试论形象思维在物理学中的作用及体现

文章具体阐述和分析了形象思维在物理学中的三个作用,并且通过实例说明了它在物理实验教学、概念和规律教学、解题教学中的体现。     

Getting Shocks: Teaching Secondary School Physics Through History

In this paper I am going to describe the experiences I made in teaching electrostatics through history on secondary school level. In the course I used several replicas of experimental set-ups that were originally used in electrostatic research. This made it possible to (re)perform historical experiments in the classroom, thus enabling the students to make their own experiences. One of the foci in this course was to make visible the change of the style of electrostatic experimentation that took place at the end of the eighteenth century. At the end of the paper I am going to generalise the experiences I made in teaching this unit.     

Observing Inscriptions at Work: Visualization and Text Production in Experimental Physics Research

This article presents a case study that examined how practices of visualization and text production converge in an experimental physics research setting. Findings suggest that visuals communicate meaning and become persuasive through their ability to index in different ways the technical dimensions of laboratory work. The author argues that examining the coproduction of visuals and texts in the scientific workplace contributes insights into the technical objectives and rhetorical motives they are designed to serve.     

例谈解答运动学问题的常用思维方法

匀变速直线运动是高中物理中的重要内容,本文针对解答运动学问题的思路与本章涉及的许多方法举例解析。1基本公式法匀变速直线运动的速度公式vt=v0+at,位移公式s=v0t+21at2,以及重要推论vt2-v02=2as是匀变速直线运动的最基本的公式。以上三个公式都是矢量式,各物理量的正、负号与选定的正方向有关。一般情况下都是选择初速度(v0)的方向为正方向,但并不绝对。凡与规定正方向同向的量都为正值,反向的量都为负值。要想迅速准确地解题,就必须弄清题意,建立一幅物体运动的图景,画出物体运动示意图,并在图上标明相关位置和所涉及物理量,明确哪些量…     

以“项目学习”优化初中物理教学的策略研究

“项目学习”在西方国家是一种比较成熟的教与学的方式。本次研究的主要创新点就是把“项目学习”与初中物理教学整合在一起,尤其创造性地将综合实践活动作为一种学习方法引入到物理教学中来,通过切实可行的实践与研究,为初中物理教学策略的优化提供了有效的途径。     

Expanding educational opportunities: Conceptualization and measurement

This paper re-examines data on inequality of opportunity for higher education in the light of the debate aroused in Sweden by the U68 report. Earlier data for four countries (U.S.A., Sweden, Spain and Germany) are used to portray diverse status profiles of students: neither level of national income nor level of university enrolment appreciably affects selectivity of attendance. Changes in rates of attendance for three status categories in Sweden from 1950 to 1970 are measured in three ways. Convergence between the status categories in rates of enrolment is demonstrated.     

大学物理可视化仿真实验系统设计与实现

采用数值计算方法,基于Matlab软件研究并设计了大学物理可视化仿真实验系统,实现了大学物理部分实验项目的可视化交互仿真。结果表明,该系统操作简单、实验效果清晰明了、覆盖范围广、具有人机交互功能。各个模块之间相互独立,便于扩展,对于精细要求的实验能更快捷的观察到实验现象,有利于教师的课堂辅助教学和学生的课前预习。该系统对提高教学质量、提升学生对物理学的兴趣具有很大的帮助。     

如何解决天体运动问题

天体运动是高考的命题热点,有关卫星的发射与运动问题,虽然在技术上很复杂,但在理论上是万有引力定律的具体应用,与课本结合得     

如何解决天体运动问题

天体运动是高考的命题热点,有关卫星的发射与运动问题,虽然在技术上很复杂,但在理论上是万有引力定律的具体应用,与课本结合得很好,所以是高考命题的黄金地段,加之,近年来空间探索与研究正方兴未艾,更加体现课本知识与科技结合的高考理念。     

Algorithms,Visualization, and Mental Models: High School Students' Interactions with a Relative Motion Simulation

Galileo's contemporaries as well as today's students have difficulty understanding relative motion. We hypothesize that the construction of visual models, resolution of these visual models with numeric models, and, in many cases, rejection of commitments such as the belief in one true velocity, are necessary for students to form integrated mental models of relative motion events. To investigate students' relative motion problem solving, high school science students were videotaped in classroom and laboratory settings as they performed collaborative predict-observe-explain activities with relative motion computer simulations. Half of the students interacted with simulations that provided animated feedback; the other half received numeric feedback. Learning, as measured by a diagnostic test, occurred following both conditions. There is evidence that many numeric condition students used faulty mechanical algorithms to solve problems, while many animation condition students used mental imagery to solve problems. In this paper, interactions in which student involvement was visual model based will be contrasted with interactions in which involvement was algorithm based. Implications for pedagogy and educational uses of computer simulations will be discussed.     

Real-Time Data Display, Spatial Visualization Ability, and Learning Force and Motion Concepts

In this study, we examined how students' levels of spatial visualization ability interact with learning physics in a microcomputer-based laboratory (MBL) environment. Undergraduate students who had taken an introductory physics course based on MBL tools were pre- and posttested at the beginning and at the end of the semester on spatial visualization ability and their conceptual understanding of mechanics. The results showed that while spatial visualization is a reliable predictor for students' performance on physics conceptual evaluation tests before MBL instruction, the relation is not significant after the instruction. Furthermore, as a result of MBL instruction, students' levels of spatial visualization increased significantly. In addition, a group of science teachers presented with different types of MBL activities also showed a significant increase in spatial visualization ability.     

体知与审美教育

杜维明先生于1985年提出"体知"概念,以诠释不同于主体与客体、道德与知识两分的现代知识论的中国传统认知途径。个体的审美无疑是一种身心感知的过程,单单靠逻辑分析与现象描述并不能完成美感之体验与境界之升华,这就需要"体知"与语言之结合,亦可以说是冯友兰先生所说的"正的方法"与"负的方法"的结合。将体知应用于审美教育,能使个体在实践过程中实现对二元关系之超越,真正在实践中实现审美教育,从而提高大众审美教育的质量,予人们发现美的眼睛与感受美的心,在生活如此喧嚷浮躁的今天,给人们以心灵的憩息所。     

通过物理学史启迪学生创新意识的三种教学模式

在高中物理教学中,通过物理学史启迪高中生的创新意识是一项关系到创造教育的教学改革.国内在这方面的研究基本上停留在阐述物理学史的意义的层面上,在课堂上实施教学的探索不多.作者提出了通过物理学史启迪高中生的创新意识的三种教学模式:随机通达教学模式、探究建构教学模式和史料研习教学模式.     

超国家垄断资本主义:对当代资本主义的一种理论分析

在由凯恩斯主义转向新自由主义和“第三条道路”的理论和政策的过程中,当代资本主义逐渐由国家垄断资本主义发展到超国家垄断资本主义的新阶段。但其实质仍然是垄断资本主义,帝国主义的本质属性———垄断,以及由垄断所产生的帝国主义的寄生性、腐朽性和垂死性并没有根本改变。超国家垄断资本主义对社会主义的影响是双重的,它既为社会主义新社会准备着更加充分的物质基础和历史条件,又给社会主义国家构成了巨大压力和威胁。应对超国家垄断资本主义的挑战,是社会主义必须解决的新的历史性课题。     

情绪敏感性的概念及测量

当前,国内外对情绪敏感性的界定不尽一致,笔者认为,情绪敏感性是指个体在认知加工(感知、思维、记忆、决策等)过程中优先对情绪信息进行选择性加工,并倾向于对环境中的所有信息都赋予情绪性意义,主要表现为对情绪相关信息存在认知加工偏向.情绪敏感性与情绪知觉、情绪易感性、情绪感染、共情等有明显的区别.情绪敏感性的测量可以从主观和客观两个维度展开.     

用牛顿第二定律巧解系统动力学问题

对于系统牛顿第二定律表述为:系统内各物体的质量跟其加速度乘积矢量和等于该系统所受合外力。     

郁达夫:民族意识的化身--中国现代自由主义文学研究

短篇小说集<沉沦>体现着郁达夫早期小说的基本主题,即在对性爱苦闷的描写中渗透着弱国子民的悲哀.随着"九·一八"事变的发生,郁达夫的文学主题立即转化为强烈的抗日救亡,体现出独立的创作立场的卓绝之处.贯穿郁达夫创作的是民族意识,他的一生实现了从自由主义的左翼立场到自由主义的国家立场的转变.     

Embodiment and the Risk of Reading

In this article, Anders Öhman discusses Gert J. J. Biesta's concept of the risk of education and what it could mean for the study of literature in the classroom. The article's point of departure is Bakhtin's theory of the utterance. The utterance, for Bakhtin, has to be embodied, that is, it has to be governed by a purpose: it must be uttered by someone, or at least the reader or listener must imagine that it is uttered by someone that speaks with an intent. A grammatical sentence that is not an utterance has no author and no direction or intention; it is therefore abstract and belongs to no one. Reading on the Internet, or digital reading, often consists of short passages or text fragments for which it is difficult to identify an author. These fragments are not embodied and thus the reader does not feel addressed by the text. Although Biesta does not reckon with Bakhtin's theory, his critique of “strong education” provides an analysis that runs along similar lines. According to Biesta, the notion of strong education and what he calls the “language of learning” regard knowledge as free of values thus rendering it abstract. In bringing together Bakhtin's and Biesta's analyses, Öhman concludes that in order for knowledge to elicit valuation, it must first become embodied; this process, in turn, is important to creating the conditions necessary for a dialogue to occur between the content of teaching and the students.