普通物理双语教学的研究与实践

普通物理（含力学、热学、光学、电磁学和原子物理学）是高等院校理工科大学生必修的专业基础课，是理工科课程的基础课，这使得物理教学在双语教学上既具有代表性又具有广泛性．从多个角度分析阐述了普通物理双语教学的必要性和可行性，并探索出一套适合中国学生特点的教学方法和手段．     

回到物理学史--追寻科学原创之思

物理学的原创之思只有在历史的真实中才是富于生命的,对它的研究引人入胜,富于启发。科学史中有几个问题,笔者萦环于心,久久未得解答,而一旦找到答案,恰如“柳暗花明又一村”,豁然开朗,感悟颇多。今将其中三个问题作为“公案”公诸于下,愿为引玉之砖,与同行切磋。这三个问题是：1、自古希腊以来天文学的水晶球体系是何时、如何突破的？这牵涉到经典力学体系建构的历史起点问题。2、解决热力学中的汤姆逊问题——焦耳实验与卡诺理论矛盾的是谁？如何解决的？这关系到热力学两大定律的理论奠基问题。3、爱因斯坦与玻尔争论的根源何在？或许,这些问题将把我们引向——不仅是对未来科学的发展,而且也是对科学哲学及其发展方向的更为深刻的沉思。     

对惯性定律教学内容的调查研究

惯性定律是力学以及整个物理学理论体系的逻辑起点,是大学物理的经典内容。研究表明,国内目前在涉及惯性定律内容的教材编写和教学内容的组织中存在问题,物理学教材编写时应树立大知识观或科学观的理念,应充分考虑物理学理论的整体结构,既要求每个层次的陈述内部在逻辑上自洽,也要求不同层次的陈述之间相互协调;在教学内容组织和惯性、惯性定律的建构时应该采用历史方法和逻辑方法,保持历史方法和逻辑方法的张力。     

The historical context of Newton's Third Law and the teaching of mechanics

Many studies have shown that Newton's Third Law of Motion is not easy for students to accept when they consider the interaction of two objects. A number of prominent science educators believe that it should not be taught to students before Year 11. This paper reports the results of a study of the historical origins of Newton's Third Law with a view to identifying the context from which it emerged in the 17th century and the conceptual changes which accompanied its emergence. Some of the possible implications of a study such as this for improving the teaching of introductory mechanics are discussed. Specializations: physics education, concept development, history and philosophy of science in science teaching.     

广义电子气体的磁化

电子气体磁化是热力学与统计物理等学科教学中经常采用的理论应用方面的范例。就广义电子气体的磁化展开讨论,涵盖了从经典到量子、从简并到非简并、从非相对论到相对论、从弱场到强场等的许多范围,对学生掌握概念、体会物理理论的使用范围等方面具有很好的示范作用。其中相对论电子气体磁化的结果来自作者的科研成果,没有详细论述,可参阅文中所列举的参考文献进行了解。另外,文中所包含的磁相变内容也是教学中讨论各种相变的实例之一。     

Hydraulics for Royal Gardens: Water Art as a Challenge for 18th Century Science and 21st Century Physics Teaching

Hydraulics is an engineering specialty and largely neglected as a topic in physics teaching. But the history of hydraulics from the Renaissance to the Baroque, merits our attention because hydraulics was then more broadly conceived as a practical and theoretical science; it served as a constant bone of contention for mechanics and mathematics; its obvious practical importance from raising water in mines to the playful fountains in royal gardens illustrates the social role of science like few others do. The playful character of historic hydraulics problems makes it also an appealing topic for modern science education.     

理论物理课程群“点面体”协作下的综合教学改革实践

理论物理课程群包括四大力学等六门课程.该文在问卷调查基础上,提出在理工科交叉、产学研结合条件下,针对应用型人才和创新型人才培养,理论物理课程群在“点面体”三个层面上深化教学改革的模式,并将三个方面有机地结合起来.这些改革措施在实际教学应用中,取得了很好的教学效果,为进一步深化理论物理课程群教学改革提供了很好的建议,理论物理课程群也被列为山东省精品课程.     

初中电学内容放在八年级的可行性研究

人教版初中物理课标教材将电学内容放在了八年级,力学内容放在了九年级,这个问题引起了许多教师的热烈讨论。从教科书编写的理念和教学实践的两个层面看,这样的调整是可行的。同时,探讨了电学内容顺序安排的两种意见。     

Brownian motion problem: Random walk and beyond

A brief account of developments in the experimental and theoretical investigations of Brownian motion is presented. Interestingly, Einstein who did not like God’s game of playing dice for electrons in an atom himself put forward a theory of Brownian movement allowing God to play the dice. The vital role played by his random walk model in the evolution of non-equilibrium statistical mechanics and multitude of its applications is highlighted. Also included are the basics of Langevin’s theory for Brownian motion. Shama Sharma is currently working as lecturer at DAV College, Punjab. She is working on some problems in nonequilibrium statistical mechanics. Vishwamittar is professor in physics at Panjab University, Chandigarh and his present research activities are in nonequilibrium statistical mechanics. He has written articles on teaching of physics, history and philosophy of physics.     

物理教学移植研究法

介绍物理教学研究的一种方法———移植研究法的概念和作用 ,并探讨经验移植研究和理论移植研究的方法     

Conflict within dyadic interactions as a stimulant for conceptual change in physics

Research suggests that conventional teaching techniques have proved largely ineffective for dealing with the problem of science students’ misconceptions or alternative frameworks. This paper reports an investigation whereby inter‐personal conflict within dyadic interactions is used as a strategy for promoting development towards correct scientific conceptions in specific areas of electrical circuits and mechanics amongst first‐year tertiary physics students. The data indicate that a large number of physics students at the tertiary level hold non‐scientific conceptions of these physical phenomena. The dyadic interaction strategy proved effective as a means of encouraging students to actively and closely consider their own thinking about basic physical concepts. Further, results highlight the importance of inter‐personal conflict in the process of conceptual change.     

A sense of history: History of science and the teaching of introductory quantum theory

This paper argues that some kind of historical perspective is a conditio sine qua non in the teaching of physics. Without a proper historical perspective the student will not experience physics as the living, human endeavour it is; in addition, the historical-exemplaric approach is often beneficial also to the technical and conceptual aspects of physics education by offering a deeper and more critical look at particular physical problems. However, the relationship between physics and history of physics is intrinsically problematic in that the lessons to be learned from history are often counterproductive to those aimed at in science teaching. The tensions between the two approaches may lead to a historically unsatisfactory quasi-history adapted to the perceived needs of science education, but although this dilemma is genuine, there is no reason why it should block a historically oriented teaching of physics. Based on the example of the history of the photoelectric effect as a case in the teaching of introductory quantum theory it is argued that the dilemma between historical truth and didactic usefulness may be circumvented by focussing on a few, carefully selected case studies. The didactic potentials of one such example, the early introduction of the light-quantum, are discussed.Roskilde University Centre, P.O. Box 260, 4000 Roskilde, Denmark.     

电子仿真技术在普通物理实验中的应用

结合普通物理实验教学实践,尝试改革传统的普通物理实验教学模式。在实验教学中引进先进的计算机电子仿真技术,作为普通物理实验教学的一种辅助手段,并以一个具体的实例证明它的可行性和优越性。     

关于量子力学教学的几点思考

量子力学在物理学研究中起着基础与支柱作用,因此量子力学课程教学自然成为本科物理教学一个极为重要的组成部分.结合教学实际,从教学内容、教学模式等方面,探讨了《量子力学》教学中应注意的问题并提出改进建议.     

美国学生物理概念研究的发展

美国的物理教育研究者采用了访谈、量表和计算机辅助测试技术对力学和电学等领域的学生物理概念进行研究,得出以下结论:(1)前概念广泛存在于学生头脑中,并会严重影响物理概念的学习;(2)传统教学很难改变学生的前概念;(3)有效"转变学生概念"的教学策略是激发学生认知冲突。     

Snippets of physics

Discovering unexpected connections between completely different phenomen a is always a delight in physics. In this and the next installment, we will look at one such connection between two unlikely phenomena: propagation of light and path integral approach to quantum mechanics! T Padmanabhan works at IUCAA, Pune and is interested in all areas of theoretical physics, especially those which have something to do with gravity.     

The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and its Revolutionary Meaning

The revolution in XX century physics, induced by relativity theories, had its roots within the electromagnetic conception of Nature. It was developed through a tradition related to Brunian and Leibnizian physics, to the German Naturphilosophie and English XIXth physics. The electromagnetic conception of Nature was in some way realized by the relativistic dynamics of Poincaré of 1905. Einstein, on the contrary, after some years, linked relativistic dynamics to a semi-mechanist conception of Nature. He developed general relativity theory on the same ground, but Hilbert formulated it starting from the electromagnetic conception of Nature. Here, a comparison between these two conceptions is proposed in order to understand the conceptual foundations of special relativity within the context of the changing world views. The whole history of physics as well as history of science can be considered as a conflict among different worldviews. Every theory, as well as every different formulation of a theory implies a different worldview: a particular image of Nature implies a particular image of God (atheism too has a particular image of God) as well as of mankind and of their relationship. Thus, it is very relevant for scientific education to point out which image of Nature belongs to a particular formulation of a theory, which image comes to dominate and for which ideological reason.     

大学物理实验教学质量调查结果的初步分析

本文通过<大学物理实验教学质量现状调查>问卷的形式,从五个部分:对实验课的总体印象,实验前预习,实验进行中遇到的问题,报告写作部分及实验课后反思来进行教学质量调查,统计分析得出结果表明我校的物理实验教学改革还是存在一些问题,根据这些问题从学生的角度提出合理的教学建议,已期对大学物理实验的教学改革提供帮助,达到更好教学目标.