原子物理教学中的人文教育和科学观培养

在原子物理学的教学中,存在两条线索。一条是与教学内容相应的,按照原子物理学理论从简单到复杂而发展的线索。另一条是与原子物理、量子理论的产生、发展以及应用相应的历史线索。前者使得学生认识到原子物理理论的内在逻辑,符合学生认知规律;后者则与一系列的历史事件和伟大的科学家相关。认真地梳理和挖掘这条线索的内容和价值,有助于培养学生正确的科学观,提高科学思辨的能力,是课程教学的升华。在原子物理的教学中,对第二条线索的人文教育价值应该给予足够的重视。     

浅谈大学物理教学中创新思维与能力的培养

从贯彻以人为本的素质教育思想,精心创设各种物理情境,发展学生的直觉思维,进行多问、多变、转向等发散思维训练,激发起创造性思维的热情等方面,阐述了如何在大学物理教学中培养学生的创新思维与能力。     

大学物理课程教学改革的研究与实践

安阳工学院在理工科大学物理课程教学过程中以培养学生知识、能力、素质综合协调发展为基本指导思想,以体现学生为主体、教师为主导为培养原则,以激发学习兴趣、提高教学质量为目的,注重学生个性发展和创造能力的培养,在教育思想、教学内容和课程体系、教学手段和方法、实验室建设以及师资队伍建设中进行了一系列卓有成效的改革实践,在大学物理课程教学中形成了一套具有安阳工学院特色、可供地方普通本科院校交流、借鉴的全新教学体系和模式。     

质点运动规律的研究性学习

通过大学物理研究性学习的案例———指导学生用计算和绘图的方法对质点运动过程的细节进行了详细探究,辅导学生解决了应用微积分思想和矢量计算的困难,顺利求解了问题,使学生分析问题、处理问题和解决问题的能力得到了提高。     

初中科学实验教学与生活实际的结合——以物理实验为例

其实许多初中科学知识都可以和生活联系起来,物理也是从生活中延伸出来的一门学科。在新课程的要求下,物理实验教学要求做到和生活实际相结合,做到从生活走向物理,从物理走向社会。     

Students’ use of the interactive whiteboard during physics group work

This paper presents a case study of how the interactive whiteboard (IWB) may facilitate collective meaning-making processes in group work in engineering education. In the case, first-year students attended group-work sessions as an organised part of a basic physics course at a Norwegian university college. Each student group was equipped with an IWB, which the groups used to write down and hand in their solutions to the physics problems. Based on a Vygotskian, dialectical stance, this study investigates how the students used the IWB in the group-work situation. From qualitative analysis of video data, we identified four group-work processes where the IWB played a key role: exploratory, explanatory, clarifying and insertion. The results show that the IWB may facilitate a ‘joint workspace’, a social realm in which the students’ dialogues are situated.     

Student-centred learning and disciplinary enculturation: an exploration through physics

This study argues that student-centred methods in the teaching of physics can be beneficial for students’ enculturation into the discipline and into a physicist’s profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities, collaborative learning and problem-solving, or integration in research groups/projects enable students to engage in practices similar to those which are part of professional scientists’ routine. Through interactive, participative methods reminiscent of cognitive apprenticeship, students develop a range of abilities necessary in a physicist’s career: capacity of explanation, argumentation and defence of claims; analytical reasoning; capacity to critically review literature; ability to discern research paths worth pursuing; writing skills; and interpersonal skills. These give them a first taste of what it is like to be a physicist and ease their transition into a professional physics career.     

基于校园网的大学物理实验报告网络交互评判系统

通过分析目前在大学物理实验评判方面存在的问题,针对军校现有条件,提出开发基于校园网的大学物理实验报告网络交互评判系统的功能、基础以及应用前景。     

基于思维导图的“医学影像物理学”教学实践研究

“医学影像物理学”是医药院校医学影像学专业的一门专业基础课,学生普遍反映课程内容繁多且难以融会贯通。为提高“医学影像物理学”课程的教学质量,通过分析“医学影像物理学”的课程特点及学生特点,在中医药院校“医学影像物理学”的授课中应用思维导图法,融合引导式教学方法,分别从课前导学、章末总结、对比归纳学习易混淆概念等维度进行课程教学设计。结果表明,思维导图引导式教学模式,可以帮助学生提高自主学习积极性,锻炼知识整合和逻辑思维能力,学生对课程设计整体评价较高,对其他影像学专业课程教学具有一定的参考意义。     

A proficiency model for pre-service physics teachers' pedagogical content knowledge (PCK)—What constitutes high-level PCK?

This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK.