数据处理在气体比热容比的测定实验中的应用

本文以"气体比热容比的测定"实验中的数据处理为例,完整地展示大学物理实验数据处理的全过程,主要包括测量位数的选取,不确定的确定,以及不确定度通过运算的传递.     

高中物理课堂教学中学生提问能力的培养

本文阐述了问题的类型、功能 ;论述了问题情景的设置 ,学生问题意识的培养 ;着重论述了学生提问能力的培养途径 :二维联想提问法和问题变式提问法。     

潜科学在近代物理课程教学中的应用研究

将潜科学的理论与方法融入近代物理学课程教学,是改革近代物理教学内容、教学方法的具体体现．通过几年的教学改革研究与实践,收到了显著的教学效果．本文结合课程改革的实践经验,就如何改革近代物理学课程的教学内容、方法,提高教育教学质量,提高学生的素质和能力方面,给出具体的改革措施。     

高职物理教学中素质教育的作用

物理学既是一门理论与实践紧密结合、理论体系结构严谨、方法独特的自然基础科学,又蕴涵有丰富的辩证唯物主义观点,因此,教师应该把素质教育的理念贯穿于物理教学过程中,使物理教学在传授科学知识的同时,发挥出其素质教育的重要作用。     

问题式教学法在高中物理教学中的运用探研

在核心素养背景下,“问题式”教学在高中物理教学中表现出较高的可行性与价值。文章简述课堂教学中问题式教学法的特点,并从利用问题引导学生自主探究、利用问题构建高效物理课堂、利用问题培养学生发散思维、利用趣味性问题提高学生的学习兴趣几个方面对问题式教学法在高中物理教学中的运用进行研究。     

基础物理实验教学示范中心教材编写的思考

结合高等学校基础课实验教学示范中心建设标准,阐述了编写基础物理实验教材的想法与做法。     

粒子方程的孤子解及其推广和相应的各种统一

基于波粒二象性,粒子,特别是稳定粒子应该相应于孤子。由粒子物理中的非线性方程,讨论方程的孤子解及其推广。并研究粒子方程和各种统一的关系。     

现代物理学中质量的概念

质量是物理学中最基本的概念之一。从狭义相对论、广义相对论、粒子物理学、量子场论等现代物理学的不同角度出发，分析了质量概念的不同方面。     

High school students’ scientific epistemological beliefs,self-efficacy in learning physics and attitudes toward physics: a structural equation model

Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.

Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.

Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.

Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.

Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.     

中学物理教师团队精神的培育策略

团队精神是个体与群体在目标一致基础上的融合,是个体与个体之间产生互动互补的"共振效应"。基于如何在教研文化的积淀中培育中学物理教师的团队精神,分析了中学物理教师团队精神的五项培育策略,以期不断提升中学物理教师的专业素质,进而提高教学质量。