正常金属-量子点-超导系统的共振隧穿

研究了正常金属-量子点-超导系统的输运特性,并考虑了相互作用在点上和对势在超导一边,输运特性依赖于库仑阻塞效应和Andreev反射的竞争,在有限温度下,电导对门压展现出一系列的峰,它们取决于量子点的能级间隔和电荷能.不同种类共振峰的详细分析也被给出.     

N-S结与F-S结上反射的比较

通过计算N -S结与F-S结上反射系数 ,发现F -S结上既有电子反射也有空穴反射 ,而N -S结上只有空穴反射。其根源在于铁磁体中自旋不对称而正常金属中自旋旋转对称     

自旋极化输运的方法讨论

电子自旋注入和自旋相关输运是自旋电子学中被广泛研究的课题。本文将介绍在自旋电子学器件上具有广泛应用前景的不同结构中物理原理相关的材料问题,如F/I/S隧穿、F/I/F隧穿、Andreev反射。     

融入STSE教育理念的初中物理教学设计——以“光的反射”为例

《义务教育物理课程标准（2022年版）》在课程性质、课程理念、课程目标等方面多次提到STSE教育理念,在光学专题中光的反射涉及城市光污染问题受到各个城市的关注,另外光的反射现象形成要综合考虑科学、技术、社会、环境等多方面的因素,因此光的反射的教学可以以STSE教育理念为教学载体,在向学生传递物理知识的过程中,培养学生环境保护与可持续发展的意识,帮助学生形成正确的价值观,增强社会责任感,从而促进物理核心素养的发展与养成。     

粒子穿越方势阱时的反射相位时间研究

为了更深入地了解相位时间的物理意义,讨论了量子粒子穿越一维方势阱时的反射相位时间计算得出的反射相位时间和透射相位时间数值相等并在一定条件下出现负值现象认为,量子力学中粒子穿越方势阱时,不论粒子最终是被反射或透过势阱,这 过程可只用一个物理量—量子力学中的能速来正确描述     

粒子穿越方势阱时的反射相位时间研究

为了更深入地了解相位时间的物理意义，讨论了量子粒子穿越一维方势阱时的反射相位时间.计算得出的反射相位时间和透 射相位时间数值相等并在一定条件下出现负值现象.认为，量子力学中粒子穿越方势阱时，不论粒子最终是被反射或透过势阱，这 一过程可只用一个物理量—量子力学中的能速来正确描述.     

苏科版物理八年级"光的反射"教学设计

1教材设计 1．1教材分析 本课内容通过实验探究光的反射规律，然后根据光的反射定律解释平面镜成像的原理，最后在“生活·物理·社会”栏目中，以角反射器和反射式望远镜为例，介绍了反射规律在生活和高科技领域里的应用．[第一段]     

"光的反射"教学片段与心思考

2010年10月14日我校物理教研组王老师和李老师在分别上了人教版《物理》第二章第二节内容“光的反射”,课后我对两位教师该课的教学颇有感触。     

从实验的科学性角度看物理教具创新——“真空铃”实验改进及反思

真空铃实验是初中物理必做实验,但常规器材笨重不易操作,而当下不少教师的改进实验过程中采用软质真空袋,存在声音反射造成响度减小的科学性问题.为此作者经过反复试验,改进真空罩,增加可视性,让学生在无其他干扰因素的情况下体验科学道理.     

反射变换应用研究

本文简要陈述了反射变换的主要性质，通过实例说明如何应用反射变换分析解决问题。     

Patterns of interaction in the processes of joint reflection by student teachers

Although some research results indicate that joint reflection can improve student-teachers’ reflection, it is not clear how the interaction between student-teachers during a joint reflection process helps this to happen. The aim of this paper is to explore how the organisation of joint activity in processes of joint reflection assists students’ reflection, by identifying patterns of joint reflection (considering all the participants rather than only tutor–student dyads) and by discussing the functional role of these patterns within the students’ processes of reflection and internalisation. Two cases of joint reflection processes between a group of student teachers (15 and 13) and their tutors were examined. In each case, five seminars lasting around one-and-a-half hours each were videotaped and analysed, and individual written reflections after each seminar were gathered and scored. Results showed that joint reflection developed in each case according to different interaction patterns, and that individual written students’ reflections improved from seminar 1 to seminar 5 in one of the cases, but not in the others. These results suggest a relationship between interaction patterns of joint reflection and progress in students’ individual reflection.     

Teacher reflection: the development of a typology

In this article, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. However, just what constitutes broad and deep reflection and the relations between the two remain unclear. After consideration of the characteristics of broad and deep reflection, three domains of broad reflection are distinguished (i.e. the pragmatic, ethical and moral domains). Closed versus open approaches to deep reflection are also then distinguished which produces a typology of six reflection possibilities. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers. The content of the interviews addressed actual difficult decision situations which the teachers had experienced, and application of the constant comparative method showed the teachers to indeed use the six reflection possibilities when they reflected upon the difficult decision situations. A clear preference for closed types of pragmatic and ethical reflection over open or moral reflection was shown. The conclusion is that the proposed typology can be used to map teacher reflection. The results further suggest that the breadth and depth of teacher reflection are in need of development and that the relations between teacher reflection and their professional behaviour should be examined in greater detail.     

How do pre-service teachers’ reflective processes differ in relation to different contexts?

Reflective practice represents a central theme in teacher education. The focus of this study is to look at pre-service teachers’ reflection processes and their breadth and depth in four different contexts. Our research data consist of 53 pre-service teachers’ mathematics portfolios, from which three were selected for closer scrutiny. The chosen portfolios represent different reflection profiles. According to our findings, the breadth and the depth of the pre-service teachers’ reflection processes varied greatly, and their former experiences as learners of mathematics seemed to have a great impact on their reflection when teaching mathematics for the first time. However, through acquaintance with research articles, the pre-service teachers’ reflection deepened and, at the same time, seemed to broaden. The participants’ consideration of biographical contexts aided their understanding and their reflection of other contexts.     

关于幼儿园教师协同反思的访谈研究

反思是促进教师专业发展的重要途径。当前幼儿教师的反思基本上还是一种个体反思、自我反思，集体协同反思很少，同时在反思中教师常常处于“失语”的境况，缺乏积极参与的意愿与动机。建立“协同反思”的模式将能有效促进教师批判意识与主动参与性的提高。     

实习教师的教学反思研究

本研究选取大四教育实习阶段的实习教师,采取质的研究方法,对实习教师教学反思行为进行考察。研究发现,实习教师的教学反思的内容多是集中在对教学方面和对学生方面的主动的反思,反思的时机多是选择在教学后,反思的层次上以技术的反思居多,实际的反思次之,而批判的反思则是明显不足。教师个人特质和学生的反应对实习教师的教学反思有很大的影响。通过本研究,研究者对实习教师的教学反思有了比较全面的认识和深刻的了解,并根据研究的发现和所获得的结论提出一些启示与建议。     

教师反思的思想源头及其影响

教师反思在中外教师教育、课堂教学等领域,受到广泛关注。但是,不同学者所应用的反思概念可能不同,实践者所质疑与欢迎的教师反思也可能迥异。文章通过梳理教师反思的不同思想源头,发现这种多样性既塑造了教师反思的丰富类型,也决定了每一种教师反思都有其片面性。也就是说,每一种类型的教师反思都可能有自己的局限性,教师反思并不一定都会带来满意的结果。可以说,教师反思思想源头的多样性、类型的丰富性和存在的局限是相互关联的。这提醒我们在探讨教师反思的问题时,应带有类别意识,并更为清醒地意识到潜藏的问题。     

教学反思的概念、价值及其途径

教学反思是教师为了实现有效的教育、教学,对已经发生或正在发生的教育、教学活动以及这些活动背后的理论、假设进行的一种积极的认知加工过程。教学反思具有促进教师专业发展、提高教学质量、推动新课程的顺利实施等价值。教学反思的途径有很多,主要有撰写教学日志、寻求同伴对话、阅读理论文献和征求学生意见等几种。     

The pedagogical balancing act: teaching reflection in higher education

Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing. The paper uses data from a current project to illustrate the effects of focusing on particular levels of reflection in the pedagogical strategies used, and argues that while the goal of academic or professional reflection is generally to move students to the highest level of reflection to transform their learning/practice, unless higher education teachers attend to every level of reflection, there are specific, observable gaps in the reflections that students produce.