工科大学物理实验教学现代化改革初探     

李海涛  都宝平 《焦作大学学报》2007,21(4):103-104

针对现今大学物理实验教学存在部分内容陈旧、方法与手段落后的问题,论述了大学物理实验教学现代化改革的必要性,并结合教学实践,提出了教学改革的具体措施。  相似文献   

物理教学改革浅见     

马文娟 《沧州师专学报》2002,18(1):58-59

新世纪社会的发展需要全面的高素质人才，而今天的物理教学仍采用原有的教学模式，已表现出跟不上素质教育的要求，需要对其改进，本中笔根据自己的教学体会及有关资料，对物理教学的改革提出两点建议。  相似文献   

面向制造的板级电子电路产品多信息模型研究     

李春泉  周德俭  俞涛 《上海大学学报(英文版)》2004,8(Z1)

Most electronics products use PCB to carry electronic circuits. This paper classifies information contained in PCB-based electronic circuits into several models: geometry model, physics model, performance model and function model. Based on this classification, a multi-information model of product is established. A composite model of product is also created based on object-orientation and characteristics of the product. The model includes a 3D geometry model, a physics model with integrated information that can be divided into microscopic and macroscopic information, a generalized performance model and a function model that are from top to bottom. Finally, a multi-unit analysis is briefly discussed.  相似文献   

信仰在科学中的地位与功能     

程民治  朱爱国 《南通师范学院学报》2011,(1):24-30

物理学的发展自始至终深受着信仰的影响,即它不仅为物理学的创立提供了一种形而上学的约定和先验的理论框架,而且尤为重要的是它还为物理学的创造提供了一种强大的精神动力。揭示信仰在物理学及其他自然科学学科中的地位与功能,能给予人们深刻的启示。  相似文献   

返璞归真：让物理感觉成为教学的内在追求     

于海波 《天津师范大学学报(基础教育版)》2011,(4):42-45

如何沟通学生的科学世界与生活世界,提高学生的科学素养,是目前物理教学改革的重要理论命题和实践难题。而以往被人们忽视的学生＂物理感觉＂,恰恰是连接这两个世界的重要桥梁。鉴于此,我们有必要厘定物理感觉的内涵、分析物理感觉的类型,并藉此提出优化物理教学的策略。  相似文献   

现代远程教育中基于网络的社会性交互环境的构建     

姚芳芳  李思章 《江苏广播电视大学学报》2005,16(3):48-50

现代远程教育中，基于网络的社会性交互环境的构建对加强师生交互、生生交互，提高教学效果具有重要价值，它主要包括了物理环境、知识环境和情感环境三个方面。物理环境和知识环境作为情感环境的基础，是基于网络的社会性交互环境的主要内容，其构成可被分为资源层、应用层和管理层三个层次。  相似文献   

加强物理学史教育,提高学生科学素养     

陈健 《宁波教育学院学报》2002,4(1):51-52

利用物理学史本身所具有的独特魅力,加强物理学史教育,促使学生在学习物理的过程中,受到科学方法和科学思维的训练,受到科学作风的熏陶,使学生掌握科学研究方法,提高科学研究能力,养成科学的态度和精神,最终达到全面提高学生科学素养的目的。  相似文献   

University physics students’ ideas of thermal radiation expressed in open laboratory activities using infrared cameras     

Jesper Haglund  Emil Melander  Matthias Weiszflog  Staffan Andersson 《Research in Science & Technological Education》2017,35(3):349-367

Background: University physics students were engaged in open-ended thermodynamics laboratory activities with a focus on understanding a chosen phenomenon or the principle of laboratory apparatus, such as thermal radiation and a heat pump. Students had access to handheld infrared (IR) cameras for their investigations.

Purpose: The purpose of the research was to explore students’ interactions with reformed thermodynamics laboratory activities. It was guided by the research question: How do university physics students make use of IR cameras in open-ended investigation of thermal radiation as a phenomenon?

Sample: The study was conducted with a class of first-year university physics students in Sweden. The interaction with the activities of four of the students was selected for analysis. The four students are males.

Design and methods: We used a qualitative, interpretive approach to the study of students’ interaction. The primary means of data collection was video recording of students’ work with the laboratory activities and their subsequent presentations. The analysis focused on how IR cameras helped students notice phenomena relating to thermal radiation, with comparison to previous research on students’ conceptions of thermal radiation.

Results: When using the IR camera, students attended to the reflection of thermal radiation on shiny surfaces, such as polished metals, windows or a whiteboard and emissive properties of surfaces of different types. In this way, they went beyond using the technology as a temperature probe. Students were able to discuss merits and shortcomings of IR cameras in comparison with digital thermometers.

Conclusions: With the help of IR cameras, university physics students attend to thermal phenomena that would otherwise easily go unnoticed.  相似文献   

大学普通物理学教师职业拓展的新思考     

马凤翔  彭建花  霍虎 《教师教育研究》2007,19(3):17-20

本文从四个方面就新时期大学普通物理学教师应该如何拓展职业素养进行了讨论:1、构建先进的大学物理教育观;2、转变角色,构建优质教学的素养和能力;3、重视研究与社会实践,构建创新素养和能力;4、构建专业知识更新机制。  相似文献   

物理概念与物理规律的教学程序   总被引：2，自引：0，他引：2  

刘诚杰 《青海师专学报》2002,22(5):87-89

本文将物理概念与物理规律细分成10类，详细地讨论了这10种不同类型的物理概念与物理规律的教学程序，对提高物理教学效果有很强的指导作用。  相似文献