渗透物理科学方法教育，提高学生科学素质

本文在分析科学方法教育在中学物理教学中作用的基础上,阐述了科学方法教育的内容,原则,探讨了物理教学中进行科学方法教育的途径。     

浅说科学精神及其在物理教学中的培养

1科学精神 何谓科学精神？笔者认为：科学精神即崇实精神、求真精神和创新精神的总和，其核心是尊崇事实、追求真理和大胆创新．     

利用物理学科培养超越精神

超越精神是能动地摆脱现实局限获得新生的一种精神，因此超越精神含摄了自由精神、自觉精神、批判精神、创新精神等一切优秀精神的品质，是科学精神与人精神的升华，超越精神是人类及社会进步的根本动因，物理学每一次重大发展都是人类超越精神的具体体现，中学物理教学可利用物理学科自身特点培养学生的超越精神。     

论物理教学与学生科学素质的培养

人类社会已跨入了2000年。在这千年更迭，世纪之替之际，全国、全军院校都在思考把什么样的高等教育带入21世纪的问题。近几年来，素质教育已成为我国社会媒体、尤其是教育界普遍关注的焦点。本对物理教学与学生科学素质的培养谈几点认识。     

谈物理实验教学中学生科学素质的培养

物理教学要实现由“应试教育”向素质教育的转轨，必须改单纯的“学科教育”为“科学教育”，即不仅要让学生掌握必要的物理知识，还要为学生的整体素质发展奠定必需的科学能力和科学品质的基础．笔者通过多年的教学实践和研究深刻地认识到，在物理教学中，加强实验教学是培养学生科学素质的重要途径和关键，也是物理学科实施素质教育的一个十分重要的方面．     

在实践中培养并发展学生的科学素质

本讲述了在生活，社会实践和科学探究活动中培养并发展学生的科学素质。     

物理小论文与学生科学文化素质的培养

以物理小论的形式开发学生智力，培养学生科学化素质。     

由几道中考题看物理习题价值观的转向

传统物理习题的弊端日益突出:习题内容日益僵化,仅局限学科知识范围,远离生活、社会实际;习题的手段、技术与方法单一,强调死记硬背和机械训练;对知识的动用表现为"直接性",即运用相关知识直接求解理想情景、模型中抽象化的"纯物理"问题;考查的能力只是"题海战术"下的解题能力;习题答案规范唯一;习题评价只是"辨别正误",忽视全面发展的教育激励功能;等等.随着新课程的深入落实,习题的价值观将发生根本性的转向.习题不再只是训练与检测对所学知识的掌握和记忆程度,在"直接性"解题中培养与区分解题能力,而是注重学生对知识的意义构建.而且把解答过程看作学生的智慧、能力、情感、态度、价值观的生成和体现过程,学生主体在解答中消除困惑、解决与生成问题,获取新知、满足需要.创新知识及展示与升华自我的过程是习题求解过程的本质所在.不过分强调评价的甄别功能而是关注学生的全面发展.下面以几道中考题为例予以说明.     

物理科技创新基地培养管理模式改革新探简

针对近年来物理科技创新基地发展的特点,结合国家对拔尖创新型人才创新能力的培养目标,提出了网络化时代背景下物理科技创新基地管理和运行模式的改革措施,为我国高校物理科技创新基地的建设和运行提供参考,有助于促进拔尖创新型人才的培养。     

习题设计从理想模型回归真实情境

传统课堂过分强调理想模型的教学,学生缺乏对真实情境问题做理想化处理的经历,学生将实际问题中的对象和过程转换为物理模型的能力很弱.基于两种理想模型和模型建构素养学业水平的分析,从物理对象的真实化和物理过程的真实化两条途径设计情境化习题,让物理习题从理想模型回归真实情境,提高学生建构模型解决实际问题的能力.     

The Physical Tourist¶Scientific Travels in the Irish Countryside

Newly-prosperous Ireland has a number of sites which the scientific traveller can visit. There are apparatus museums at Birr and Maynooth, and a collection of early apparatus at the physics department of the Irish National University in Galway. The main attraction at Birr is the Rosse Telescope, with its 6-ft diameter speculum, built in the 1840s, and recently refurbished. Travellers to Northern Ireland can see applied geology at the Giant's Causeway.     

Improvement in the Physical Function and Quality of Life through Exercise and Physical Activity Intervention Using a Smartphone after Allogeneic Hematopoietic Cell Transplantation: A Case Report

Purpose: Physical activity (PA) interventions positively affect the physical function (PF) in patients with advanced cancer. However, patients must remain motivated during the intervention. We report a case wherein a smartphone application for PA intervention was useful in motivating the patient to improve adherence. Methods: A 40-year-old woman underwent an allogeneic hematopoietic cell transplantation (allo-HCT) for an advanced extranodal natural killer/T-cell lymphoma. On day 6, she developed the posterior reversible encephalopathy syndrome. She was managed in the intensive care unit for 3 days, and her PF declined markedly. We initiated a smartphone-based PA intervention from day 35. She was instructed to maintain a PA diary for self-monitoring of the daily steps and to set a new step-count goal every week. Results: The PA and PF improved within a short period thereafter. However, she developed severe acute graft-versus-host disease and was administered with high-dose systemic corticosteroids from day 49. The PA, PF, and quality of life (QOL) decreased again. The intervention was continued for 5 months with a high adherence. The PA, PF, and QOL improved gradually. She resumed independent activities of daily living and was discharged on day 202. Conclusion: Smartphone-based PA intervention may be effective against post-allo-HCT physical dysfunction.     

习题课教学需要“以点带面”

习题课是物理课的一种重要课型.通过习题课的教学可以帮助学生牢固掌握所学知识,增强学生的解题能力,同时也可以加强各部分知识之间的联系,使所学知识系统化、条理化;因此上好习题课至关重要.     

Physical theory of the competition that allows HIV to escape from the immune system

Competition within the immune system may degrade immune control of viral infections. We formalize the evolution that occurs in both HIV-1 and the immune system quasispecies. Inclusion of competition in the immune system leads to a novel balance between the immune response and HIV-1, in which the eventual outcome is HIV-1 escape rather than control. The analytical model reproduces the three stages of HIV-1 infection. We propose a vaccine regimen that may be able to reduce competition between T cells, potentially eliminating the third stage of HIV-1.