浅谈在物理教学中如何设计新课引入

新课引入对整个课堂教学有着至关重要的影响。大多数比较好的引入环节，一般都渗透有启发性、情景性、趣味性、实用性、参与性等多个因素。文章就这些因素在初中物理课引入环节中的运用作了阐述．     

Elementary school children’s understanding of science: The implementation of an extracurricular science intervention

The promotion of students’ achievement and competence in the so-called STEM disciplines is one cornerstone of current educational research and practice. In particular, as early as elementary school, the fostering of an adequate understanding of science is a normative goal of science education. It facilitates students’ science learning and enables them to understand the nature and development of scientific knowledge. Based on the relevance of the promotion of young children’s understanding of science, a corresponding science intervention was recently developed and successfully evaluated in a first study under highly controlled conditions. The goal of the present study was to investigate the effectiveness of this intervention when implemented in practice. One hundred seventeen third- and fourth-grade students and 10 trained course instructors participated in this study. We applied a randomized block design with waitlist control groups and repeated measures. The results revealed that children assigned to the intervention compared with children assigned to the waitlist control group showed better inquiry-related methodological competencies (a better understanding of the scientific inquiry cycle and experimentation strategies) and a higher need for cognition. The findings point to the successful implementation of the intervention and are compared with the results of the first study.     

EUROPEAN DISSERTATION SUMMARIES

To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work.     

浅论物理概念的分类及其教学策略

正确理解物理概念对于学生学习物理学科有着重要意义，科学而有效的物理教学方法应当重视学生心理活动的分析、解释与控制，并与学生的认知活动相符合。本文探讨了物理概念的分类及其特性，并从教育心理研究的角度提出物理概念教学的基本策略。     

高职高专《普通物理学》考试质量评价

以《普通物理学》考试为例,从试题分布、信度、效度、难度、区分度以及成绩分布等方面,论述了学科课程考试质量的量化评价方法。     

对信息熵的探讨

阐述了熵在信息论中的意义，并分别用信息源的变量数和几率推导出信息熵与物理熵具有统一表达式。     

应用型高校大学物理教学改革过程中开放性调研项目库建设

在建设应用型高校背景下,为了培养优秀的应用型人才,大学物理课程教学在不断尝试改革。本文针对大学物理课程现状和存在的问题,探索出了一条“开放性调研项目”驱动式学习。以学生调研开放性工程实例项目为切入点,在加强物理知识与专业知识融合,在教学思想、教学方法革新、完善考核评价体系方面进行了探索。阐述了调研项目的具体实施过程,存在的问题及解决办法,并在工程实例调研的过程中不断加强开放性调研项目库的建设,丰富学生的调研主题。与此同时,培养学生的调研能力、自主学习能力、团队合作精神,以及发现、分析和解决问题的能力。     

物理学及其交叉学科:培养学生创新能力的尝试

本文介绍了在物理学及其交叉学科教学环节中,通过教学与科研结合,理论与实验结合的途径,在培养学生创新意识、提高学生创新能力方面进行的有益的尝试。     

Promoting cognitive and social aspects of inquiry through classroom discourse

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.     

八年级《物理》教材（人教版）编排顺序建议点滴

青少年接受和理解知识都有一定的年龄局限性，而不是飞跃性的．教学内容不能出现断层，而应该是循序渐进、逐步升华的．因此，笔者对八、九年级《物理》教材（人教版）部分内容的编排顺序重新做了调整．