坚持作文走生活之路

近些年来,作文作秀的现象已成了众矢之的。梦境多了,真情少了;忧郁多了,天真少了;深沉多了,清纯少了;抒情多了,记叙少了;概述多了,素描少了;柔情多了,激情少了;历史多了,现实少了;排比多了,平实少了;感悟多了,经历少了;上帝多了,自己少了。学生作文越来越偏离了自己的感情世界和真实的生活。     

时代箴言

楼房越来越高了,但视野越来越窄了。高速公路越来越宽了,但车速越来越慢了。买的更多了,但享受的更少了。 约会更多了,但时间更短了。 话题更多了,但共识更少了。 知识更多了,但观点更少了。 专家更多了,但解决的问题更少 。 药品更多了,但健康更糟了。 我们拥有的东西更多了,但价值小了。 我们说的更多了,爱的更少了。 我们学会了营造生活,但却没有会享受生活。 我们已经去过了月球,但我们对居却不甚了解。 我们征服了外太空,但却没有征内心世界。 我们净化了空气,却污染了自己灵魂。 我们的收入更多了,但良心更少 。 生产的数量提高了,但…     

雨桥

星,慢慢地坠了夜,静静地睡了海,一点一点退了我,默默,默默地哭了星,伤心的话没了夜,清冷的风停了海,汹涌的潮息了我,疲倦的心碎了星坠了,话没了,梦中的人已走了夜睡了,风停了,狂热的爱没了海退了,潮息了,脆弱的心碎了我哭了,话变了,有你的梦散了星走了,风停了,一切化为乌有了心碎了,泪干了,还有什么伤心的当我幡然悔悟时,一切都只是在瞬间只是星光一闪,昙花一现……【简评】寒星、黑夜、海潮等景物融成了凄婉的意境,真挚的别情、舒缓的曲调,波动了一位又一位读者的心弦。雨桥$江苏沛县湖西中学高一(11)班@王敏…     

箴言

★商店橱窗里的东西更多了,但家里一无所有的人也更多了。★我们说的更多了,爱的更少了。★我们学会了营造生活,但却没有学会享受生活。★我们净化了空气,却污染了自己的灵魂。★我们的收入更多了,但良心更少了。★楼房越来越高了,但视野越来越窄了。★知识更多了,但观点更少了。★专家更多了,但解决的问题更少了。★药品更多了,但健康更少了。★我们拥有的东西更多了,但价值更小了。★我们已经去过了月球,但我们对邻居却不甚了解。★高速公路越来越宽了,但车速越来越慢了。★买的东西更多了,但享受的时间更少了。★约会的次数更多了,但见面…     

这个时代有点儿怪

历史长河中,矛盾充斥在我们的周遭:楼房变高了,人的性情却急躁了;道路变宽了,人的思想却狭隘了。我们花费的多了,拥有的却少了;我们购买的多了,享受的却少了。我们拥有的房子更大了,家庭却小了;条件更便利了,时间却少了。学位多了,却缺少见识;知识增了,却缺乏判断力。专家多了,问题     

四季的手

春天的手是多彩的,她一摸,桃花红了,梨花白了,小草绿了,柳树儿发嫩芽了。夏天的手是热烫烫的,她一摸,知了叫了,花儿低头了,树叶儿打卷了。秋天的手是沉甸甸的,她一摸,果子熟了,谷穗弯腰了,棉桃压满了     

坚持作文走生活之路

近些年来,作文作秀的现象已成了众矢之的。梦境多了,真情少了;忧郁多了,天真少了;深沉多了,清纯少了;抒情多了,记叙少了;概述多了,素描少了;柔情多了,激情少了;历史多了,现实少了;排比多了,平实少了;感悟多了,经历少了;上帝多了,自己少了。学生作文越来越     

宝宝肌肤滑溜一冬

冬天来了,树叶落了,天气冷了,宝宝闷了。北 风吹了,脸儿皴了,小手裂了,宝宝哭了。冬天来 了,宝宝不能出去玩了?妈妈快来! 寒冷的冬天又来了,宝宝不能像在秋天那样自在 地出去玩了,宝宝的皮肤变得干燥,原本光滑的小脸 蛋也有了不少“萝卜丝”,这个时候．妈妈别急哦！ 看了下面的文章,你就放心大胆地带宝宝出去玩吧, 让宝宝充分领略冬天的乐趣！     

春之歌

春天来了,迎春花绽开了笑脸,她伸出细柔的手臂,写下了一串串金色的诗句,宣告了一个崭新的季节。春天来了,云雀钻上了高天,亮开了清新的歌喉,唱出了春天第一支歌谣,那么动情,感染了破土的芛苗……     

四季的手

春天的手是多彩的,她一模,桃花红了,梨花白了,小草绿了,柳树儿发嫩芽了。夏天的手是热烫烫的,她一摸,知了叫了,花儿低头了,树叶儿打卷、了。秋天的手是沉甸甸的,她一摸,果子熟了,谷穗弯腰了,棉桃压满了枝头。冬天的手是邀请的手,她一扬,请来了北风爷爷,请来了漫天的雪花,还请来了堆雪人的小朋友。四季的手@周丽娟$江苏省响水县幼儿园~~     

大学物理课程的教学改革与探索

结合大学物理课程教学改革,讨论了大学物理与中学物理的衔接、定积分与大学物理的衔接、经典物理和近代物理教学内容的整合、理论联系实际和不同专业对大学物理有特殊需求等问题,以期促进大学物理教学质量的进一步提高。     

Factors Influencing Singapore Students' Choice of Physics as a Tertiary Field of Study: A Rasch analysis

Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A sample of 1076 physics students, from 16 secondary schools and junior colleges, participated in this study. The students were categorized as physics choosers or non-choosers according to their indicated intention, as sought in the survey, to study or not to study physics as a major subject at university after their leaving level examinations. Rasch-anchored analysis was employed to interpret the results; the use of Rasch analysis has helped to overcome significantly the psychometric limitations inherent in the treatment of Likert scale type of data using traditional analysis. As expected, the image of physics as a difficult subject surfaced in the samples used in our study. The students recognized unequivocally the utilitarian value of physics: physics is said to enhance career options and is necessary for technological progress to occur in a country. They also showed high interest in school physics—this is so even for students who are not keen to study physics in the future, a finding which is at variance with other studies reported from Western countries. School physics is seen to be relevant, and physics teachers are viewed as being able to foster students' interest in physics. Laboratory work, enrichment activities, and physics textbooks were reported to be important in order to encourage students to like physics. Though the physics choosers showed greater intention in physics, they were generally not inclined to pursue physics-related careers after graduation. Parents and peers at school, on the other hand, are perceived to display unenthusiastic attitudes toward physics. Possible reasons for these are discussed along with the implications of the study.     

Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.     

The relationship of freshmen's physics achievement and their related affective characteristics

The purpose of this study was to determine the best‐fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self‐efficacy in physics, self‐concept in physics, and locus of control. The researchers developed the affective characteristics questionnaire that consisted of 12 subdimensions, and has 53 items related to these subdimensions. The questionnaire was applied to 890 freshmen physics students at the universities in Ankara. Two models were tested: a unidimensional model and a multidimensional model. However, a third model, which is more similar to the multidimensional model, exhibited the best fit for the freshmen. Moreover, the results revealed that achievement motivation was the most influential affective characteristic on physics achievement. On the other hand, motivation in physics had a negative influence on physics achievement in the model, and the influence of the students' attitudes towards physics was not statistically significant. Thus, one should especially pay attention to the students' achievement motivation in physics if the aim is to increase students' physics achievement. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1036–1056, 2007     

On the Declining Interest in Physics among Students—From the perspective of teachers

This study examines physics teachers’ views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the data. The findings showed that teachers are uncertain about the career prospects of physics graduates and are not very optimistic about the market demand for physics graduates. They feel that physics seems to be difficult and abstract to students. The perception that physics is for boys seems to be rooted in society. The teachers emphasized the importance of co‐curricular activities and laboratory work to enhance interest of students in learning physics. We provide several recommendations to arrest the declining interest in physics at the school level.     

大学力学概念图的制作

文章首先介绍了一般概念图的六个组成成分:概念、分支、水平层次、同一分支下概念间的连接线和连接语、不同分支下概念间的连接线和连接语、例子;在此基础上,介绍了制作大学力学概念图时对一般概念图所进行的改进措施,而后以大学力学知识概念图实例为基础,总结了制作大学力学概念图的具体步骤;文章以多个大学力学概念图制作的范例为依据,论证了制作大学力学概念图应该遵循的原则.     

Methods of Interpreting Results in the Cleveland Arithmetic Tests

ABSTRACT

The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.     

物理教师主体性的缺失与建构

物理教师的主体性是一种优秀的教学品质。针对当前物理教学的实际问题,分别从社会、学校制度和教师自身素质等层面,对物理教师主体性的缺失进行归因。力倡以物理课程改革为契机,在对物理学进行文化阐释和价值开发的过程中,为教师文化提供合理应有的支持,使物理教师的主体性得以展现。     

浅谈计算物理与自然科学认识观

计算物理是在传统的理论物理和实验物理之外，新发展的边缘科学，是现代计算机技术、数学和物理学紧密结合的新兴学科，本文通过对计算物理两类典型应用——数字相对论和强子对撞机数据网格DataGrid项目的讨论，浅述计算物理对自然科学认识观的影响．     

信仰在科学中的地位与功能

物理学的发展自始至终深受着信仰的影响,即它不仅为物理学的创立提供了一种形而上学的约定和先验的理论框架,而且尤为重要的是它还为物理学的创造提供了一种强大的精神动力。揭示信仰在物理学及其他自然科学学科中的地位与功能,能给予人们深刻的启示。