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做好大学物理与中学物理教学衔接是帮助学生顺利适应大学物理学习,优化大学物理教学的关键。在分析学生学习大学物理的现状,以及大学物理与中学物理主要区别的基础上,提出大学物理与中学物理教学衔接的方法与途径,即大学物理教学要在绪论课、物理概念和规律教学、物理实验和习题教学4个方面做好大学物理与中学物理教学的衔接。 相似文献
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蒋欣欣 《南昌教育学院学报》2010,25(5):88-89
本文针对高职院校大学物理的教学现状和学生学习基础的各种原因,提出在大学物理的教学方法上应当以激发学生的学习兴趣为主,提高大学物理的教学质量和学生学习大学物理的能力和处理问题的方法。 相似文献
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大学物理实验教学方法探讨 总被引：6，自引：1，他引：6
总结大学物理实验教学的实践经验,探索大学物理实验教学的现代方法,进一步深化大学物理实验教学改革,提高学生的实践能力和创新能力,培养学生的科学素质。 相似文献
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本文论述了＂大学物理＂绪论课的作用以及如何组织＂大学物理＂绪论课,并指出＂大学物理＂绪论课不但可以使学生认识到＂大学物理＂课的重要性,也可以提高学生对学习＂大学物理＂课的兴趣,进而引导学生逐步掌握＂大学物理＂的正确的学习方法,使学生对＂大学物理＂课的学习沿着正确的方向发展,这对于提高本科教学质量有着重要的作用。 相似文献
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大学生在中学学过物理课,对“在大学里为何还要学习物理课”这一问题存在疑虑,在学习过程中反映大学物理难学。通过绪论课可以帮助学生解除疑虑,让学生认识到学习大学物理的必要性,帮助学生掌握学习大学物理的方法。本文阐述了什么是物理学、学习大学物理的意义、如何学好大学物理,帮助低年级大学生学好大学物理这门课。 相似文献
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李鸿明 《中国科教创新导刊》2014,(1):149-149,151
本文分析了在民族院校的大学物理教学现状,讨论了针对少数民族学生大学物理教学改革的必要性。在教学实践中,对少数民族学生在大学物理教学内容和教学方法上进行了改革,将多种教学方法相结合的混合式教学更加完美地应用于民族院校的物理教学中,势必对高校少数民族学生的大学物理教育起到积极的促进作用。 相似文献
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应用型本科院校大学物理分专业教学改革研究 总被引：1，自引：0，他引：1
根据应用型本科院校大学物理教学现状,提出了大学物理按专业分类教学的改革方案。通过大学物理分专业教学,调动了学生学习大学物理的积极性,实现了大学物理课教学与专业课教学的衔接,为学生进一步学习专业课打下了坚实的基础。 相似文献
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大学物理是高校理工科各专业面向低年级学生开设的一门重要的专业基础必修课,其重要性不可言喻.但由于大学物理的教学方法及学生基础等多种原因,大学物理的学习效果总体上不能令人满意.本文从大学物理教学中存在的问题入手,探讨大学物理的教学方法和教学手段改进的问题. 相似文献
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大学物理是高等院校理工科专业的一门重要的公共必修课。大学物理课程学习能够培养学生的科学素养、锻炼学生的思维能力,提高学生分析解决问题能力,具有其他课程不可替代的地位。然而,很多学生都认为大学物理不仅难学,而且学而无用。本文以湖北工业大学为例,分别从学校、教师和学生三个层面就大学物理课程教学现状、存在的问题和改革建议几个方面进行探讨。 相似文献
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我国科学教育发展历史虽然已历经百年，但至今仍存在不少问题。要在新时期解决科学教育中的诸多问题，必须厘清科学教育中的几个关系性问题：第一，科学与科学教育之间的关系，科学与科学教育分属两个范畴但又相互关联；第二，科学方法与科学教育方法之关系，科学方法是科学研究者做科学之方法，科学教育方法则是指导学生学习科学之方法；第三，科学知识与科学素养之关系，科学素养是科学教育追求之目标，科学知识是其不可或缺的重要内容；第四，科学教育与技术教育之间的关系，随着科学与技术之间相互作用的增强，科学与技术在教育中逐渐走向融合，但现时期科学教育与技术教育仍具有不同的内涵。 相似文献
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This study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls’ science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science attitudes, and science identity. A multivariate analysis of variance demonstrated that programme participants scored higher than their control group peers on weighted composite of post-programme affinity indicators. These results suggest that informal science education may offer a venue through which to support the formation of science identities and efficacy in girls. Implications for including psychosocial support elements into science classroom pedagogy and science education standards are discussed. 相似文献
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Tracie M. Addy Margaret R. Blanchard 《International Journal of Science Education》2013,35(8):1045-1071
ABSTRACTUsing data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities) as outcomes and predictors of science achievement. Based on results from multilevel modelling with 4456 students nested within 132 schools, we found that all aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes. Each aspect was positively associated with one of the (four) practices (strategies) of science teaching. Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science). Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement. 相似文献
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Koshi Dhingra 《科学教学研究杂志》2003,40(2):234-256
Student views on the nature of science are shaped by a variety of out‐of‐school forces and television‐mediated science is a significant force. To attempt to achieve a science for all, we need to recognize and understand the diverse messages about science that students access and think about on a regular basis. In this work I examine how high school students think about science that is mediated by four different program genres on television: documentary, magazine‐format programming, network news, and dramatic or fictional programming. The following categories of findings are discussed: the ethics and validity of science, final form science, science as portrayed by its practitioners, and school science and television science. Student perceptions of the nature of science depicted on the program sample used in this study ranged from seeing science as comprising tentative knowledge claims to seeing science as a fixed body of facts. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 234–256, 2003 相似文献
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《The Journal of educational research》2012,105(2):134-137
ABSTRACT The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed. 相似文献
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Ömer Acar 《科学教学研究杂志》2019,56(5):649-675
A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed. 相似文献
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SHALJAN AREEPATTAMANNIL 《International Journal of Science and Mathematics Education》2012,10(3):695-716
This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept??positive affect toward mathematics and science and self-perceived competence in mathematics and science??on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students?? self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students?? positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students?? self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students?? mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students?? mathematics and science achievement. Implications of the findings for policy and practice are discussed. 相似文献
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文慧云 《深圳职业技术学院学报》2005,4(1):67-69,86
在大科学下科研组织形式已发生了很大变化，但没有改变科学自由的本质，因而无损大科学的当代价值。从大科学的功用来说，一方面突显了科学的应用性价值，另一方面也突出了科学的责任。中国大科学体制的完善一方面在于决策机制的完善，另一方面有赖于建立合理化的、制度化的、可内化的科学规范系统。 相似文献
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