人(ren)體(ti)(ti)可承受(shou)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)體(ti)(ti)感(gan)電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)及設備，人(ren)體(ti)(ti)可承受(shou)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)體(ti)(ti)感(gan)電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)包括安全實(shi)驗電(dian)(dian)(dian)(dian)(dian)源，安全實(shi)驗電(dian)(dian)(dian)(dian)(dian)源連接(jie)一個(ge)調(diao)壓(ya)裝置，調(diao)壓(ya)裝置的兩個(ge)輸(shu)出端分別連接(jie)到兩個(ge)接(jie)觸演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極(ji)，一個(ge)接(jie)觸演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極(ji)的線路(lu)(lu)上串聯有(you)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)表(biao)，兩個(ge)接(jie)觸演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極(ji)之間并聯有(you)電(dian)(dian)(dian)(dian)(dian)壓(ya)表(biao)。在(zai)保證安全的情況下，讓學員(yuan)觸摸(mo)接(jie)觸演(yan)示(shi)(shi)電(dian)(dian)(dian)(dian)(dian)極(ji)，主電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)經(jing)人(ren)體(ti)(ti)導通，通過調(diao)節裝置調(diao)節電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)，使學員(yuan)親身體(ti)(ti)驗在(zai)電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)變化過程(cheng)中人(ren)體(ti)(ti)的感(gan)受(shou)，從無明顯感(gan)覺到麻癢，帶負荷拉刀閘體(ti)(ti)感(gan)，到刺(ci)痛，結合(he)電(dian)(dian)(dian)(dian)(dian)壓(ya)表(biao)與電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)表(biao)的顯示(shi)(shi)，對電(dian)(dian)(dian)(dian)(dian)流(liu)(liu)大小有(you)非常真切的感(gan)受(shou)。

安全體感培訓

近年(nian)來(lai)，安(an)全體感(gan)教育培(pei)訓(xun)逐漸廣泛(fan)地應(ying)用于多個(ge)行(xing)(xing)業(ye)，大中型企(qi)業(ye)紛(fen)紛(fen)開始(shi)建(jian)設安(an)全體感(gan)培(pei)訓(xun)室。那么，安(an)全體感(gan)培(pei)訓(xun)究(jiu)竟應(ying)該如何操作？體感(gan)培(pei)訓(xun)室又應(ying)該包括哪些內容呢？本文選取(qu)鋼鐵冶煉(lian)、建(jian)筑、客車制造三個(ge)行(xing)(xing)業(ye)，介紹其在(zai)安(an)全體感(gan)培(pei)訓(xun)的(de)成功經驗。

安(an)(an)(an)全體(ti)(ti)感(gan)，是指人們在特(te)定(ding)模(mo)(mo)擬場(chang)景中(zhong)，利用“看(kan)、做”等手段，體(ti)(ti)驗在現場(chang)作業過程中(zhong)可能遇(yu)到的(de)、與安(an)(an)(an)全生產有關的(de)行(xing)為過程，通過模(mo)(mo)擬安(an)(an)(an)全事故的(de)發生，讓其從感(gan)觀上受(shou)到震撼，從而提(ti)高人們的(de)安(an)(an)(an)全意識。

安全體(ti)(ti)感(gan)教育培(pei)訓可以在教學過(guo)程(cheng)中(zhong)(zhong)，根據學員(yuan)(yuan)的(de)知(zhi)識結構、認(ren)知(zhi)特點，長春帶負(fu)荷拉(la)(la)刀(dao)閘體(ti)(ti)感(gan)，通(tong)過(guo)將作(zuo)(zuo)業(ye)現場(chang)的(de)隱患或wei章作(zuo)(zuo)業(ye)呈現或再現，讓學員(yuan)(yuan)親(qin)身體(ti)(ti)驗wei章作(zuo)(zuo)業(ye)產生的(de)后果以及帶來的(de)傷害，使學員(yuan)(yuan)在親(qin)歷模擬事故的(de)過(guo)程(cheng)中(zhong)(zhong)產生震懾情緒，帶負(fu)荷拉(la)(la)刀(dao)閘體(ti)(ti)感(gan)哪家好，理解并獲得(de)知(zhi)識。它是學習者親(qin)身介入實(shi)踐活動，通(tong)過(guo)認(ren)知(zhi)、體(ti)(ti)驗和感(gan)悟，在實(shi)踐過(guo)程(cheng)中(zhong)(zhong)獲得(de)新的(de)知(zhi)識、技能和意識的(de)方(fang)法。

體(ti)感(gan)技(ji)術讓用(yong)戶以(yi)更(geng)為自(zi)然、更(geng)具直覺性的(de)(de)肢體(ti)動(dong)(dong)(dong)作(zuo)(zuo)對(dui)機器發出(chu)指(zhi)令(ling)，機器通(tong)過(guo)某些特(te)殊方式對(dui)用(yong)戶的(de)(de)感(gan)官動(dong)(dong)(dong)作(zuo)(zuo)進行識別、解(jie)析，并按(an)照(zhao)預定(ding)感(gan)測模(mo)式，帶負荷拉刀閘體(ti)感(gan)哪里(li)有(you)，作(zuo)(zuo)出(chu)相(xiang)應反(fan)饋(kui)。基于(yu)體(ti)感(gan)技(ji)術開發的(de)(de)互(hu)動(dong)(dong)(dong)游(you)戲(xi)，改(gai)變了(le)玩家與游(you)戲(xi)之間互(hu)動(dong)(dong)(dong)方式，讓用(yong)戶甩掉鼠標(biao)和(he)(he)鍵盤玩游(you)戲(xi)，通(tong)過(guo)語言和(he)(he)肢體(ti)等多種形式與游(you)戲(xi)互(hu)動(dong)(dong)(dong)，實現肌體(ti)運動(dong)(dong)(dong)與精神娛樂(le)的(de)(de)交織，擴增(zeng)玩家互(hu)動(dong)(dong)(dong)與心理的(de)(de)互(hu)動(dong)(dong)(dong)分享的(de)(de)內涵、深(shen)(shen)度(du)和(he)(he)層次，增(zeng)加(jia)凝(ning)聚力(li)以(yi)自(zi)然的(de)(de)人機交互(hu)方式深(shen)(shen)受玩家青睞，體(ti)感(gan)技(ji)術論證了(le)其(qi)對(dui)互(hu)動(dong)(dong)(dong)游(you)戲(xi)有(you)效支持。