“大学物理实验”课程教学改革策略探索

"大学物理实验"是面向理工科学院学生开授的通识必修基础课,该课程要求学生在学习了大学物理的基本知识后,能够借助物理实验室提供的实验仪器,通过自己动手操作,完成相应的物理实验项目,加深对物理理论的理解和融会贯通,同时增强学生的实践能力,对学生后续的专业实验和实践起到承前启后的引导作用。大学物理实验教学改革是本科教学发展的需求,重视学生独立自主学习、开拓创新,以学生为中心进行教育教学。学校"大学物理实验"教学改革中融入了课程思政,加入了虚拟仿真实验,实现了线上线下混合式的教学模式,做到推陈出新、虚实结合。     

一种简易调节气垫导轨水平的方法

讨论了大学物理实验中气垫导轨水平调节的几种方法,对仪器进行了简单改进,在不改变原来仪器的基础上,增加了一个用于检验水平的气泡水平器,使学生在实验中能够快速、方便和准确地调平气垫导轨。     

大学物理实验对学生创新能力的培养

大学物理实验在培养学生的动手能力、科学素质和创新能力等方面有着重要作用。本文结合教学实际,从实验原理,实验方法,实验仪器和实验操作四个方面阐述了大学物理实验对学生创新能力的培养。     

大学物理实验教学研究性教学实践探析——以霍尔效应为例

大学物理实验教学要实现变革,亟须引入研究性教学这样的新型教学理念。这将促使教学效果的大幅提高,从而真正实现大学物理实验课程的目的。本文先对大学物理实验的教学现状进行概述,再阐述研究性教学的意义和背景。最后结合霍尔效应的具体教学情境,通过在传统实验中加入研究性内容,使大学物理实验课堂成为培养学生创新能力的基地。     

改进"实用型"大学物理实验仪器促进实验教学质量提高

物理实验仪器的好坏直接影响学生完成物理实验的效果,更会影响实验课的教学质量.大学物理实验仪器具有使用率高、仪器数量大和仪器损坏速度快等特点.自制和改进"实用型"物理实验仪器是非常必要的,文章阐述了改进"实用型"大学物理实验仪器的具体方法和步骤,提出"学生参与,教师主导"改进模式,有利于提高实验仪器利用率和完好率,能够从...     

大学物理实验课程开放实验项目设置与仪器选择

通过对大学物理实验课程开放实验教学目标的分析,指出目前开放实验仪器采购方面存在的误区,提出以平台化实验仪器为主进行开放实验项目设置和仪器采购。     

浅谈民办高校的大学物理实验课程教学改革

本文分析了当前民办高校大学物理实验教学在实验仪器、实验内容、教学计划安排、教学方法与思想、师资队伍建设和物理实验室建设等方面存在的不足;指出了民办高校大学物理实验课程教学改革的具体措施。     

浅谈大学物理实验教学的改进

本文对大学物理实验的教学手段,实验的安排,仪器的选择,提出了个人简要的观点。     

大物理实验教学与应用型人才培养

根据大学物理实验的特点,结合社会对人才培养的要求,提出大学物理实验教学在实验内容、实验仪器、教学方法与考核方法等方面的改革建议,从根本上提高学生的实践能力和创新能力,提高学校的人才培养质量。     

对大学物理实验教学仪器改造与更新的思考

文章对一些大学物理实验仪器的教学效果提出了一些看法，并对教学实验仪器的改造与更新方向进行了思考。     

大学物理演示实验教学模式分析

大学物理演示实验教学在大学物理教学中发挥着重要作用,演示实验的教学模式有很多种,如何选择恰当的教学模式,使演示实验教学达到更佳的教学效果,需要充分考虑到演示仪器的特点、学生的水平等因素.本文结合多年的教学经验,在将多种教学模式结合的基础上,将演示实验教学延伸到学生活动中,强化了演示实验教学效果.     

Students’ assessment of interactive distance experimentation in nuclear reactor physics laboratory education

Laboratory experiments develop students’ skills in dealing with laboratory instruments and physical processes with the objective of reinforcing the understanding of the investigated subject. In nuclear engineering, where research reactors play a vital role in the practical education of students, the high cost and long construction time of research reactors limit their accessibility to few educational programmes around the world. The concept of the Internet Reactor Laboratory (IRL) was introduced earlier as a new approach that utilises distance education in nuclear reactor physics laboratory education. This paper presents an initial assessment of the implementation of the IRL between the PULSTAR research reactor at North Carolina State University in the USA and the Department of Nuclear Engineering at Jordan University of Science and Technology (JUST) in Jordan. The IRL was implemented in teaching the Nuclear Reactor laboratory course for two semesters. Feedback from surveyed students verifies that the outcomes attained from using IRL in experimentation are comparable to that attainable from other on-campus laboratories performed by the students.     

CCD在光学实验中的应用

一些科技含量较高的新型仪器设备已在大学物理实验得到广泛应用,其中在光学实验中应用的CCD,由于能简便实验操作、提高测量精度,因此较大地激发学生的学习兴趣,提高教学质量。     

物理学专业创新课程建设的探索与实践

依据泰勒课程理论,在借鉴斯坦福大学、哈佛大学、剑桥大学和香港科技大学物理学课程体系的基础上,通过对比分析,找出了以前传统课程方案的弊端,探讨了物理学新课程体系的建设方案,阐明了新版物理学课程的特色,指出了新版物理学课程建设的措施,即加大植入课程的研发力度,极力推进实践课程的建设,增加综合素质课程和选修课的比例,提出了课程建设要适应国际化应用人才培养的需要,要适应通专结合人才培养目标的需要,展示了创新课程的实践成果．     

大学物理实验中设计性实验教学探索

结合毕节学院物理实验教学中心为完善大学物理实验教学课程与内容新体系,在大学物理实验课程中开展设计性实验教学的情况,探讨新建地方本科院校开设设计性物理实验的教学模式.     

谈医学物理实验教学的改革

为适应医、药学人才培养的需要和医学物理实验教学的自身特点，通过对医学物理教学实验室建设，从实验设备现代化、实验方法现代化和学科交叉渗透这三个方面对实验内容进行了改革，形成了医学物理实验教学新体系。经过近一年的实验教学实践证明，改革的成效是显著的。     

Newton and the age of reason

During the spring semester of 1987 a mathematician and a physicist from Oberlin College went with twenty-one undergraduates to London to use the resources of England as the basis for a course with the above title. This unusual interdisciplinary course is described, with emphasis on its experimental, experiential nature and the challenges and satisfactions which it provided.Joseph L. Snider is Professor of Physics at Oberlin College. He received his undergraduate degree in physics from Amherst College in 1956 and his Ph.D. in experimental physics from Princeton University in 1961. He has taught and done research at Harvard University and at Oberlin College. His areas of interest are solar physics, astrophysics, relativity, and the history and philosophy of science. Recently he has become interested in working to improve the teaching of physics and astronomy to pre-college students.Bruce Pollack-Johnson is Assistant Professor of Mathematics at Oberlin College, where he is responsible for the operations research program. He received a B.A. in sociology with a minor in education from Brandeis University in 1975, an M.A. in mathematics from Temple University in 1979, and an M.S. and Ph.D. in operations research from the University of Pennsylvania in 1980 and 1983, respectively. He has published in the areas of human resource modeling, forecasting, educational planning, simulation, and project management, and his current research includes project scheduling and conflict resolution. He has helped develop new courses for liberal arts students on introductory computer science and educational philosophy, as well as the course described in this article, and is also Co-Director of the Lorain County Peace Education Project.     

The Evolution of Teaching Instruments and Their Use Between 1800 and 1930

At the beginning of the nineteenth century, the core of a typical teaching collection was composed by apparatus, which were very similar to the ones proposed in the eighteenth century by ‘s Gravesande, Nollet, Desaguliers and others lecturer demonstrators and makers. Since 1820 circa, new didactic instruments were introduced. Most of them concerned the fast developing branches of physics such as wave optics, electromagnetisms and acoustics. Instrument makers (and many scientists as well) were extremely prolific in inventing new devices for better demonstrating all the laws of physics and for clearly visualizing all its phenomena. Therefore, around 1900 all the most important German, French and British makers proposed in their thick catalogues thousands of didactic apparatus. But were all these instrument really used? Probably not. Many of them were acquired by schools and universities because they were considered “status symbol” marking the importance and the completeness of a collection. Others were simply shown as “tri-dimensional” illustrations. For various reasons, during the first decade of the twentieth century the number of available didactic instruments was drastically reduced. The introduction of student training laboratory, the increasing cost of labour and of materials after WWI, the needs of a more standardized production, the progresses of physics not only eliminated from the trade catalogues many of the classical but old fashioned instruments but also stimulated the use of modular and simpler didactic apparatus.     

贵重仪器共享服务平台的体系化建设与思考

分析了中山大学原有校级贵重仪器共享服务平台建设模式方面存在的问题,介绍了建设贵重仪器共享服务平台的体系化建设新思路和具体做法,并对今后高校的贵重仪器共享服务平台建设提出了建议.     

应用气象学专业“大气探测学”课程教学改革探索--以“降水测量”为例

面向国防科技大学气象海洋学院“应用气象学”本科专业的“大气探测学”教学需求,在课程目标、课程内容、教学方法、评价模式等方面开展了教学改革探索。剖析了大气探测理论与实践结合、基础与前沿并重等特点,引入任务型教学、结构教学法和项目化学习等教学方法。并以“降水测量”一课为例,强调以大气物理为基础,以先进电子技术为工具,引导学生思考从大气探测基本原理到切实可行的仪器之间的技术工程问题,提升学生提出问题、解决问题及寻找答案的自主能力。