計算機多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)廣泛存在(zai)于生產生活(huo)的(de)(de)(de)各(ge)(ge)個方面。目前多以(yi)鼠(shu)標、鍵(jian)(jian)盤(pan)(pan)等(deng)傳(chuan)統的(de)(de)(de)輸(shu)入(ru)設備(bei)(bei)作為人(ren)機交(jiao)互的(de)(de)(de)媒(mei)(mei)介。隨著體(ti)(ti)(ti)感(gan)(gan)裝(zhuang)(zhuang)置(zhi)(zhi)在(zai)應(ying)(ying)(ying)(ying)用(yong)(yong)領域的(de)(de)(de)不斷推(tui)廣，由(you)于其新穎的(de)(de)(de)交(jiao)互模式(shi)(shi)(shi)，長春重物搬運體(ti)(ti)(ti)感(gan)(gan)，各(ge)(ge)類(lei)多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)也在(zai)不斷與體(ti)(ti)(ti)感(gan)(gan)類(lei)交(jiao)互裝(zhuang)(zhuang)置(zhi)(zhi)進行(xing)融合。 由(you)于體(ti)(ti)(ti)感(gan)(gan)裝(zhuang)(zhuang)置(zhi)(zhi)不同(tong)于傳(chuan)統的(de)(de)(de)鼠(shu)標等(deng)輸(shu)入(ru)裝(zhuang)(zhuang)置(zhi)(zhi)，需要定(ding)義(yi)新的(de)(de)(de)人(ren)機交(jiao)互模式(shi)(shi)(shi)，在(zai)與多媒(mei)(mei)體(ti)(ti)(ti)類(lei)應(ying)(ying)(ying)(ying)用(yong)(yong)融合的(de)(de)(de)過程中，就面臨如下問題(ti)： 如何對已(yi)有的(de)(de)(de)應(ying)(ying)(ying)(ying)用(yong)(yong)加(jia)入(ru)體(ti)(ti)(ti)感(gan)(gan)支持(chi)； 如何利用(yong)(yong)體(ti)(ti)(ti)感(gan)(gan)設備(bei)(bei)對媒(mei)(mei)體(ti)(ti)(ti)源(yuan)進行(xing)有效控制； 如何提(ti)供統一(yi)的(de)(de)(de)上(shang)層支持(chi)接口，同(tong)時如何兼容(rong)未來可(ke)能(neng)推(tui)出的(de)(de)(de)體(ti)(ti)(ti)感(gan)(gan)設備(bei)(bei)。體(ti)(ti)(ti)感(gan)(gan)設備(bei)(bei)特征與傳(chuan)統多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)模式(shi)(shi)(shi)的(de)(de)(de)基礎上(shang)，以(yi)預定(ding)義(yi)動(dong)作手勢識別為交(jiao)互基礎，提(ti)出了(le)(le)(le)可(ke)以(yi)兼容(rong)現有多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)，同(tong)時能(neng)夠支持(chi)多種(zhong)體(ti)(ti)(ti)感(gan)(gan)設備(bei)(bei)的(de)(de)(de)多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)框(kuang)架。 基于體(ti)(ti)(ti)感(gan)(gan)設備(bei)(bei)多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)框(kuang)架以(yi)程序開(kai)發庫的(de)(de)(de)形(xing)式(shi)(shi)(shi)進行(xing)發布，演示系統除了(le)(le)(le)可(ke)以(yi)利用(yong)(yong)傳(chuan)統的(de)(de)(de)鼠(shu)標、鍵(jian)(jian)盤(pan)(pan)進行(xing)交(jiao)互外(wai)，重點(dian)驗證了(le)(le)(le)多媒(mei)(mei)體(ti)(ti)(ti)應(ying)(ying)(ying)(ying)用(yong)(yong)的(de)(de)(de)可(ke)用(yong)(yong)性。

   人(ren)體(ti)(ti)可承受(shou)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)體(ti)(ti)感(gan)(gan)電(dian)(dian)(dian)(dian)(dian)路及設備，重物(wu)(wu)搬運體(ti)(ti)感(gan)(gan)圖片，人(ren)體(ti)(ti)可承受(shou)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)體(ti)(ti)感(gan)(gan)電(dian)(dian)(dian)(dian)(dian)路包括安(an)全實驗電(dian)(dian)(dian)(dian)(dian)源(yuan)(yuan)，安(an)全實驗電(dian)(dian)(dian)(dian)(dian)源(yuan)(yuan)連(lian)接(jie)(jie)一個(ge)調(diao)壓(ya)裝置(zhi)，調(diao)壓(ya)裝置(zhi)的(de)兩(liang)個(ge)輸出(chu)端(duan)分別連(lian)接(jie)(jie)到(dao)兩(liang)個(ge)接(jie)(jie)觸(chu)(chu)(chu)演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極，一個(ge)接(jie)(jie)觸(chu)(chu)(chu)演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極的(de)線路上串聯(lian)有(you)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)表(biao)，兩(liang)個(ge)接(jie)(jie)觸(chu)(chu)(chu)演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極之間并聯(lian)有(you)電(dian)(dian)(dian)(dian)(dian)壓(ya)表(biao)。在保證安(an)全的(de)情況下，讓學員觸(chu)(chu)(chu)摸接(jie)(jie)觸(chu)(chu)(chu)演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極，主電(dian)(dian)(dian)(dian)(dian)路電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)經人(ren)體(ti)(ti)導通，通過調(diao)節裝置(zhi)調(diao)節電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)，使(shi)學員親身體(ti)(ti)驗在電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)變化過程(cheng)中人(ren)體(ti)(ti)的(de)感(gan)(gan)受(shou)，從(cong)無明顯(xian)感(gan)(gan)覺(jue)到(dao)麻癢，重物(wu)(wu)搬運體(ti)(ti)感(gan)(gan)技術，到(dao)刺痛，結合電(dian)(dian)(dian)(dian)(dian)壓(ya)表(biao)與電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)表(biao)的(de)顯(xian)示(shi)(shi)，對(dui)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)(liu)大小有(you)非常(chang)真切的(de)感(gan)(gan)受(shou)。

安全體感培訓

近年來(lai)，安全(quan)體(ti)感(gan)教育培(pei)訓逐漸廣泛(fan)地應(ying)用(yong)于多個行(xing)業，大中型企業紛紛開始建設(she)安全(quan)體(ti)感(gan)培(pei)訓室。那么，安全(quan)體(ti)感(gan)培(pei)訓究(jiu)竟應(ying)該如何操(cao)作？體(ti)感(gan)培(pei)訓室又(you)應(ying)該包括(kuo)哪(na)些內容呢？本文選取鋼(gang)鐵冶煉、建筑、客(ke)車制造三個行(xing)業，介紹其在安全(quan)體(ti)感(gan)培(pei)訓的(de)成功經驗。

安全體感，是(shi)指人們(men)在(zai)特定(ding)模(mo)擬(ni)(ni)場景中(zhong)(zhong)，利用“看(kan)、做(zuo)”等手段，體驗在(zai)現場作業(ye)過(guo)程中(zhong)(zhong)可能遇到(dao)的、與(yu)安全生產有(you)關(guan)的行為過(guo)程，通(tong)過(guo)模(mo)擬(ni)(ni)安全事故的發生，讓其從(cong)感觀上受到(dao)震撼(han)，從(cong)而提高人們(men)的安全意識(shi)。

安(an)全體(ti)(ti)感教育(yu)培訓(xun)可以在(zai)(zai)教學過程(cheng)中，根(gen)據(ju)學員的知識結構、認知特點(dian)，通(tong)過將作(zuo)業(ye)現(xian)(xian)場的隱患(huan)或wei章(zhang)作(zuo)業(ye)呈現(xian)(xian)或再現(xian)(xian)，重(zhong)物搬運體(ti)(ti)感哪(na)里有，讓(rang)學員親(qin)身(shen)體(ti)(ti)驗wei章(zhang)作(zuo)業(ye)產生的后果(guo)以及帶來(lai)的傷(shang)害，使學員在(zai)(zai)親(qin)歷模擬事故的過程(cheng)中產生震懾情緒，理解并獲得知識。它是學習者親(qin)身(shen)介入實踐活(huo)動，通(tong)過認知、體(ti)(ti)驗和(he)感悟，在(zai)(zai)實踐過程(cheng)中獲得新的知識、技能和(he)意識的方法(fa)。