Views about Physics held by Physics Teachers with Differing Approaches to Teaching Physics

Physics teachers’ approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches. A particular focus of the study was teachers’ views about the role of mathematics in physics. The findings suggest the traditional teachers saw physics as discovered, close approximations of reality while the conceptual change teachers’ views about physics ranged from a social constructivist perspective to more realist views. However, most teachers did not appear to have given much thought to the nature of physics or physics knowledge, nor to the role of mathematics in physics.

Quality Learning of Physics: Conceptions Held by High School and University Teachers

This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers – final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do.     

与初中物理教师谈新教材

作为新课程的实施者 ,教师扮演着重要的角色 ,教师只有正确认识和理解新教材的变化及呈现方式 ,深刻领会教材的意图。关注教材所辐射出来的价值和功能 ,并使之成为教学行为的指南 ,才能使新课程的理念和目标落到实处 ,真正达到实施素质教育 ,培养全体学生的科学素质的目的。     

与初中物理教师谈新教材

作为新课程的实施者,教师扮演着重要的角色,教师只有正确认识和理解新教材的变化及呈现方式,深刻领会教材的意图.关注教材所辐射出来的价值和功能,并使之成为教学行为的指南,才能使新课程的理念和目标落到实处,真正达到实施素质教育,培养全体学生的科学素质的目的.     

从两道试题看物理的教和学

例1如图1所示电路中,电源电压不变。电阻R=6Ω,开关S闭合后,电流表示数为2A。求:(1)电源电压;(2)电阻R消耗的功率;(3)在原电路中电阻R两端并联一个电阻R1,为使电阻R1消耗的功率为6W,求电阻R1的阻值;(4)在原电路中串联一个电阻R2,为使电阻R2消耗的功率也为6W,求电阻R2的阻值。答案(1)电源电压U=IR=2A×6Ω=12V。(2)电阻R消耗的功率P=IU=2A×12V=24W。(3)电阻R1与R并联,电阻R1消耗的功率P1=U2/R1,6=122/R1。解得:R1=24Ω。(4)电阻R2与R串联,电路中的电流I2=U/(R R2)=12/(6 R2)。电阻R2消耗的功率P2=I22R2,6=I22R2。解得:R2…     

Teaching Teachers About Technology

No abstract available for this article.     

关注高中物理教学中学生的学习体验

针对新课改在推进过程中出现的实际问题--"表面繁荣"、"泡沫现象",本文在剖析"体验"概念的基础上,结合高中物理的教学特点,提出了增强学生在高中物理学习过程中体验的依据和实施途径.     

物理教学法研究

物理课是工程院校的一门基础课,教师教授物理课时需要一定的教学方法,才能提高教学质量和教学水平。本文是作者根据自己多年的物理教学中总结和感受而得出的教学经验,仅供同行参考。     

Conceptions of Teaching Art Held by Secondary School Art Teachers

Research into teachers' conceptions of teaching can be justified in that deep seated beliefs impact upon the way teachers teach and influence the learning approaches of their students. This study examined conceptions of teaching art, through interviews with 18 secondary school art teachers in Hong Kong. The analysis resulted in a two‐level characterisation of conceptions under broad essentialist and contextualist orientations. There were four subordinate conception categories, namely moral development in art and aesthetic development in art under the essentialist orientation, and intellectual development through art, and expression and therapy through art as sub‐categories of the contextualist orientation. The categories were defined and delimited by six dimensions. The categories were seen as clearly distinguishable but related, though not hierarchically. There was no evidence of the category scheme being culturally specific, as the majority of the teachers held beliefs which were not consistent with the traditional manner of Chinese painting.     

物理概念与物理规律的教学程序

本文将物理概念与物理规律细分成10类，详细地讨论了这10种不同类型的物理概念与物理规律的教学程序，对提高物理教学效果有很强的指导作用。     

安迪·哈格里夫斯的教师观与教学观

安迪.哈格里夫斯在教师教学理论中提出了著名的情绪地理理论,其包括政治距离、专业距离、道德距离、物理距离和社会文化距离五个层面。并指出管理者在教育变革和教育政策的制定时要充分考虑教师的情绪因素,学校领导在学校组织文化建设中要考虑教师的情感需要,教师在课堂教学中更要利用情绪实践活动来加强与学生的情感交流,在工作中要与同事、领导、学生家长建立起合意的情感联系。     

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners’ attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz’s(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.     

"研究性学习"在物理教学中的运用

“研究性学习”课程的设置是高中课程改革最显著的特点之一,该计划规定:“研究性学习”以学生的自主性、探索性学习为基础,从学生生活和社会生活中选择和确定研究课题,主要以个体或小组合作的方式进行。研究性学习的核心是让学生主动地接受信息和创造性思维的过程,强调学生知识表征方式的重要性。在物理教学中,教师应有意识开展研究性学习,以达到大纳中规定的能力要求。     

浅谈研究性学习在物理实验教学中的渗透

要培养学生的创新精神和实践能力,让学生得到可持续发展,其根本点之一是改变过去那种学科教学中偏重于知识的机械记忆、浅层理解、简单应用以及立足于教师传授知识的学习方式。为此,我们必须引入一种使学生的学习能力和知识层次得到总体提升的学习方式,其中“研究性学习”就是我们所期待的这种学习方式之一。所谓“研究性学习”就是指学生在教师的指导下,从学习生活和社会生活中选择并确定研究专题,用类似科学研究的方式,主动地获取知识、应用知识、解决问题的学习活动。通过“研究性学习”既可以培养学生善于发现、勇于探索、勤奋钻研、求…     

关注学生学习状态提高物理课堂教学效果

影响课堂教学效果的因素有多方面,不仅与教师(个人修养及业务能力)、学生(学习目标及学习状态)有关,还与教学因素(目标的确定、教法及过程的优化等)有关.在课堂教学中,我们总会发现学生存在这样的现象:心不在焉、打瞌睡、做小动作(玩笔、抠指甲)、讲话等,所有的这些因素都将使课堂教学的效果大打折扣,其主要原因是学习状态有问题.     

幼儿园教师教学技能职前培养路径探索

教学技能是幼儿园教师专业能力的核心.幼儿园教师的教学技能是指在教育学、心理学和学科(领域)教育理论等的指导下,以专业知识与相关职业技能为基础,通过运用某种知识和规则顺利完成某种教学任务的能力,包括教学设计、教学组织、教学反思等三方面.幼儿园教师教学技能的职前培养很有必要.通过有效路径进行教学技能的职前培养,有助于教师的专业成长和幼儿园教育质量的提升.     

物理教学中抽象问题形象化的途径

抽象思维和形象思维是分析解决物理问题的两种基本思维形态.在物理教学中通过各种途径将抽象物理问题形象化,有助于教师突破教学难点,有助于学生抽象思维和形象思维的互化.精心准备各种形象化途径是教师进行教学设计及确保教学成功的关键.     

物理教学中学生质疑能力的培养

在物理教学中,如何培养学生的质疑能力至关重要。本文为此进行了阐述并提出了有效培养学生质疑能力的方法：让学生喜欢“质疑”;掌握“质疑”的思路和方向;不断引导学生质疑;提高学生的质疑能力等。     

与青年教师谈物理教学基本功

青年教师需要打实的课堂教学基本功主要有:讲课基本功、板书基本功和辅教基本功.