新课标下"中学物理教学法"教学改革的实践探索

中学物理教学法是普通师范院校物理专业学生必修的一门专业基础课，是高校物理教育与中学物理教学的接口，是学生“学以致用、学以致教”的前提．它的任务是为学生今后从事物理教育工作奠定基础．但是由于目前该门课在教材和教学上存在很多问题，加之学生思想上不重视，学生学完后普遍反映收获不大，致使很多走出校门的师范生很难适应新课程对中学物理教师的要求．     

Ho and Ti co-doped BiFe03 multiferroic ceramics with enhanced magnetization and ultrahigh electrical resistivity

Bio.9HOo.lFeo.9503 and Bio.9HOo.lFeo.9Tio.0503 ceramics were prepared and compared to reveal the effects of Ho and Ti codoping in BiFeO3. X-ray diffraction indicated that both ceramics had a high rhombohedral perovskite phase content, and microstructural analyses showed that the grains of the Bio.9HOo.lFeo.9Tio.0503 ceramics were much smaller than those of Bio.9HOo.lFeo.9503. An electrical resistivity of more than 1 × 1014.cm at room temperature, and a magnetic hysteresis loop with a remnant magnetization 2Mr of 0.485 emu/g were obtained for Bi0.9HO0.1Fe0.9Ti0.0503; both were much higher than those of Bio.9Hoo.1Feo.9503. Changes in the defect subsystem of BiFeO3 induced by Fe-deficiency and （Ho,Ti） codoping are proposed as being responsible for the improvement in the properties.     

Ho and Ti co-doped BiFeO_3 multiferroic ceramics with enhanced magnetization and ultrahigh electrical resistivity

Bi0.9Ho0.1Fe0.95O3 and Bi0.9Ho0.1Fe0.9Ti0.05O3 ceramics were prepared and compared to reveal the effects of Ho and Ti codoping in BiFeO3. X-ray diffraction indicated that both ceramics had a high rhombohedral perovskite phase content, and microstructural analyses showed that the grains of the Bi0.9Ho0.1Fe0.9Ti0.05O3 ceramics were much smaller than those of Bi0.9Ho0.1Fe0.95O3. An electrical resistivity of more than 1 × 1014?·cm at room temperature, and a magnetic hysteresis loop with a remnant magnetization 2Mr of ～ 0.485 emu/g were obtained for Bi0.9Ho0.1Fe0.9Ti0.05O3; both were much higher than those of Bi0.9Ho0.1Fe0.95O3. Changes in the defect subsystem of BiFeO3 induced by Fe-deficiency and(Ho,Ti) codoping are proposed as being responsible for the improvement in the properties.     

(Ba, Sr)TiO3纳米棒的反相微乳法制备与表征

在氢氧化钡和氢氧化锶水溶液/Triton X-100/环己烷/正己醇四元W/O型反相微乳液中制备了钛酸锶钡纳米棒, 研究了ω₀值(水与表面活性剂Triton X-100的物质的量之比)、反应物浓度、陈化时间对产品形貌和尺寸的影响, 用TEM, SAED, SEM, EDS和XRD等技术对产品进行了表征. 结果表明, 所得Ba_0.7Sr_0.3TiO₃纳米棒长约500～1200 nm、直径约为50～120 nm; 具有立方相单晶结构. 产品中钡、锶、钛的物质的量之比约为0.7∶0.3∶1.     

例谈"原始问题"在中学物理教学中的作用

赵凯华先生在《我国赴美物理研究生考试（CUSPEA）历届试题集解》序言中指出：“在我们的教学中，同一物理问题，既可以把原始的物理问题提交给学生，也可以由教师把物理问题分解或抽象成一定的数学模型后提交给学生．”     

Water-Induced Degradation in Lead Zinc Niobate-Lead Zirconate Titanate Soft Piezoelectric Ceramics

Water-induced degradation of lead zinc niobate-lead zirconate titanate (Pb(Zn1/3Nb2/3)O3-Pb(ZrTi)O3) soft piezoelectric ceramics is studied using electrochemical hydrogen charging, in which the silver electrodes of the piezoelectric ceramics constitute a cathode in 0.01-M NaOH solution to evolve hydrogen by electrolysis of water.It is found that with the increasing hydrogen charging time, the resonance impedance increases, the difference between the resonance frequency and the anti-resonance frequency decreases, the spontaneous polarization, the remanent polarization and the piezoelectric coefficient d33 decrease. The degradation behaviour of the soft piezoelectric ceramics can be explained to hydrogen incorporating into the lattice and forming hydroxy (OH^-) bonds in the perovskite structure, which prevents the Ti ions from switching and increases the coercive field Ec.The degradation characteristics of the soft piezoelectric ceramics are quite different from that of lead zirconate titanate hard piezoelectric ceramics.     

物理专业数学物理方法学习兴趣研究

数学物理方法是一门公认的难度较大的课程,教师普遍感到难教,学生感到难学．究其原因主要是该课程数学公式多、难记忆,公式的推导多,语言讲解相对于其他课程较少：另外,数学物理方法的教学如果仅限于教师在黑板上推导公式,让学生记住一些公式、定理,考试时代入公式计算出结果,这样更容易让学生感到疲倦、厌学,很难有较好的教学效果．针对以上问题,我们给出提高学生学习数学物理方法兴趣的几条建议．     

由新课改三维教学目标谈对物理教学的文化思考

随着新课改的不断深入，“知识与技能、过程与方法、情感态度和价值观”三维一体的教学目标已被广大中学物理教师熟悉和接受．但是，由于在长期的传统教学过程中大部分中学物理教师已经习惯于“知识本位”的教学目标，当面对新课改所提倡的这样一个“学生本位”的教学目标时，他们感到困惑和茫然，不知道到底该如何教了．于是在教学中就出现了两种极端现象：一种是教师不求甚解、流于形式地去追求新课改提倡的教学目标，以迎合新课改；一种是教师干脆放弃新课改提倡的教学目标回到传统教学目标上去，以抵制新课改．这两种现象也是新课改面临的两个新问题．这两个问题无论哪个解决不好都会影响新课改的顺利进行，甚至会导致新课改的最终失败．     

材料化学课程内容与专业课程体系设置的探析

材料化学是材料学与化学等学科交叉、渗透下产生的一门新兴交叉学科,其学科内容还没有得到一致的认同,对应材料化学课程的内容往往与材料化学专业开设的其他课程内容出现重叠.本文通过对材料化学专业要求、核心知识领域以及材料化学学科概念的分析,对材料化学课程内容和材料化学专业课程体系的设置作了初步的探讨.     

反相微乳液法合成钛酸钡纳米棒

本文在W/O型反相微乳液(Reverse Microemulsion)体系中制得了BaTiO3纳米棒, 考察了ωo值、反应物浓度等因素对BaTiO3纳米棒尺寸及形貌的影响. 用TEM、XRD和电子衍射对材料进行了表征,并用ICP测试了产品中钡与钛的摩尔比.