以反思之力扬起教学风帆

在新课改教育形势下,通过对教学反思的内涵、内容以及如何进行教学反思等方面的探讨,促使教师在教学反思中成长.     

模拟介质中体元的振动——用Authorware实现驻波的动态演示

随着现代教育技术的发展,多媒体辅助教学正逐步走进物理课堂教学.这种现代化教学手段的使用,使抽象的物理内容直观化,复杂的物理内容简单化.同时培养了课堂容量,充分调动了学生的学习积极性,在许多方面是传统的教学模式所无法比拟的.本文通过实例说明如何应用计算机辅助教学解决驻波中的难点问题.     

电工电子技术实验教学改革的实践

针对电工电子技术课程存在着内容多与授课和实验学时少的矛盾,提出了对电工电子技术实验教材、实验内容、方法和考核几个方面进行改革的具体做法,通过对教学方法和教学手段的探讨,总结出适合现代教学手段和教学对象的教学法,有效地提高学生的动手能力和创新能力,培养学生应用电类科技的意识和兴趣。     

Mathematica在普通物理教学中的应用

目的:针对高校普通物理的传统课堂教学内容抽象复杂,教学方式较大局限性及学生吸收知识慢、兴趣弱等问题,可适当引入计算机软件支撑教学,丰富课堂,解决以上教学难题。方法:运用Mathematica软件的强大动画和绘图功能,对普通物理教学中振动和波的几个典型问题进行分析。结果:通过将教学软件Mathematica与基础物理知识的讲授教学有机结合,可以将课堂中原始化手工推算的内容直观图像化、动画化,令学生更直观地理解课堂内容。结论:通过对实例的阐述可以看出,将Mathematica引入教学能够帮助学生更快、更好地理解物理知识,同时激发学生对物理知识的浓厚兴趣,培养学生的独立思考能力,使课堂教学更高效。     

在物理教学中不该忽视绪论的教学

绪论,发端之言,已发而未尽的言论。它是对一门课程的研究对象、形成过程、内容体系、结构、发展趋势、学法要领等总体的叙述。因此绪论在物理教学中的作用是不能忽视的。 1 通过绪论教学,明确课程的研究对象与内容体系     

“做中学,做中教”—刍议中职物理教学如何提高学生学习兴趣

在新课标改革的背景下,中职物理教学中教师应创新教学模式,通过改进授课方式、巧妙取舍内容等方法在实践动手中教学生科学知识。通过实践操作,提高学生学习物理的兴趣,将趣味性和知识性有机的融合在一起,进而提高教学成效。     

α粒子散射截面新解

原子的核式结构模型可通过α粒子的散射得到证实。α粒子的散射理论是原子物理教学的重要内容。但因卢瑟福散射公式需利用理论力学的知识方能推导，导致该部分内容在普通物理教学中只能简单介绍而无法深入展开。本文介绍了一种适用于普通物理教学的求解α粒子散射截面的新方法。     

课题研究性物理实验教学研究与实践

通过对课题研究性实验教学的内容及教学方法的调研,对学生知识层次分析的基础上,提出了研究性实验教学方案,讨论了课题研究性物理实验教学内容及授课模式,对教学研究成果及经验进行了总结.     

规则模型在大学物理教学中的运用研究

在大学物理的教学中, 很多物理概念通过简化的模型加以运用. 为了更好地适应现在大学物理内容 多、 学时少的特点, 我们通过不断地改革和创新, 强调规则模型运用的重要性, 通过结合微元概念形成一套有效的 教学方法. 对该方法通过列举和分析, 并用 Ma p l e软件再现物理内容的推导演绎过程     

如何提高初中物理学习的有效性——分层教学在课堂中的运用

面对既有广度又有深度的物理教学实践工作,如何实施分层教学是本文探讨的重点.依据分层教学的理论,本文阐述了在新授课、习题课这两类课堂中的分层教学,通过对新课内容的分层设置、对习题课习题的分层选择达成教学目标,进行分层教学,使学生达到不同程度的提高.     

基于新概念量子物理的原子物理课程改革研究

借助"渗透式"教学理念及"螺旋式"上升的学习理念,将传统原子物理课内容改变为新概念量子物理,并使之与后续理论物理中的量子力学课程平滑衔接.由实施后的效果分析可知,新课程有助于学生提高学习量子物理的兴趣,逐渐加深对量子基本理论的理解,同时学生对选用的新教材具有很好的适应性.     

The Uncertain Limits Between Classical and Quantum Physics: Optical Dispersion and Bohr's Atomic Model

It is commonplace to recount the history of quantum physics on the basis of phenomena that have found no satisfactory explanation in the context of so‐called classical physics. This is the case of, for example, blackbody radiation, the photoelectric effect, specific heats, and series of spectral lines. This story goes in another direction: new knowledge about quantum physics not only emerged from the need to explain new phenomena that conflicted with old theoretical structures, but also from the attempts to provide a quantum explanation of phenomena, like optical dispersion, which for a long time had found a very convincing explanation in old physical models, such as the resonance model. The boundary between classical and quantum domains of knowledge was not fixed a priori, but historically negotiated in the context of specific problems, including the problem of optical dispersion.     

凝聚态物理与量子力学

文章扼要地回顾了量子力学在奠定凝聚态物理基础中所起的关键作用;并讨论了当今凝聚态物理发展的主要动向;进而阐明了为何凝聚态物理,不论在基础研究,还是促进技术发展,抑或推动学科交叉方面,尚大有可为。     

A categorical framework for quantum theory

Underlying any physical theory is a layer of conceptual frames. They connect the mathematical structures used in theoretical models with the phenomena, but they also constitute our fundamental assumptions about reality. Many of the discrepancies between quantum physics and classical physics (including Maxwell's electrodynamics and relativity) can be traced back to these categorical foundations. We argue that classical physics corresponds to the factual aspects of reality and requires a categorical framework which consists of four interdependent components: boolean logic, the linear‐sequential notion of time, the principle of sufficient reason, and the dichotomy between observer and observed. None of these can be dropped without affecting the others. However, quantum theory also addresses the “status nascendi” of facts, i.e., their coming into being. Therefore, quantum physics requires a different conceptual framework which will be elaborated in this article. It is shown that many of its components are already present in the standard formalisms of quantum physics, but in most cases they are highlighted not so much from a conceptual perspective but more from their mathematical structures. The categorical frame underlying quantum physics includes a profoundly different notion of time which encompasses a crucial role for the present. The article introduces the concept of a categorical apparatus (a framework of interdependent categories), explores the appropriate apparatus for classical and quantum theory, and elaborates in particular on the category of non‐sequential time and an extended present which seems to be relevant for a quantum theory of (space)‐time.     

量子物理学百年回顾

简述了量子物理学诞生的背景。它的诞生,打开了人们认识微观物质世界运动规律的大门。物质属性及其微观结构问题,只有在量子物理的基础上才在原则上得以解决．量子力学提供了所有现代科学的基础支柱。在过去一百年中,量子物理不仅对于说明众多自然现象取得了无与伦比的成功,它还引发了大量的技术应用。由于量子物理学的基本概念与人们日常生活经验如此不同,诞生伊始至今,对于量子力学原理的诠释存在持续不断的争论。量子理论以前所未有的深度改变了人们的世界观。     

凝聚态物理学中的基本概念

本文首先根据物质世界的层次化来说明凝聚态物理学在当今物理学中所处的地位,并阐述了复杂与简单的辨证关系,来说明为何这一学科至今仍然富有生命力;进而对这一学科的范围进行了讨论,强调了位形空间和动量空间中都存在多种类型的凝聚现象,而相应的凝聚体构成了这一学科的研究对象;还探讨了处理凝聚态理论问题的量子物理与经典物理方法有效领域的界限与分野;最终对此学科的发展历史进行回顾,并追溯和剖析了其概念全系的演变,     

束流物理学的量子方法初探

 量子束流物理学是近年来发展起来的处理束流传输的全新方法，它是经典束流物理学的有益补充。介绍了量子束流物理学的热波模型和基于狄拉克方程的相对论电子束磁透镜量子理论，并与经典束流物理学方法进行了比较。     

对突破工科近代物理教学一个瓶颈问题的探讨

在工科近代物理教学中,量子力学部分所占比例非常少,而量子力学基础教学中的一个瓶颈在于算符和算符本征值与力学量概率分布的关系.介绍了为突破这一瓶颈,在教材建设和教学实践中所做的改进.     

Quantum space-times in the year 2002

We review certain emergent notions on the nature of space-time from noncommutative geometry and their radical implications. These ideas of space-time are suggested from developments in fuzzy physics, string theory, and deformation quantization. The review focuses on the ideas coming from fuzzy physics. We find models of quantum space-time like fuzzy S ⁴ on which states cannot be localized, but which fluctuate into other manifolds like CP³. New uncertainty principles concerning such lack of localizability on quantum space-times are formulated. Such investigations show the possibility of formulating and answering questions like the probability of finding a point of a quantum manifold in a state localized on another one. Additional striking possibilities indicated by these developments is the (generic) failure of CPT theorem and the conventional spin-statistics connection. They even suggest that Planck’s ‘constant’ may not be a constant, but an operator which does not commute with all observables. All these novel possibilities arise within the rules of conventional quantum physics, and with no serious input from gravity physics.