物理学史在物理教学中的作用

物理学史和物理学知识是物理学的重要组成内容．大学物理教学中加强物理学史的教学，有助于解决物理学时少、内容多与培养学生科学素质的矛盾，能起到提高教学质量的作用．结合多年的教学，阐述了物理教学中进行物理学史的实践．     

医学生的物理教育与素质培养

现代教育的新理念、新理论、新模式，对物理学教育提出了新的挑战，社会、经济、科技的新发展对人才提出了新的要求．面对新挑战，适应新需求，医学院校的物理教育要从人才的整体培养目标出发，加强课程建设，改革教学内容和教学方法，在传授物理知识的同时，强化科学文化素质教育．文章介绍了作者在物理教育的实践中，在传授物理知识、培养学生素质方面所作的有益探索．     

改革实验教学培养创新能力

物理学是以实验为基础的一门基础科学，实验是物理学最基本、最重要的研究方法．在物理学产生和发展的进程中，物理实验始终占有极重要的地位．因此在课堂教学中要多做演示实验，增加学生实验，适当布置课外小实验，同时教师要多动脑筋、多出新意为学生创设最佳最有效的实验环境，让学生在轻松、愉快的环境下有目的地进行观察、测量、思考、总结，获得知识，发展能力，培养他们善于观察、勤于思考、勇于探索等创新品质．     

大学物理实验课程的建设思想与教学实践

物理学在人的科学素质培养中具有重要的地位，物理实验课程曾经为培养20世纪的优秀人才做出了卓越的贡献．实验为物理学的基础，它反映了理工科实验的共性和普遍性问题．20世纪中叶以来，以计算机信息科学技术、生命科学、空间科学、材料科学等为代表的新的科学技术革命，极大地加速了科学技术的发展和各学科之间的相互交叉和渗透，新的综合化趋势已成为科学发展的主流．因此，高等教育人才培养的思路必然要适应这些变化；课程体系，教学内容和教学方法、手段必     

物理学和理论物理

值此庆祝世界物理年之际，请允许我谈谈我对物理学和理论物理的理解．2004年6月10日联合国全体会议作出决议将2005年定为“世界物理年”．决议指出：“物理学是认识自然界的基础，物理学是当今众多技术发展的基石，物理教育为培养人的发展提供了必要的科学基础；并指出爱因斯坦在1905年的几项重要发现奠定了现代物理学的基础，它高度评价物理学在认识世界和改造世界以及提高人的科学素质等方面的基础作用．”     

人才的科学素质培养与基础物理教学

阐述了科学、人才的科学素质的基本概念，并从物理学在科学发展史中的地位和基础物理教学与物理学的关系阐明了基础物理教学在培养人才教学素质中的重要地位，从培养２１世纪人才的角度出发剖析了基础物理教学体系、内容、教学手段、方法改革的必要性，提出了改革措施。     

让学生在实验中“活”起来

人才培养,重在素质教育．回顾物理学的起源和整个进化历程,可以看出,物理学代表着一整套获得知识、组织知识和运用知识的有效步骤和方法．可以毫不夸张地讲,物理教育在培养学生的科学素质中起着其他学科无法替代的作用．它的基本观点、思维方法,特别是实验设计思想、方法、技能已经渗透到包括社会科学、人文科学在内的各个学科之中．为了尽快提高学生素质,就应该让学生在物理实验中“活”起来,加强动手能力,掌握基本实验技能． 一、为什么要让学生在实验中“活”起来 １．有利于激发学生的积极性、主动性,培养创新型人才．人都有求…     

通识教育背景下大学物理课程现代化的改革与实践

通识教育，既是大学的一种理念，也是一种人才培养模式，其目标是培养完整的人，即具备战略眼光、通融识见、博雅精神和优美情感的专精型人才．多年来，通识教育在我国高等教育中处于被忽视的地位，教育的方式逐渐形成了高度专业化的专才教育，文科学生忽视自然科学知识的学习，理工科学生对人文科学知识更是知之甚少，     

分子和原子--从假设到实在

2004年6月10日，联合国第58次全体会议作出决议将2005年定为“国际物理年”．决议指出：“物理学是认识自然界的基础”，“是当今众多技术发展的基石”，“物理教育为培养人的发展提供了必要的科学基础”；并指出“爱因斯坦在1905年的几项重要发现奠定了现代物理学的基础”；高度评价物理学在认识世界、改造世界和提高人的科学素质等方面的重大作用．这一切都是指近400年来走到正确的认识自然和改造自然道路上的，并以相对真理形式体现绝对真理而不断发展的物理学．贵校同学们邀我来作有关物理学史方面的科普报告．     

量子力学教学与科学素质的培养

人的素质是一个整体概念，具有丰富的内涵，主要包括六个方面，即政治思想道德素质、科学文化素质、身体素质、审美素质、技能素质和心理素质。时代对大学生的要求不仅要德、智、体全面发展．还要具备健全的人格和良好的心理素质。人     

A theory of knowledge

In order to make reliable predictions in any region of human activity, it is necessary to distinguish clearly what is based on experience and what is a construction of intellect. The theory of knowledge developed in the present paper is an attempt to devise a set of axioms that demarcate experience, as the only source of our knowledge of the external world, from the ideas, scientific models, and theories by means of which the scientific predictions are made. After a discussion of the causality in relation to the laws of nature, the axioms of the expounded theory are formulated in the formalism of set theory. The theory is then applied to some problems in physics to demonstrate its usefulness.     

谈谈"理为工之本,工为理之用"--在高工院校教物理、建物理系的历史经验和体会

从建国以来，高等工业院校物理教师从事物理教育和科学研究的历史经验来看，一个十分重要的问题是要牢记“物理学是自然科学的主导”；“理为工之本、工为理之用”；“没有第一流的理学院，就没有第一流的理工学院”这三句话，并把它们作为指导思想，落实到从事物理教育和建设物理系的工作中去．     

普物实验物理思想浅析

分析了物理实验的物理思想的特点，并予以定义．通过对力学、热学及近代物理部份实验题目的分析、提炼，归纳出５种典型的物理思想．     

The nature of Einstein's objections to the Copenhagen interpretation of quantum mechanics

In what follows, I examine three main points which may help us to understand the deep nature of Einstein's objections to quantum mechanics. After having played a fundamental pioneer role in the birth of quantum physics, Einstein was, as is well known, far less enthusiastic about its constitution as a quantum mechanics and, since 1927, he constantly argued against the pretention of its founders and proponents to have settled a definitive and complete theory. I emphasize first the importance of the philosophical climate, which was dominated by the Copenhagen orthodoxy and Bohr's idea of complementarity: What Einstein was primarily reluctant to was to accept the fundamental character of quantum mechanics as such, and to modify for it the basic principles of knowledge. I thus stress the main lines of Einstein's own programme in respect to quantum physics, which is to be considered in relation to his other contemporary attempts and achievements. Finally, I show how Einstein's arguments, when dealing with his objections, have been fruitful and some of them still worthy, with regard to recent developments concerning local nonseparability as well as concerning the problems of completeness and accomplishment of quantum theory.     

Did nonlinear irreversible thermodynamics revolutionize the classical time conception of physics?

From both physical and epistemological viewpoints, the following theses, which nowadays are often discussed in the literature, are examined: Nonlinear thermodynamics renders it possible to grasp evolutionary physical processes; for thermodynamics it introduces, instead of idealized reversible time, a directed time into physics; thus a science is established that is nearer to reality than classical physics. To analyze these theses, the relation of thermodynamics to dynamical physics is considered. In particular, it is demonstrated that, in classical as well as in modern thermodynamics, irreversibility is introduced via conditions which must be formulated in addition to the dynamical laws. To show the reason for this, the epistemological status of the physical time conception is analyzed, and its character as a physical measurement quantity is established.     

On modeling the neutron in classical physics: Methodical review

It is demonstrated that the question of the elementary character of the neutron recently put forward by B.V. Vasil’ev in JINR Comm. P3-2014-77 requires the application of the whole system of logically consistent and experimentally verified knowledge obtained by M. Gryziński in deterministic atomic physics; the inconsistency of the two ideas presented in this work is demonstrated: (1) an electronlike elementary particle in the structure of the neutron which does not possess magnetic properties and (2) the planetary model of the neutron with pointlike elementary particles.     

ODD Modes of a New Transmission Line Based on Semi?open Dielectric Rod

An original transmission line based on a planar waveguide splitter with central dielectric filling is considered. A rigorous electrodynamics model is presented for calculating propagation parameters of odd eigenmodes. It was determined that the physics of the wave processes of the line for odd modes is identical to the physics of closed structures, though the structure geometry is of semi-open character. Numerical experiments prove that new line is very promising for different millimeter wave applications, such as band pass filters, test fixture, antennae and three-dimensional integrated circuits (TDIC).     

Bruno Rossi and the Racial Laws of Fascist Italy

Bruno Rossi (1905–1993), one of the giants of 20th-century physics, was a pioneer in cosmic-ray physics and virtually every other aspect of high-energy astrophysics. His scientific career began at the University of Florence in 1928 and continued at the University of Padua until 1938, when the Fascist anti-Semitic racial laws were passed in Italy. He was dismissed from his professorship and was forced to emigrate, as described in unpublished letters and documents that display the international character of physics and physicists. His young bride Nora Lombroso, his love of physics, and the solidarity of the physics community gave him the courage to begin a new life in Copenhagen, Manchester, and in the New World at the University of Chicago, Cornell University, Los Alamos, and after the Second World War at the Massachusetts Institute of Technology where he became the center of a worldwide research network.     

MATLAB在刚体运动教学中的应用

刚体运动问题是大学物理教学中较抽象的重要知识点。本文应用MATLAB对大学物理的刚体运动学问题进行求解,直观体现物理量之间的关系,让学生更好地理解和掌握物理规律,增加学生学习物理的兴趣。     

采用一维无穷电阻网络的物理模型求解Fejer积分

高等数学和大学物理是高校理工类学生非常重要的公共基础课.在传统教学中高等数学通常作为工具来帮助解决大学物理问题,而运用大学物理学知识去解决高等数学问题却很少关注.探讨如何把两者的教学结合起来,对培养学生创新思维具有十分重要的意义.本文基于一维无穷电阻网的物理模型,推导出了一维无穷电阻网络等效电阻的解析解,并给出了求解Fejer积分的一种新的物理方法,体现了数理结合的思想.