大学物理实验教学管理软件系统的设计与实现

阐述了大学物理实验教学管理系统软件的设计目标、设计方案、系统功能及相关技术实现。     

波的图象所反映出的一系列问题

对中学物理教学中波动图像所反映出的物理问题进行归纳总结。     

虚拟仿真技术在物理实验中的应用

介绍了虚拟仿真技术在大学物理实验中的应用，并结合实际情况，介绍了实验室的基本组成和特点，展望了其在不同领域的应用前景，对正在建设或即将建设虚拟实验室的单位具有一定的参考价值。     

多媒体技术在优化物理实验教学中的应用

主要从利用视频播放功能，拓展实验内容；利用展示功能，强化实验细节；利用数据处理功能，优化传统实验；利用模拟功能，弥补真实实验的空白等四个方面阐述怎样利用多媒体技术优化物理实验教学。     

The Oil Drop Experiment: An Illustration of Scientific Research Methodology and its Implications for Physics Textbooks

The objectives of this study are:(1) evaluation of the methodology used in recent search for particles with fractional electrical charge (quarks) and its implications for understanding the scientific research methodology of Millikan; (2) evaluation of 43 general physics textbooks and 11 laboratory manuals, with respect to the oil drop experiment, based on seven history and philosophy of science criteria. Results obtained show that all the textbooks and manuals ignored the Millikan–Ehrenhaft controversy and in general lacked a history and philosophy of science perspective. In spite of the anomalous data, Millikan adhered to the guiding assumptions of his research program. Ehrenhaft's work strictly followed the logic of experimental observations. Although, Ehrenhaft's work approximated the traditional scientific method, the scientific community supported Millikan. General physics textbooks and laboratory manuals present the oil drop experiment as an example of the scientific method in which experimental data implicitly serves as an arbiter in the defense of Millikan. It is suggested that textbooks and manuals by including the Millikan–Ehrenhaft controversy and the methodology used in the search for quarks could enrich students' understanding of scientific research methodology, viz., experimental data do not always dictate the choice of a theory.     

负绝对温度与普通物理课程现代化

说明了普通物理学中增加负绝对温度内容的必要性，提出了普通物理课程现代化的建议。     

Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students’ computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability.     

物理学中呈现的美

在物理中学中，物理规律、实验、物理理论以及物理学家的思想品德无不体现了美，它不仅给人以美的享受，更给人以启迪，振奋和激励。作为一个物理教师，不仅要在物理教学中向学生传授物理知识，还应该对学生进行美育的培养，让学生接受美的熏陶，使学生能感受美，追求美进而创造美。     

浅谈如何运用数学知识提高大学物理的教学质量

文章从作者自身的教学经验出发,通过实例简要讨论了如何运用数学知识提高大学物理教学质量的问题。     

浅议中学物理探究式教学

探究性学习作为与接受性学习相对应的一种学习方式,是进行创新教育的载体,是学习科学的核心方法. 探究式教学实质是将科学领域的探究模式引入课堂,通过类似科学家的探究进行学习. 根据在物理教学中探究教学的设计原则,对中学物理中所应用的探究式教学进行研究,并以实例说明在实践中如何应用探究式教学.