蒙特卡罗方法在原子物理教学中的应用

在原子物理教学中,通过在强激光场中氢原子电离概率与激光场的电场和磁场关系的讨论,介绍蒙特卡罗方法在处理原子特理问题的思路和方法．     

浅析多媒体技术在原子物理教学中的利与弊

随着经济的发展和投入的增加,教育手段也越来越现代化,多媒体教学已成为现代化教学中不可缺少的一部分。迅猛发展的多媒体技术克服了许多传统教学中的缺陷和不足,同时它也是一把双刃剑,教师应该正确看待其利弊,总结出最有效的使用方法,做到扬长避短,提高教学效果。     

开发原子物理学教育功能,促进学生发展

原子物理学有着丰厚的物理文化内涵,在教学中应该努力开发原子物理学的教育功能,在传授知识的同时培养学生学习物理科学的兴趣,培养学生物理思维能力和科学品质.     

师专原子物理学课程的现状及改革的思路

本通过一些事实和事例说明当前师专原子物理学课程,包括教材、课时开设等方面存在的一些问题,论述使用目前的教材带来的教学弊端,对现行教材的改革提出了一些设想。     

The history of physics and European physics education

In the last fifteen years a small group of European physicists has been working towards an approach to physics education based on the actual practices of physics research. The standard presentation through traditional textbooks plus didactic laboratory is rejected, and instead case studies contributing and borrowing from contemporary history, philosophy and sociology of science are provided. Analysis of original papers, scientific debates, institutional settings are often accompanied by reconstructions of important historical instruments. The resulting interplay between theories, instruments and experimental results offers a view of physics fascinating and entertaining, closer to the actual scientists' activities, deprived of many traditional ideological assumptions, open to the students interpretations and often in tune with contemporary findings of science educators. The group's activities are quietly flourishing, have acquired institutional recognition in the European Physical Society, and are now coordinated with the ones organized around the journal Science & Education and the International History, Philosophy and Science Teaching Group.     

Gender and physics

Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school.     

浅谈物理学前沿与基础物理教学

回顾了国内外物理学前沿在教学中运用的概况，阐述了将物理学前沿引入到基础物理教学中的重要意义，提出了如何将物理学前沿引入到基础物理教学中的几点看法。     

Interaction of intuitive physics with computer-simulated physics

How do children solve force and motion problems in computer simulations without explicit knowledge of the underlying physics? This question was addressed by saving the keystroke input of 19 sixth-grade children in computer memory as each interacted with a simulated, frictionless object using Logo turtle-graphics. The keystroke sequences were first used to determine subject performance on the gamelike features of the simulation. A second analysis used the Newtonian structure of the program to investigate alternative methods for controlling turtle velocity. Five boys and five girls were interviewed during the simulation concerning the perceived relationship between keyboard input and turtle behavior. Subjects who could clearly state some keyboard effects did not score high on either computer analysis, yet achieved the most general solutions of the computer problem. They did so by exploring turtle behavior under a greater variety of conditions than the subjects who achieved partial solutions. For the successful subjects, the turtle was related by analogy to useful information from existing conceptions of motion.     

浅谈现代物理与物理观念的革新

对现代物理中相对论所革新的物理基本概念－－时空观、质能观和宇宙观做了简明的概述，说明更新物理观念的创新意识及其对发展创新思维方法的促进作用。     

Riemann and theoretical physics

Several mathematical disciplines such as differential geometry, topology and Riemann geometry on which Riemann left his mark have a major impact on physics today. This article describes some of these contributions of Riemann to physics.     

谚语与物理知识

生活中到处充满了物理知识，气候谚语中更不例外。气候谚语是中国劳动人民在长期的生产实践和生活中总结出来的，是劳动人民智慧的结晶，下面略举几例。     

对"大、中学物理教学方法相互衔接"的研究

分析了大、中学物理教学方法衔接的现状，总结出大、中学物理教学方法顺利衔接的措施。     

Robert DeNiro

奥斯卡影帝罗伯特·德尼罗,凭借1973年的影片Mean Streets（《穷街陋巷》）一举成名。他既擅长扮演心狠手辣的黑帮分子,又有着惊人的喜剧天赋。2003年。美国电影学会授予罗伯特·德尼罗终生成就奖,以表彰他对电影事业的杰出贡献。德尼罗最经典的一句台词是Taxi Driver（《出租车司机》）中的“你在跟我讲话？”     

Motivation and learning physics

Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore, we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by the theory of motivation featured by Deci and Ryan, because it is related to an assumptions of human development similar to our own approach. Beneath elements of cognitive development, motivation is seen as a basic concept to describe students' learning in a physics classroom. German students at lower and upper secondary level regard physics as very difficult to learn, very abstract and dominated by male students. As a result physics at school continuously loses importance and acceptance although a lot of work has been done to modernise and develop the related physics courses. We assume that knowing about the influence of motivation on learning physics may lead to new insights in the design of classroom settings. Referring to Deci and Ryan, we use a model of motivation to describe the influence of two different teaching strategies (teacher and discourse oriented) on learning. Electrostatics was taught in year 8. The outcomes of a questionnaire which is able to evaluate defined, motivational states are compared with the interpretation of the same student's interaction in the related situation of the physics classroom. The scales of the questionnaire and the categories of analysis of the video-recording are derived from the same model of motivation.     

Her physics,his physics: Gender issues in Israeli advanced placement physics classes

Gender gaps in physics in favour of boys are more prominent in Israel than in other countries. The main research question is to find out what gender issues are at play in Israeli advanced placement physics classes. Matriculation exam scores from approximately 400 high schools were analysed across 12 years. In addition, semi-constructed interviews were conducted with 50 advanced placement physics students (25 girls and 25 boys). In terms of participation, it was found that the ratio of girls to boys has been unchanged from 1988 to 2000 and is roughly 1:3. In terms of performance, it was found that the final matriculation scores of boys and girls are similar. However, breaking up the final scores into its two components - teachers' given grades and matriculation test scores - showed that boy's test scores are usually higher than girls' test scores, while girls' teachers' given grades are usually higher than boys'. Results from semi-constructed interviews pointed to two factors that are especially unfavourable to many girls: excessive competitiveness and lack of teaching for understanding. Girls' yearning for deep understanding is seen as a form of questing for connected knowledge. It is suggested that instructional methods that foster students' understanding while decreasing competitiveness in physics classes might contribute to girls' participation and performance in advanced physics classes while also supporting the learning of many boys.