网络化教育时代的观念问题

计算机及其网络技术在教育活动中的广泛运用与发展,将彻底改变人类教育现行的活动范式和管理体制,进而促使人类的教育观发生变革性的变革,人类在进入网络化教育时代,必须转变传统的工业社会时代确立的教育观念,形成终身学习,自我设计与发展,开放互动,平等参与,以及创新能力为本的适应网络化教育要求的新观念,而这些新观念的形成,归根结底,有赖于教育自身技术层面和活动方式的变革。     

量纲在力学问题中的应用举例

在一般力学教材中,量纲理论通常只介绍量纲概念和量纲法则,不涉及复杂的量纲分析,但其意义深远,应用渗透到物理学的许多方面。从量纲角度阐述几个力学问题,展示量纲的重要作用。     

结构力学问题小议

针对结构力学中学生易于出错,或计算较麻烦的三个问题分别进行分析和讨论,使计算过程容易理解和掌握,也简化了计算。     

一道考查能力的好赛题

有很多物理问题在数学处理时会遇到困难,我们可以尝试用Excel软件来解决问题.Mi-crosoft Office97或Office2000中的Excel软件是一种强大的数据统计、分析工具,能进行复杂的公式运算,能把数据快速、准确地以图像的方式形象地描述出来,为绘制物理图像和解决物理问题提供了简便易用的手段.同时,它是一种非编程数据处理工具软件,操作简单,易学易用,是学生解决某些物理问题的一种有效手段.下面用两个示例介绍如何利用Excel软件来解决力学极值问题,从而提供解决物理问题的一种有效途径.     

Disciplinary Foundations for Solving Interdisciplinary Scientific Problems

Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we conducted an interview study with 16 graduate students coming from a variety of disciplinary backgrounds. During the interviews, we asked participants to solve two interdisciplinary science problems on the topic of osmosis. We investigated participants’ problem reasoning processes and probed in their attitudes toward general interdisciplinary approach and specific interdisciplinary problems. Through a careful inductive content analysis of their responses, we studied how disciplinary, cognitive, and affective factors influenced their interdisciplinary problems-solving. We found that participants’ prior discipline-based science learning experiences had both positive and negative influences on their interdisciplinary problem-solving. These influences were embodied in their conceptualization of the interdisciplinary problems, the strategies they used to integrate different disciplinary knowledge, and the attitudes they had toward interdisciplinary approach in general and specific interdisciplinary problems. This study sheds light on interdisciplinary science education by revealing the complex relationship between disciplinary learning and interdisciplinary problem-solving.     

《流体力学》课程教学关键问题研究

分析了流体力学课程的特点及教学过程中存在的问题,提出了在教学过程中应注重教学方法及教学内容的设计,将教学内容与工程实际及综合实验相结合,并灵活应用多媒体技术及仿真软件激发学生的学习兴趣,提高学习效率及教学效果。     

流体力学课程教学改革探讨

分析了流体力学教学中存在的主要问题,认为学生知识结构不平衡,教学模式单一,过于依赖多媒体教学已经成为影响该课程教学发展的主要障碍。提出了改进教学方法,提高学生的学习兴趣,重视实验教学,提高学生创新意识等解决对策。     

有关神舟号飞船的力学问题

1 飞船的动力学特征若地球的质量为M,半径为R.飞船的质量为m,飞船在轨运行时近似看做匀速圆周运动,距地面的高度为h,则飞船运行的轨道半径为r=R+h.     

高一物理力学中的临界问题

我们在研究物体的运动状态和运动规律时,常需要对物体受到的力或物体运动速度进行分解或合成,也就是涉及到合力与分力、合速度与分速度的关系。在这个分解或合成的过程中,关键是分析出合力或合速度产生的效果,确定哪一个是合力、合速度,哪一个是分力、分速度,这样才能对力或速度进行正确分解、合成,进而正确处理物理问题。但是,在实际做题时,学生往往对速度分解、合成时出现错误,下面我们看一道常见的题：     

教师培训:问题、基础与创新

教师培训是教师专业发展的重要途径.新一轮课程改革为教师培训提供了难得的机遇,教师培训应该客观地审视目前所存在的问题和困难,积极寻求新的知识基础,实现教师培训方式的创新,这是新课程的迫切需要,也是教师教育发展的重大课题.     

利用Autocad图解理论力学问题的探讨

借助Autocad的几何设计绘图和参数查询功能,方便、精确地分析出不规则模型重心和转动惯量,为准确计算理论力学中这类问题提供了一种有效的途径．     

力学综合题的解题思路

一般说来，力学综合题具有过程错综复杂，图景“扑朔迷离”、条件隐晦难辨。知识覆盖广的特点，导致了许多同学的求解有一定的困难，本文就这类问题的求解思路浅作介绍。     

力学综合题的解题思路

一般说来,力学综合题具有过程错综复杂,图景"扑朔迷离"、条件隐晦难辨。知识覆盖广的特点,导致了许多同学的求解有一定的困难,本文就这类问题的求解思路浅作介绍。     

高中力学中的临界问题

高中物理教学中,提高学生分析问题和解决问题的能力,成了教学的重要目标之一.为了起到"事半功倍"的效果,在教学的若干环节中突出、集中地分析"临界问题"是很有必要的.     

工程管理专业力学课程教学的问题与对策

根据工程管理专业对力学课程的具体要求,分析了工程管理专业力学课程教学存在的主要问题,并结合教学经验,给出了相应的解决措施,为更好地进行工程管理专业力学教学提供了借鉴。     

用图像法巧解力学竞赛题两例

例1 甲、乙两物体从地面同时竖直向上运动,甲作竖直上抛运动,乙作加速度大小逐渐减小的减速运动,它们同时到达同一最大高度.则在此过程中,它们的速度大小关系是( )     

“理论力学”课程项目化教学改革中存在的问题及对策研究

理论力学项目化教学改革在调动学生学习兴趣、培养创新精神和工程实践能力方面起到了积极作用,然而,项目化教学也存在缺点,需要对教学实施过程中存在的问题进行系统研究。本文针对理论力学项目化教学在教学资源、知识体系、教学效果、成绩考核等方面存在的问题进行研究,提出了解决策略,这对促进项目化教学改革的升级、进一步提升教学质量和提升学生力学素养具有重要意义。     

The Nature and Role of Thought Experiments in Solving Conceptual Physics Problems

This study describes the possible variations of thought experiments in terms of their nature, purpose, and reasoning resources adopted during the solution of conceptual physics problems. A phenomenographic research approach was adopted for this study. Three groups of participants with varying levels of physics knowledge—low, medium, and high level—were selected in order to capture potential variations. Five participants were selected within each level group and the study was conducted with fifteen participants in total. Think aloud and retrospective questioning strategies were used throughout the individually conducted problem solving sessions to capture variations in the participants’ thinking processes. The analysis of the data showed that thought experiments were actively used cognitive tools by participants from all there levels while working on the problems. Four different thought experiment structures were observed and categorized as limiting case, extreme case, simple case, and familiar case. It was also observed that participants conducted thought experiments for different purposes such as prediction, proof, and explanation. The reasoning resources behind the thought experiment processes were classified in terms of observed facts, intuitive principles, and scientific concepts. The results of the analysis suggested that thought experiments used as a creative reasoning tool for scientists can also be a productive tool for students. It was argued that instructional practices enriched with thought experiments and related practices not only reveal hidden elements of students’ reasoning but also provide students opportunities to advance their inquiry skills through thought experimentation processes.