人機(jī)工程學(xué)外文翻譯

1、<p>　　南京理工大學(xué)泰州科技學(xué)院</p><p>　　畢業(yè)設(shè)計(jì)(論文)外文資料翻譯</p><p>　　學(xué)院 (系)： 機(jī)械工程學(xué)院 </p><p>　　專 業(yè)： 工業(yè)工程 </p><p>　　姓 名：

2、 丁霞 </p><p>　　學(xué) 號(hào)： 0901020101 </p><p>　　外文出處： Profession English for Industrial </p><p>　　Engineering, 181-1

3、90 </p><p>　　附 件： 1.外文資料翻譯譯文；2.外文原文。 </p><p>　　注：請(qǐng)將該封面與附件裝訂成冊(cè)。</p><p>　　附件1：外文資料翻譯譯文</p><p><b>　　人機(jī)工程學(xué)</b></p><p>

4、<b>　　1 簡(jiǎn)介</b></p><p>　　1.1 人機(jī)學(xué)的定義</p><p>　　在試圖定義人機(jī)學(xué)之前，我們有必要了解一下這個(gè)術(shù)語(yǔ)。美國(guó)和其他小部分國(guó)家通常使用“人機(jī)學(xué)”。盡管 “工效學(xué)”在美國(guó)也使用，但在歐洲和世界其他地區(qū)更為流行。一些人曾試圖去區(qū)別這兩個(gè)術(shù)語(yǔ)，但我們認(rèn)為任何區(qū)分都過(guò)于武斷。在所有的實(shí)際應(yīng)用中，這兩個(gè)術(shù)語(yǔ)是同義詞。另一個(gè)偶爾看到的術(shù)語(yǔ)（尤其

5、在美國(guó)軍方）是人類工程學(xué)。但這個(gè)術(shù)語(yǔ)學(xué)術(shù)界不太愛(ài)用，而且使用的越來(lái)越少。最后，工程心理學(xué)這些術(shù)語(yǔ)被美國(guó)的一些心理學(xué)家所使用。一些人將工程心理學(xué)視為是涉及人類能力和極限的基礎(chǔ)研究，而人機(jī)學(xué)則更多地和信息在產(chǎn)品設(shè)計(jì)中的應(yīng)用相關(guān)，并以此將兩者區(qū)別。無(wú)需足夠的解釋，并不是所有人都同意這種區(qū)別。</p><p>　　我們將通過(guò)人機(jī)學(xué)所關(guān)注的重點(diǎn)、目標(biāo)以及方法來(lái)對(duì)其進(jìn)行定義。</p><p>　　1.

6、2 人機(jī)學(xué)的關(guān)注重點(diǎn)</p><p>　　人機(jī)學(xué)關(guān)注的是人以及人和產(chǎn)品、設(shè)備、設(shè)施、程序和環(huán)境在工作和日常生活中的交互。其重點(diǎn)是人（這與工程學(xué)相反，工程學(xué)則更多地強(qiáng)調(diào)純粹技術(shù)工程上的因素）和產(chǎn)品設(shè)計(jì)對(duì)人的影響。因此，人機(jī)學(xué)尋求改變?nèi)藗兪褂玫臇|西和使用這些東西的環(huán)境，以便使它們更好地符合人的能力、極限和需求。</p><p>　　1.3 人機(jī)學(xué)的目標(biāo)</p><p>

7、　　人機(jī)學(xué)主要有兩個(gè)目標(biāo)。第一個(gè)是提高工作和其他活動(dòng)的實(shí)施效力和效率。這里包括提高使用的便捷性，減少錯(cuò)誤和提高生產(chǎn)率。第二個(gè)目標(biāo)是加強(qiáng)某些有力的人類價(jià)值，包括提高安全度，減少疲勞和壓力，增加舒適度，加大使用者的接受程度，提高工作滿意度和改善生活質(zhì)量。</p><p>　　看起來(lái)要同時(shí)達(dá)到上述各種目標(biāo)是很困難的，但Chapanis（1983）提出，有兩點(diǎn)可以幫助我們達(dá)到目標(biāo)。第一，在特定的應(yīng)用中，只有一個(gè)子集的目標(biāo)

8、在特定的應(yīng)用中通常是最重要的。第二，目標(biāo)之間是相互關(guān)聯(lián)的。例如，運(yùn)用人機(jī)學(xué)技術(shù)設(shè)計(jì)的機(jī)器或產(chǎn)品通常不僅更安全，而且更容易使用，不易導(dǎo)致疲勞，并且使用者也會(huì)更滿意。</p><p>　　1.4 人機(jī)學(xué)的方法</p><p>　　人機(jī)學(xué)的方法是將有關(guān)人類能力、極限、特性、行為和動(dòng)機(jī)的相關(guān)信息系統(tǒng)地應(yīng)用于設(shè)計(jì)人們所使用的產(chǎn)品、程序和所需環(huán)境。它包括科學(xué)調(diào)查研究，以便發(fā)現(xiàn)人類和他們對(duì)產(chǎn)品、環(huán)境等各

9、種反應(yīng)的相關(guān)信息。這些信息是提供設(shè)計(jì)意見(jiàn)和預(yù)測(cè)多種設(shè)計(jì)的可能效果的基礎(chǔ)。人機(jī)學(xué)的方法還包括評(píng)價(jià)我們所設(shè)計(jì)的產(chǎn)品，以保證它達(dá)到預(yù)期的目標(biāo)。</p><p>　　雖然諸如為人類使用的設(shè)計(jì)、工作和生活條件最優(yōu)化等詞語(yǔ)都部分給出了人機(jī)學(xué)的印象，但沒(méi)有一句精煉的句子能完全描述人機(jī)學(xué)研究的范圍。如果你需要的是一個(gè)簡(jiǎn)練的包括關(guān)注焦點(diǎn)、目的和方法等各個(gè)基本要素的人機(jī)學(xué)定義，我們推薦以下的定義，它是由Chapanis(1985)稍

10、微修改而來(lái)的：人機(jī)學(xué)發(fā)現(xiàn)人類行為、能力、極限和其它特性的信息，將其用于設(shè)計(jì)工具、機(jī)器、系統(tǒng)、工作、任務(wù)和環(huán)境以供人類更具效益、更安全、更舒適和更有效地使用。</p><p><b>　　2 人為錯(cuò)誤</b></p><p><b>　　2.1人為錯(cuò)誤</b></p><p>　　對(duì)一些人來(lái)說(shuō)，人為錯(cuò)誤這一詞的隱含意義是責(zé)備

11、或者禍端。但是更高效的方法是把人為錯(cuò)誤簡(jiǎn)單地看作是一個(gè)緣由可被調(diào)查的事件。關(guān)于人為錯(cuò)誤已經(jīng)有很多定義，但以下定義包含了打多數(shù)定義的本質(zhì)：人為錯(cuò)誤是一種不恰當(dāng)?shù)幕蛘卟皇軞g迎的認(rèn)為決定或行為，它降低了或者可能降低效率、安全度或系統(tǒng)的性能。在這個(gè)定義中我們需要注意兩點(diǎn)。第一，這里定義的錯(cuò)誤是指對(duì)系統(tǒng)規(guī)范或者人的不良影響或潛在的影響。忘記在午餐盒中放入餅干在建造一座橋時(shí)不會(huì)被視為人為錯(cuò)誤，但在工作場(chǎng)所忘記穿安全鞋或戴安全鏡就會(huì)被視為人為錯(cuò)誤。第

12、二，一種行為不是一定要當(dāng)已經(jīng)造成了系統(tǒng)性能的退化或者對(duì)人們的不利影響才能被視作錯(cuò)誤。一個(gè)錯(cuò)誤在可能造成損害前被糾正仍然是一種錯(cuò)誤。重要的一個(gè)行為必須具有對(duì)系統(tǒng)或人類產(chǎn)生不利影響的潛在可能性才能被視為錯(cuò)誤。</p><p>　　雖然在一些人中有一種認(rèn)為錯(cuò)誤就是“操作者”所犯的趨勢(shì)，但其實(shí)與系統(tǒng)設(shè)計(jì)和操作相關(guān)的人也有可能犯錯(cuò)，例如設(shè)備的設(shè)計(jì)師、管理者、監(jiān)督者和維護(hù)人員。因此，在談及人為錯(cuò)誤的時(shí)候，我們不應(yīng)只關(guān)注操作者

13、，而應(yīng)將整個(gè)系統(tǒng)都考慮在內(nèi)。</p><p>　　如果人為錯(cuò)誤包括不恰當(dāng)或者令人不快的行為，那么去理解一個(gè)人如何判斷什么行為是恰當(dāng)?shù)幕蚴軞g迎的就非常重要。Rasmussen ((1979) 指出這種判斷常常是在事件發(fā)生后某個(gè)人對(duì)某種行為做出合理、謹(jǐn)慎評(píng)價(jià)的結(jié)果。本質(zhì)上說(shuō)，判斷一個(gè)人為錯(cuò)誤有些武斷，因?yàn)槲覀冊(cè)谡J(rèn)定錯(cuò)誤之前可能還不能確定什么行為是恰當(dāng)?shù)?。不僅如此，Rasmussen(1987)還指出，要確定一個(gè)事件是

14、人為錯(cuò)誤完全取決于最后仲裁者定的規(guī)則。如果系統(tǒng)性能被判定為低于某種標(biāo)準(zhǔn)，某些人往往會(huì)沿原路返回去尋找造成這一錯(cuò)誤的原因。需要走多遠(yuǎn)要視情況而定。你可以僅僅止步于操作者的行為本身，并認(rèn)定這是一個(gè)人為錯(cuò)誤，也可以研究是什么原因?qū)е滤羞@樣的行為。如果研究的話，就可能追溯到其它的因素，如設(shè)備故障、管理不善、不準(zhǔn)確或不完整的流程等。Rasmussen(1982) 發(fā)表的一種驚奇的觀點(diǎn)認(rèn)為，一種行為之所以會(huì)變成錯(cuò)誤行為，是因?yàn)檫@個(gè)行為在一種不友善

15、的環(huán)境中發(fā)生，這種環(huán)境在一個(gè)不可接受的結(jié)果發(fā)生前不允許發(fā)現(xiàn)和逆轉(zhuǎn)。</p><p>　　2.2 人為錯(cuò)誤分類系統(tǒng)</p><p>　　多年來(lái)出現(xiàn)了各種各樣的錯(cuò)誤分類方法。一種有效的分類系統(tǒng)要能夠整理有關(guān)人為錯(cuò)誤的數(shù)據(jù)，這種數(shù)據(jù)對(duì)于錯(cuò)誤形成的各種方式以及如何預(yù)防錯(cuò)誤的發(fā)生能夠提供有用的見(jiàn)解。多年來(lái)， 在人為錯(cuò)誤的實(shí)用分類方面有許多嘗試。我們將簡(jiǎn)單地討論其中幾種分類方法來(lái)闡述這個(gè)領(lǐng)域的思想。&

16、lt;/p><p>　　離散行為的分類：其中針對(duì)個(gè)別、離散行為最簡(jiǎn)單的分類方法就是Swain和Guttman(1983)所使用的那種分類方法 </p><p><b>　　遺漏錯(cuò)誤</b></p><p><b>　　執(zhí)行錯(cuò)誤</b></p><p><b>　　順序錯(cuò)誤</b>&

17、lt;/p><p><b>　　時(shí)間錯(cuò)誤</b></p><p>　　遺漏錯(cuò)誤包括一些沒(méi)有能夠完成的事情。例如，一個(gè)電工在試圖爬上變電站的鋼架結(jié)構(gòu)時(shí)觸電死亡。要完全關(guān)閉變電站的電源需要斷開(kāi)很多電源插頭，很顯然他遺漏了其中一個(gè)。</p><p>　　執(zhí)行錯(cuò)誤包括沒(méi)有正確履行和執(zhí)行的事情。例如，一個(gè)機(jī)器維修工坐在一條傳送帶上讓他的搭檔輕輕地按動(dòng)按鈕讓傳

18、送帶緩慢的向前移動(dòng)幾英尺。他的搭檔這是正好失去平衡，用力地按動(dòng)了按鈕，傳送帶全速移動(dòng)而不是緩慢移動(dòng)。機(jī)器維修工被拉扯至傳送帶和比傳送帶高23cm的鋼支架之間。</p><p>　　順序錯(cuò)誤（其實(shí)是順序錯(cuò)誤的一個(gè)小分類）是指某個(gè)人在完成某項(xiàng)任務(wù)或者任務(wù)中的某些步驟時(shí)沒(méi)有按照順序做而發(fā)生的錯(cuò)誤。例如，一個(gè)起重機(jī)操作工要提升24噸石頭。他先將支架旋轉(zhuǎn)了90度再提升吊桿，而不是先提升吊桿再旋轉(zhuǎn)支架，導(dǎo)致他在試圖提升吊桿之

19、前，起重機(jī)傾翻了。</p><p>　　時(shí)間錯(cuò)誤（也是順序錯(cuò)誤的一個(gè)小分類）是人們沒(méi)有在規(guī)定的時(shí)間內(nèi)完成某項(xiàng)動(dòng)作，無(wú)論當(dāng)時(shí)動(dòng)作太快還是太慢。例如，手在工件和鉆床之間移動(dòng)太慢就是時(shí)間錯(cuò)誤，它能造成嚴(yán)重的工傷事故。</p><p>　　2.3 人為錯(cuò)誤的處理</p><p>　　人犯錯(cuò)是不可避免的。有很多方法可以降低犯錯(cuò)的可能性和減少錯(cuò)誤造成的消極結(jié)果，我們就不在這里一

20、一舉例了。然而，簡(jiǎn)要地討論有哪幾類方法還是有用的。總的來(lái)說(shuō)，可以通過(guò)人員的挑選和培訓(xùn)，以及設(shè)備、程序和環(huán)境的設(shè)計(jì)來(lái)降低犯錯(cuò)的可能性和其所造成的影響。</p><p>　　挑選：挑選有能力和有技術(shù)的人員來(lái)完成工作，出錯(cuò)的可能性會(huì)較小。一些因素像是知覺(jué)能力、智力和運(yùn)動(dòng)能力都應(yīng)該被考慮。這種方法也有制約：(a)它并不總是容易確定需要什么樣的技能和能力，(b)并不總是有可靠和有效地方法來(lái)測(cè)試所需求的技能和能力，(c)可能

21、沒(méi)有充足的合格人員。</p><p>　　培訓(xùn)：可以通過(guò)對(duì)人員的適當(dāng)培訓(xùn)來(lái)減少錯(cuò)誤。不幸的是，人們并不總是按照培訓(xùn)的要求來(lái)工作。他們會(huì)忘記或者恢復(fù)他們接受培訓(xùn)之前已經(jīng)形成的舊習(xí)慣。培訓(xùn)通常很昂貴，因?yàn)樗仨毶婕懊恳粋€(gè)人，并且在一些關(guān)鍵崗位，而且需要反復(fù)重新培訓(xùn)。后面我們會(huì)進(jìn)一步討論有關(guān)培訓(xùn)的事。</p><p>　　設(shè)計(jì)：這本書(shū)的重要主題之一就是通過(guò)設(shè)備、程序和環(huán)境的設(shè)計(jì)來(lái)改善人的工作績(jī)效

22、，包括降低錯(cuò)誤發(fā)生的可能性和所造成的后果。一般有三大類的設(shè)計(jì)方法來(lái)處理人為錯(cuò)誤：</p><p>　　排斥性設(shè)計(jì)：這種設(shè)計(jì)使錯(cuò)誤的操作無(wú)法進(jìn)行</p><p>　　預(yù)防性設(shè)計(jì)：這種設(shè)計(jì)使錯(cuò)誤的操作很難執(zhí)行，但不一定不能執(zhí)行</p><p>　　故障保險(xiǎn)設(shè)計(jì)：這種設(shè)計(jì)減輕錯(cuò)誤造成的后果而不必降低錯(cuò)誤發(fā)生的可能性</p><p>　　通過(guò)設(shè)計(jì)來(lái)減

23、少錯(cuò)誤的發(fā)生和所造成的后果，常?？梢允墙鉀Q人為錯(cuò)誤最具有成本效益的一種方法。一個(gè)系統(tǒng)只需要設(shè)計(jì)一次，而當(dāng)有新的人員成為系統(tǒng)的一部分的時(shí)候，挑選和培訓(xùn)卻必須重復(fù)進(jìn)行。實(shí)際上，改變機(jī)器要比改變?nèi)巳菀椎枚唷?lt;/p><p>　　關(guān)于消除人為錯(cuò)誤，Sender(1983)和Rasmussen(1987)提出了一種有趣的觀點(diǎn)。他們指出，人是伺服裝置，必須在環(huán)境中鍛煉來(lái)學(xué)習(xí)和獲得技能。他們認(rèn)為，錯(cuò)誤是這種實(shí)驗(yàn)和反復(fù)學(xué)習(xí)自然而

24、然的結(jié)果，他們主張，錯(cuò)誤對(duì)于發(fā)展熟練的工作技能是必要的。他們的重點(diǎn)是如何為犯錯(cuò)提供“安全”的機(jī)會(huì)（比如在培訓(xùn)中）或者創(chuàng)造一種環(huán)境來(lái)提高錯(cuò)誤的發(fā)現(xiàn)和改正幾率。</p><p>　　附件2：外文原文（復(fù)印件）</p><p>　　Human Factors Engineering</p><p>　　Introduction</p><p>　　

25、1.1 Human Factors Engineering Defined</p><p>　　Before attempting to define human factors engineering, we should say a word about the term. Human factors engineering is the term used in the United States and

26、a few other countries. The term ergonomics, although used in the United States , is more prevalent in Europe and the rest of the world. Some people have tried to distinguish between the two, but we believe that any dist

27、inctions are arbitrary and that, for all practical purpose, the terms are synonymous. Another term that is occasionally </p><p>　　We approach the definition of human factors engineering in terms of its focus

28、, objectives, and approach.</p><p>　　Focus of Human factors engineering</p><p>　　Human factors engineering focuses on human beings an their interaction with products, equipment, facilities, proc

29、edures, and environments used in work and everyday living. The emphasis is on human beings (as opposed to engineering, where the emphasis is more on strictly technical engineering considerations ) and how the design of t

30、hings in influences people. Human factors engineering, then, seeks to change the things people use and the environments in which they use these things to better match </p><p>　　Objectives of Human factors en

31、gineering</p><p>　　Human factors engineering has two major objectives. The first is to enhance the effectiveness and efficiency with which work and other activities are carried out. Included here would be su

32、ch things as increased convenience of use, reduced errors, and increased productivity. The second objective is to enhance certain desirable human values, including improved safety, reduced fatigue and stress, increased c

33、omfort, greater user acceptance, increased job satisfaction, and improved quality of live.</p><p>　　It may seem like a tall order to enhance all these varied objectives, but as Chapanis (1983) points out, tw

34、o things help us. First, only a subset of the objectives are generally of highest importance in the specific application. Second, the objectives are usually correlated. For example, a machine or product that is the resul

35、t of human factors engineering technology usually not only is safer, but also is easier to use, results in less fatigue, and is more satisfying to the user.</p><p>　　Approach Of Human Factors Engineering<

36、/p><p>　　The approach of human factors engineering is the systematic application of relevant information about human capabilities, limitations, characteristics, behavior, and motivation to the design of things

37、and procedures people use and the environments in which they use them. This involves scientific investigations to discover relevant information about humans and their responses to things, environments, etc. This informat

38、ion serves as the basis for making design recommendations and for predicting th</p><p>　　Although no short catch phrase can adequately characterize the scope of the human factors engineering field, such expr

39、essions as designing for human use and optimizing working and living conditions give a partial impression of what human factors engineering is about. For those who would like a concise definition of human factors enginee

40、ring which combines the essential elements of focus, objectives, and approach discussed above, we present the following definition, modified slightly from Chapani</p><p>　　Human Error</p><p>　　H

41、uman Error</p><p>　　To some people the term human error has a connotation of blame or curser. A much more productive approach, however, is to consider human error simply as an event whose cause can be invest

42、igated. Numerous definitions have been proposed for human error, but the following embodies the essence of most of them: human error is an inappropriate or undesirable human decision or behavior that reduces, or has the

43、potential for reducing, effectiveness, safety, or system performance. Two things should be no</p><p>　　Although there is a tendency among some to view errors as those of “operators”, other people involved in

44、 the design and operation of systems also can make errors, such as equipment designers, managers, supervisors, and maintenance personnel. Therefore, in talking about human error, we should consider the entire system and

45、not focus only on the operator.</p><p>　　If human error involves inappropriate or undesirable behavior, then it is important to understand how one determines what behavior is appropriate or desirable. Rasmus

46、sen (1979) points out that such determinations are often set by some one conducting a rational , careful evaluation of the behavior after the fact. In essence, what is considered to be a human error is somewhat arbitrary

47、 because the determination of what is appropriate may not have been established until the error was identified. In</p><p>　　Human Error Classification Schemes</p><p>　　Various error classificati

48、on schemes have been developed over the years. An effective classification scheme can be of value in organizing data on human errors and for giving useful insights into the ways in which errors are caused and how they mi

49、ght be prevented. Over the years, there have been numerous attempts at developing a practical taxonomy of human errors. We will briefly discuss a few such schemes to illustrate the thinking in the area.</p><p&

50、gt;　　Discrete-action classifications one of the simplest classification schemes for individual, discrete actions is that used by Swain and Guttman(1983)</p><p>　　Errors of omission</p><p>　　Er

51、rors of commission</p><p>　　Sequence errors</p><p>　　Timing errors </p><p>　　Errors of omission involve failure to do something. For example, an electrician was electrocuted while a

52、ttempting to position himself on the steel framework of an electrical substation. There were several points to disconnect in order to shut off power completely to the substation, and he apparently forgot to disconnect on

53、e of them.</p><p>　　Errors of commission involve performing and acting incorrectly. For example, a mechanic sitting on a conveyer belt called for his partner to lightly hit the start button to jog the belt f

54、orward a few inches. The helper lost his balance momentarily and hit the button hard enough to actually start the belt moving at full speed, rather than just jogging it forward. The mechanic was pulled between the belt a

55、nd a steel support high (23cm) above it.</p><p>　　A sequence error (really a subclass of errors of commission) occurs when a person performs some task, or step in task, out of sequence. An example occurred i

56、n the case of a crane operator who was lifting a 24-ton block of stone. Rather than lifting the boom and then rotating it 90 degrees, he rotated the near flat extended boom first, and before he could lift it, and crane o

57、verturned.</p><p>　　A timing error (also a subclass of errors of commission) occurs when a person fails to perform an action within the allotted time, either performing too fast or too slowly. Taking too lon

58、g to remove one’s hand from a work piece in a drill press, for example, is a timing error that can result in a nasty injury.</p><p>　　2.3 Dealing With Human Error</p><p>　　It is inevitable that

59、human will err. There are numerous specific strategies for reducing the likelihood or negative consequences of human errors, but we do not try to enumerate them here. However, a brief discussion of generic approaches mig

60、ht be useful. In general, the likelihood or consequences of errors can be reduced by personnel selection and training and by design of the equipment, procedures, and environment.</p><p>　　Selection : Selecti

61、ng people with the capabilities and skills required to perform a job will result in fewer errors being made. Such things as perceptual, intellectual, and motor skills should be considered. The limitations with this appro

62、ach are that (a) it is not always easy to determine what skills and abilities are required, (b) reliable and valid test do not always exist for measuring the required skills and abilities, and (c) there may not be an ade

63、quate supply of qualified people.</p><p>　　Training: Errors can be reduced by proper training of personnel. Unfortunately, people do not always perform as they were trained. They can forget or revert to old

64、habits acquired before training. Training can also be expensive because it must be given to each person and, in critical situations, should include refresher training as well. We will have a little more to say about trai

65、ning later.</p><p>　　Design: One of the important themes of this book is that the design of equipment, procedures, and environments can improve the performance of people, including reducing the likelihood an

66、d consequences of errors. There are three generic design approaches for dealing with human error:</p><p>　　Exclusion designs: the design of things makes it impossible to commit the error</p><p>

67、　　Prevention designs: the design of things makes it difficult, but not impossible, to commit the error</p><p>　　Fail-safe designs: the design of things reduces the consequences of errors without necessarily

68、reducing the likelihood of errors</p><p>　　Designing to reduce errors or their consequences can often be the most cost-effective approach to the problem of human error. A system need designed online once, wh

69、ile selection and training must be repeated as new people become part of a system. In essence, it is easier to bend metal then to twist arms.</p><p>　　Senders(1983) and Rasmussen(1987) make an interesting po

70、int with respect to eliminating human error. They point out that humans are servomechanisms and must experiment with their environment to learn and acquire skill. They maintain that errors are a natural consequence of th

71、is experimentation and trial-and-error learning. Errors, they contend, are necessary for the development of skilled performance. Their emphasis would be on how to provide “safe” opportunities for making errors (e.g. in t