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物理实验具有天生的“思政”教育属性,可以帮助学生树立爱国情怀,为培养学生客观进取、实事求是的世界观和人生观奠定基础。为实现高质量人才培养的目标,我们提出了物理实验的反溯效教学法,将现代科学技术新发展引入物理实验课程内容,激发学生探索欲和创造欲的同时,深挖物理实验中的思政元素,以此打通前沿科技发展、基本物理原理与现象、课程价值引领之间的联系,探索了物理实验的知识传授、能力提高与价值塑造三位一体的育人模式。本文以霍尔效应实验为例,探索了基于反溯效教学法的思政元素融入物理实验课程的方法。 相似文献
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The diffusion mechanism of boron in bcc-Fe has been studied by first-principles calculations. The diffusion coefficients of the interstitial mechanism, the B–monovacancy complex mechanism, and the B–divacancy complex mechanism have been calculated. The calculated diffusion coefficient of the interstitial mechanism is D_0= 1.05 ×10~(-7)exp(-0.75 e V/k T) m~2· s~(-1), while the diffusion coefficients of the B–monovacancy and the B–divacancy complex mechanisms are D_1= 1.22 × 10~(-6)f1exp(-2.27 e V/k T) m~2· s~(-1)and D_2≈ 8.36 × 10~(-6)exp(-4.81 e V/k T) m~2· s~(-1), respectively. The results indicate that the dominant diffusion mechanism in bcc-Fe is the interstitial mechanism through an octahedral interstitial site instead of the complex mechanism. The calculated diffusion coefficient is in accordance with the reported experiment results measured in Fe–3%Si–B alloy(bcc structure). Since the non-equilibrium segregation of boron is based on the diffusion of the complexes as suggested by the theory, our calculation reasonably explains why the non-equilibrium segregation of boron is not observed in bcc-Fe in experiments. 相似文献
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为促进新形势下的“大学物理实验”课程体系改革,推动“高素质、创新型”人才培养朝新方向、高水平前进,北京科技大学“大学物理实验课反溯教学方法研究”课题组提出了物理实验课反溯教学方法,将现代科技的最新发展引入课程,对反溯教学方法进行了探索。课题组从实验现象出发,引导学生反溯基本物理学概念、原理和现象,并相应组织编排物理实验内容,激发学生的探索欲和创造欲,全面提升学生的学习兴趣和学习能力。课题组从实验室建设、新教材建设、新实验编排、本科生科技创新、实验课程与最新科研项目结合等多个角度出发,对“大学物理实验”课程体系进行了全面深化,促进学生变“要我学”为“我要学”,并取得了一系列教学成果。 相似文献
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Boron distribution at grain boundaries in hot-deformed nickel is directly characterized by the time-of-flight secondary ion mass spectrometry. The segregations of boron are observed at both the random and twin grain boundaries. Two types of segregations at random grain boundaries are observed. The first type of segregation has a high intensity and small width. Its formation is attributed to the incorporating of dislocations into the moving grain boundaries. The second type of segregation arises from the cooling induced segregation at the dislocations associated with the grain boundaries. The segregation at twin boundary is similar to the second type of segregation at random grain boundaries. 相似文献
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