结合某特钢厂100 t RH关键工艺设备参数,从脱氢热力学、动力学等角度进行了理论分析和计算。结果显示:在真空度67 Pa时,氢在钢液中的饱和溶解度为0.69×10^-6,按照循环因数取4~5时,计算出真空脱氢时间为8 min;同时,做了RH真空处理...结合某特钢厂100 t RH关键工艺设备参数,从脱氢热力学、动力学等角度进行了理论分析和计算。结果显示:在真空度67 Pa时,氢在钢液中的饱和溶解度为0.69×10^-6,按照循环因数取4~5时,计算出真空脱氢时间为8 min;同时,做了RH真空处理前初始氢含量影响因素、极限真空保持时间与脱氢效果等试验,试验表明:在同等入炉原材料条件下,转炉出钢碳含量与氢含量存在一定关系,出钢碳越低,钢水氢含量越低;钢中合金元素含量越高,RH真空处理前初始氢含量越高。极限真空保持时间越长,脱氢效果越好;针对RH真空下脱氢而言,极限真空度保持时间一般不低于15 min,便能将钢中的氢含量脱至1.5×10^-6以内,从而达到较为理想的冶炼效果。展开更多
With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency f...With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation,this paper concludes four pillar competencies for teachers:curriculum development and teaching competency,human-computer collaboration competency,effective moral education competency,and self-growth competency.From the perspective of supporting the digital transformation in education,curriculum development and teaching competency is the premise and guarantee of“learning-centered”;and human-computer collaboration competency is the transformation direction of teachers’information and communications technology capabilities in smart environments;effective moral education competency determines the primary role of teachers in the process of digital transformation;and self-growth competency is the purpose and means of digital existence.Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.展开更多
文摘With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation,this paper concludes four pillar competencies for teachers:curriculum development and teaching competency,human-computer collaboration competency,effective moral education competency,and self-growth competency.From the perspective of supporting the digital transformation in education,curriculum development and teaching competency is the premise and guarantee of“learning-centered”;and human-computer collaboration competency is the transformation direction of teachers’information and communications technology capabilities in smart environments;effective moral education competency determines the primary role of teachers in the process of digital transformation;and self-growth competency is the purpose and means of digital existence.Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.
