Show the questions on the screen.

　　1. What conditions allowed cholera develop?

　　2. Why do you think people believed that cholera multiplied in the air without reason?

　　3. What evidence did John Snow gather to convince people that idea 2 was right?

　　Sample answers:

　　S1: The dirty water made the cholera develop quickly.

　　S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.

　　S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.

　　Step Ⅴ Text analyzing

　　Ask the students to analyze the text in groups.

　　T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

5.人教版高二英语必修五教案

　　教学目标

　　1. 语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。(把重点词汇列出来)

　　2.语言技能: 能从一般性文章中获取和处理主要信息;能通过上下文克服生词 困难，理解语篇意义。

　　3.语言运用: 能运用语言就学生想要机器人为自己做点什么。

　　4.文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。

　　5.情感态度: 培养学生的想象力和对未知世界的探索精神。

　　6.学习策略: 借助联想建立相关知识之间的联系;

　　教学重难点

　　教学目标

　　1. 语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。(把重点词汇列出来)

　　2.语言技能: 能从一般性文章中获取和处理主要信息;能通过上下文克服生词 困难，理解语篇意义。

　　3.语言运用: 能运用语言就学生想要机器人为自己做点什么。

　　4.文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。

　　5.情感态度: 培养学生的想象力和对未知世界的探索精神。

　　6.学习策略: 借助联想建立相关知识之间的联系;

　　教学过程

　　Step 1Warming-up and lead-in 5 mins

　　老师带着学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在人们生活的方方面面。接着老师设计了一个问题询问学生。“Will it be possible for human beings to fall in love with a robot? ”

　　先让学生思考这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是如何爱上机器人的呢?引导学生看这篇跟本视频相似的故事是如何发展的呢?

　　[意图说明]以贴近单元内容的视频启动教学，激活学生已有的知识，又把学生的注意力集中到本单元内容和话题上。

　　Step 2. Skimming 3mins

　　让学生快速浏览文章找出文章中的人物和之间的关系。

　　T: Find out the main Characters in the story.

　　Larry Belmont — employed in a company that make robots.

　　Claire Belmont — Larry’s wife, a housewife

　　Tony — the robot

　　Gladys Claffern— a woman that Claire envies

　　[意图说明]因为这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。

　　Step 3. Careful reading 23 mins

　　1.Havestudents read the passage carefully and finish the table.

　　[意图说明] 本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，锻炼学生快速阅读培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍，同时使学生梳理一下Claire对Tony的情感变化过程。

　　2. Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure?

　　最后引导学生思考一下三个问题Was Claire satisfied with Tony? Why shouldTony be rebuilt? Who is not satisfied with it ?

　　[意图说明] 因为reading的标题是satisfactionguaranteed , 所以用反问的形式让学生真正去思考Tony包君满意了吗?以此来思考标题。目的在于让学生学会用已知的信息用英语思维并去理解语篇的意义。

　　Step4 Discussion 7 mins

　　Have students discuss “If you have a chance to have your own robot,

　　whatdo you want him to do ?”

　　[意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间;鼓励学生团队协作、发散性思维，尽量使用新学词汇来谋篇布局，重点在于语言的输出和应用。

　　Step 5 homework 2 mins

　　1. Guess the meanings of difficult words and sentences in the text.

　　1). It would be a bonus.

　　2). ...he seemed more like a human being than a machine.

　　3)....someone like Larry who wanted to improve his social position.

　　4). as a favour

　　5). She looked at his fingers with wonder as they turned each page.

　　6)by the amused and surprised look on her face, Claire knew....

　　2.Preview “ A biography of Isaac Asimov”(P16)

　　3. Surf the internet to learn more about robots and science fiction

　　[意图说明]本reading偏长，学生在一些句子上可能也会出现困难，因此让学生回去理解较难的句子扫除语言障碍。此外，由于学生求知欲强，课堂时间有限，因此让学生课外在查一些关于机器人以及科幻小说，以增加这方面知识的了解。

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