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高三物理通过第一轮的复习,学生大都能掌握物理学中的基本概念、规律,及其一般应用.但这些方面的知识,总的感觉是比较零散的,同时,对于综合方面的应用更存在较大的问题.在第二轮复习中如何才能在最后阶段充分利用有限的时间,取得满意的效果?笔者结合学生的实际情况,谈谈自己的一些看法. 相似文献
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吴前隽 《中国远程教育(综合版)》1993,(12)
一部物理学发展史,就是辩证唯物主义物理学发展史,物理学史中充满了对学生进行辩证唯物主义教育的生动教材.一个物理教师在向学生传授物理专业知识的同时,要善于运用物理学史对学生进行辩证唯物主义教育,以培养他们掌握马克思主义的世界观和方法论.本文试就这个问题谈谈自己粗浅的看法.一、坚持实践是检验真理的唯一标准的观点毛泽东同志在《实践论》中指出:“马克思主义者认为,人们的社会实践,才是对于外界认识的真理性标准.”邓小平同志指出:实践是检验真理的唯一标准.这是千真万确的真理,对社会科学是这样,对自然科学也是这样. 相似文献
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近十几年来,物理教育研究在美国取得了一系列成果,已经发展成物理学研究的一个新的分支,正在对物理教学改革产生实质性的影响.美国物理教育研究的主要特点是围绕普遍存在的实质性问题,应用物理学的思想和研究方法针对学生学习物理的过程和结果开展研究,使研究与课程和教学改革相互促进,共同发展.这些特点对于我国的物理教育研究与课程和教学改革具有重要的借鉴意义. 相似文献
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物理是一门以实验为基础的学科,物理教学实验在物理教学中有十分重要的作用,它不仅能够用来验证物理学规律,使学生获得感性认识,还能够培养他们的实际操作能力.高中物理实验教学过程中,创新实验教学对于提高学生学习物理的能力以及个人素质有着至关重要的作用.本文就如何创新高中物理实验教学方法提出了六点看法. 相似文献
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郁大鹏 《新课程导学(上)》2013,(20)
物理概念是物理学知识的核心,它是学习物理学、理解公式意义、掌握法则规律的基础.对概念的深入剖析是掌握物理知识的重要手段.对于刚刚接触物理的初中学生而言,学好物理概念,养成良好的物理概念学习的思维习惯对于以后物理学习上的可持续发展特别重要. 相似文献
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不少学生认为物理比较难学,也有不少物理老师弄不懂现在学生为什么物理学不好。作为一名高中一线教师,我谈谈对高中物理教学的看法。1.激发学生学习物理的兴趣。任何一种创造发明和重大发现都是＂青出于蓝而胜于蓝＂,出于蓝就是借鉴前人的经验和知识。 相似文献
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试论教与学的关系与物理教学 总被引：1，自引：0，他引：1
如何正确地把握物理教学改革的方向与方法,首先要摆正教与学的关系,并以此最基本的关系结合物理学的特点来进行物理教学改革.本文拟就这些方面谈谈自己的体会和看法. 相似文献
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在我校,高中部的理科教师对于经历了初中课改后毕业的第一批学生的学习状态提出了自己的看法.物理老师认为:课改后学生的解题规范性、运算能力明显差了,抽象思维、逻辑思维和推理判断能力等物理学中最重要的东西在初中阶段没有得到足量的训练和强化. 相似文献
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物理字史的教字是物理教字的一琐重萤内容,本文通过列举一些物理学史上的实例．揭示了物理学史在物理教学中的教育功能。这些对于激发学生学习的积极性．培养学生的科学素养．提高学生的创新能力．帮助学生掌握科学的学习和探究方法。形成朴素的唯物观和方法论．提高教学质量．具有重要的意义． 相似文献
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Ping-Kee Tao 《International Journal of Science Education》2013,35(12):1201-1218
This study explored high school students' collaborative efforts in solving qualitative physics problems. It aims to investigate whether and how confronting students with varying views help to improve their problem solving skills and develop better understanding of the underlying physics concepts. The varying views were provided to 18 Year 12 students by requiring them (a) to work in dyads on three problems during which they had to consider and confront each other's ideas; and (b) to consider, in a feedback session, multiple solutions to each problem, comparing the solutions with their own and reflecting on their mistakes. The study adopts Marton's emerging theory of awareness as its theoretical underpinning- that the varying views would bring to students' focal awareness and enable them to discern the different critical aspects of the problem situations and this would help them to develop conceptual understanding. The results show that confronting students with varying views have positive effects on students' learning, thus lending support to the theory of awareness. 相似文献
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This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the
universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the
views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate
with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the
views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined
with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students
associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge.
Consequences for the teaching and learning of science are discussed.
Swedish National Graduate School in Science and Technology Education Research. 相似文献
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Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics. 相似文献
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Pey‐Tee Oon 《International Journal of Science Education》2013,35(5):727-746
This study examines physics teachers’ views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the data. The findings showed that teachers are uncertain about the career prospects of physics graduates and are not very optimistic about the market demand for physics graduates. They feel that physics seems to be difficult and abstract to students. The perception that physics is for boys seems to be rooted in society. The teachers emphasized the importance of co‐curricular activities and laboratory work to enhance interest of students in learning physics. We provide several recommendations to arrest the declining interest in physics at the school level. 相似文献
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Martin Stanisstreet Dominic Dickson Edward Boyes 《International Journal of Science Education》2013,35(7):787-803
Studies exploring school students' views about science have not always distinguished between different branches of science. Here, the views of 1395 secondary school students aged 11–16 about physics and, as a science comparator, biology were determined using a closed‐form questionnaire. Over the period of secondary schooling a decreasing proportion of students expressed a liking for physics, fewer thought it was interesting and more thought it was boring. These changes did not apply to biology. There was an increasing view that the study of physics, but not biology, required mathematical skills. Fewer students thought that physics, compared with biology, could contribute to the solution of medical or environmental problems. Suggestions that physics might offer good employment prospects did not influence students' liking of physics. Factor analysis suggested that the oldest group of students distinguished between physics and biology in terms of their general characteristics – to the detriment of physics. 相似文献
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This study examines the views of a representative sample of experts in physics, physics education and history and philosophy of science (HPS) on the incorporation of HPS based materials in physics instruction. The obtained spectrum of views addresses three areas: the rationale to include HPS, the most appropriate ways of doing so, and anticipated difficulties in such a new educational approach. The elicited views, interpreted and categorized, reflect the attitude of the community of science educators in Israeli colleges and universities with regard to the subject. The constructed profiles indicate low awareness of the recent changes in the understanding of learning and the role of HPS in the light of these changes. Such knowledge can guide the activities of those who devote their efforts to constructing and implementing learning materials utilizing HPS contents in science education. 相似文献
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Allison J. Gonsalves 《Cultural Studies of Science Education》2014,9(2):503-521
Doctoral physics students have stories about what kinds of actions, behaviours and ways of doing physics allow individuals to be recognized as physicists. Viewing a physics department as a case study, and individual participants as embedded cases, this study used a sociocultural approach to examine the ways doctoral students construct these stories about becoming physicists. Through observations, photo-elicitation, and life history interviews, eleven men and women shared stories about their experiences with physics, and the contexts that have enabled or constrained their trajectories into doctoral physics. The results of this study revealed the salience of recognition in the constitution of physicist identities; but how recognition was achieved often entailed the reproduction or reworking of persistent discourses of gender norms. Various interchangeable forms of competence (technical, analytical, and academic) emerged as assets that can be used to achieve recognition in this physics community. However, competence was not the only means by which one might be recognized as a physicist. Contributing to the possibility for recognition was the performance of stereotypical Discourses for physicist that relied on traditional gender norms for the field. The results demonstrated that achieving recognition as a competent physicist often involved a complex negotiation of gender roles and the practice of physics. 相似文献
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Gregory P. Thomas 《International Journal of Science Education》2013,35(7):1183-1207
Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning. 相似文献