物理教学法的历史回顾与面临的问题

从物理教学法回顾与展望的角度,提出物理教学法面临的学理念更新,教学实践进行了初步的讨论.     

Snippets of physics

One of the celebrated results in black hole physics is that black holes have a temperature and they emit a thermal spectrum of radiation. Though a rigorous derivation of this result requires quantum field theory, a flavour of the essential ideas can be provided at an elementary level as indicated here. T Padmanabhan works at IUCAA, Pune and is interested in all areas of theoretical physics, especially those which have something to do with gravity. This is based on an article originally published by the author in Physics Education, Vol. 24, p.67, 2007.     

历史的方法与物理教学

通过对物理学史中的事件与事实、思想与方法沦的研究可以获得富有成效的物理研究方法，了解物理学创造与发展的动因。而思想及方法的获得与创造性的培养，是物理学教育的两个重要方面．通过研究历史可以了解过去，认识现在，展望未来。本正是在这一指导思想下，揭示历史的方法与物理学教学之间的联系，进而为更好地进行物理教学探寻途径。     

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.     

The 2009 Nobel Prize in physics

The Physics Nobel Prize, 2009 has been awarded jointly: one half to Charles K Kao “for groundbreaking achievements concerning the transmission of light in fibers for optical communication”, and the other half to Willard S Boyle and George E Smith “for the invention of an imaging semiconductor circuit — the CCD sensor”. In this article, we explain the basic ideas behind these inventions, and why the choice is appropriate in interpreting Alfred Nobel’s will in who should get these prizes.     

胡风的诗学

胡风的诗学思想是其文艺思想的重要组成部分，他将诗与人生的意义紧密地结合在一起而成为其诗学的重心，是其人生哲学，价值哲学和社会历史观的体现，是鲁迅精神的继承和发扬，主客体相生相克观点构成其创作论，在创作的主客体关系上，他认为着眼点首先是创作主体，但人生不能脱离生活，不能脱离历史，社会，人民，故诗人的创作亦然，在艺术与生活的关系上，客观或主观公式主义的倾向都是不可取的。胡风的诗学主体即诗化人生哲学和创作过程的主体论审美心理学，其美于诗的题材，技巧，接受遗产，形象，语言，风格均是围绕它们展开。     

物理实验教学网络管理系统的设计

智能型实验室的建设对现代实验室的管理和正常运行提出了更高的要求.为了对实验室进行集中管理,文章提出了一种基于局域网的实验教学网络管理系统的设计思路,分析了其技术特色,讨论了其在实验教学管理中的应用和发展前景.     

The historicity of the physics class: enactments,mimes and imitation

This essay discusses Anna Danielsson’s article “In the physics class: university physics students’ enactments of class and gender in the context of laboratory work”. The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between “head and hand” clearly visible in the discourse of Danielsson’s informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular “belonging” and “imitation”. Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.     

《五经正义》诗乐思想管窥

《五经正义》是中国经学史上的扛鼎之作 ,它不仅具有深邃宏博的哲学、史学及政治思想 ,亦且包容有精辟细密的文学见解。其中关于诗本体、情志为一及诗乐关系等问题的论述 ,出入经史 ,证据今古 ,踔厉风发 ,巨细咸蓄 ,对于研究唐代乃至中国诗学具有重要的意义和价值     

Expounding on physics: a phenomenographic study of physicists talking of their physics

Physicists and physics students have been studied with respect to the variation in the ways they expound on their topic of research and a physics problem, respectively. A phenomenographic approach has been employed; six fourth‐year physics students and 10 teacher‐researcher physicists at various stages of their careers have been interviewed. Four qualitatively distinct ways of expounding on physics have been identified, constituting an outcome space where there is a successive shift towards coherent structure and multiple referent domains. The interviewed person is characterized as expressing an ‘object of knowledge’, and the interviewer is characterized as a willing and active listener who is trying to make sense of it, constituting a ‘knowledge object’ out of the ideas expressed and personal experience. Pedagogical situations of analogous character to the interviewer–interviewee discussions are considered in the light of the analysis, focusing on the affordances for learning offered by the different forms of exposition.     

Views of physics teachers on how to address the declining enrolment in physics at the university level

Teachers’ views are worth hearing in order to get ideas on how to address the trend of declining enrolment in physics at the university level, which is regarded as a global problem. This study explores physics teachers’ views on how to encourage more students to study physics at the university level. A sample of 166 physics teachers in Singapore schools was surveyed through an open‐ended question survey. Their responses were analyzed qualitatively. Findings indicate that 11 categories emerged from the data. In particular, the categories on review of the physics curriculum and publicizing of the diversity of career opportunities available for physics graduates ranked highly. Some insights into possible ways to address the declining enrolment in physics at the university level are presented.     

Toward preparing students for change: A critical discussion of the contribution of the history of physics in physics teaching

In this paper I place physics teaching, and the inclusion of the history of physics into teaching, within a wide context. I start from the conviction that there are considerable changes ahead in the life circumstances of people in western industrial societies. This expectation should influence our aims of education generally, and in particular the aims of physics teaching. The paper does not offer final solutions, but analyses the situation and thereby argues for a change in perspective in physics teaching. The main idea is that physics teaching has to solve the problem of balancing seemingly incompatible needs, for example, conveying a stock of stable, dependable physics knowledge to students, and on the other hand to train them to see their physics knowledge within varying contexts of change. It is argued that the history of physics can be of high value in solving this problem.This article was originally published in: F. Bevilacqua and P.J. Kennedy (eds.): 1983, Proceedings of the Conference on Using History of Physics in Innovatory Physics Education, Pavia University.     

大学物理课程教学改革的理论与实践

大学物理作为大学公共基础课程之一,其教学质量的好差,直接事关学生后续课程的学习,事关高素质创新人才的培养.文章从大学物理教学理念、课程体系、教学方法和教学模式等方面阐述了实施大学物理教学改革的措施和途径.     

中西文化与孔子史学思想之探析

从现代史学的角度看,孔子史学思想的特征表现为:以民本主义为核心的人文史观,以"《春秋》之义"为表现形式的史论结合方法,以"训诲史学"为宗旨的史学目的意识。孔子的史学思想奠定了中国历史学科的基本模式,并高出了希罗多德的史学思想,甚至在某些方面就是整个古希腊的史学思想也无可比拟。     

基于物理学史的大学物理课程教学模式创新与实践

本文在分析了大学物理课程传统教学模式的基础上,利用现代教学研究成果及创新教学理念,提出一种基于物理学史的创新教学模式,并进行了实践。阐述了该模式的教学目标、活动步骤以及教学中应注意的问题。     

A hypercard based environment for the constructivist teaching of Newtonian physics

Many students have severe difficulties in successfully gaining a good understanding of Newtonian Mechanics. They exhibit deep misconceptions, many of which have developed as pre-instructional ideas on the subject in order to explain observed phenomena and experience. We have been developing a series of computer based systems to address this problem by presenting the learner with flexible routes of learning to help elicit, restructure and understand the concepts involved. The systems are based on our previously described theories of the application of Hypermedia to allow constructivist approaches to learning. We are committed to developing usable, inviting and self-paced packages that allow for individual differences, and levels of communication for students. The system is constructed using off-the-shelf multimedia authoring tools, that allow non-programmers to build educational packages that take account of soundly based theories of learning.     

黄宗羲的学术史方法论

黄宗羲的学术史方法论成熟于其学术与思想活动的过程之中。他的学术史方法体系有两个核心观念，即学脉和宗旨。黄宗羲继承并发展了已往具有学术史性质的作中的同类概念，因而才成就了黄宗羲在中国传统学术史土的地位。黄宗羲之有此学术史方法体系有其社会和个人根源，此种方法对于今日中国哲学史学科发展仍有一定的意义。     

《说文古籀补》文字补释

《说文古籀补》是古文字学史上一部重要的学术著作,对于古文字研究至今仍有借鉴作用。由于种种原因,该书在文字释读上存在一些问题。今以字形分析为基础,适当的参以辞例推勘,对该书部分误释及未释之字提出自己的看法。     

地方高校大学物理实验阶段式开放教学模式的探索与实践

针对地方高校大学物理实验开放教学不足的具体情况,提出了阶段式开放教学模式的思路,探讨了阶段式开放教学模式开展的措施.     

Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years

Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students' ideas about history, and framing history. We find that these 2 novices demonstrated different aspects of PCK in different settings at different points in the first 3 years of their careers. Their PCK continued to grow after preservice education, although the pace and substance of this development varied. In particular, attending to students' ideas about history and framing history were more challenging aspects of PCK for these novices. Specific features of the teacher education program, the school context, and the individual teacher's capacity facilitate growth in PCK, including opportunities to practice, alignment within the teacher education program and across learning sites, reflection on practice, and subject matter knowledge.