共查询到20条相似文献,搜索用时 46 毫秒
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人才的科学素质培养与基础物理教学 总被引:4,自引:0,他引:4
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。 相似文献
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从教学方法、 教学手段、 考核方式等几个方面探讨了基础物理实验课程教学的改革, 为加强实验教学
的深度提供了一些有效的途径和方法 相似文献
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物理常数是物理学重要的组成部分,在物理学中占有特殊的地位,因为它所具有的基础性、启发性、认识性和普适性等特点,促使物理学家要解释它们。然而尽管物理学家采用包括“数字学”方法在内的各种办法,但在对物理常数的解释上仍没有取得显著的进展。为此,需要从什么是基本物理常数的解释,基本物理常数能不能解释,怎样才能解释基本物理常数等基本问题进行讨论与思考。 相似文献
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通过介绍多媒体声音技术、图像处理技术、人机界面技术以及光盘、光盘驱动器等概念及工作原理,揭示了多媒体技术的物理基础,阐明了声、光、电原理、技术有相互转换对多媒体技术起着至关重要的作用,指出在知识日新月异、技术飞速发展的今天,发展和更新本学科知识的同时,对目前学科与学科之间的界限愈来愈来模糊这一特点引起足够重视是十分必要的。 相似文献
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论基础物理的渗透式教学 总被引:2,自引:0,他引:2
我国物理教育缺乏对渗透式教学的认识是历史上一直存在的问题,而对渗透式教学的模糊认识是其重要原因.基于此,文章在深入分析渗透式学习特点的基础上,提出了基础物理的渗透式教学模式,包括培养学生的直觉思维、讨论式学习和兼收并蓄学习并进行了教学实践.结果表明,文章所提出的基础物理渗透式教学模式是可行的和合理的,这在一定意义上为基础物理教学方法的改革提供了有益的启示。 相似文献
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我国物理教育缺乏对渗透式教学的认识是历史上一直存在的问题,而对渗透式教学的模糊认识是其重要原因.基于此,文章在深入分析渗透式学习特点的基础上,提出了基础物理的渗透式教学模式,包括培养学生的直觉思维、讨论式学习和兼收并蓄学习并进行了教学实践.结果表明,文章所提出的基础物理渗透式教学模式是可行的和合理的,这在一定意义上为基础物理教学方法的改革提供了有益的启示. 相似文献
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Carlo Rovelli 《Foundations of Physics》2018,48(5):481-491
Contrary to claims about the irrelevance of philosophy for science, I argue that philosophy has had, and still has, far more influence on physics than is commonly assumed. I maintain that the current anti-philosophical ideology has had damaging effects on the fertility of science. I also suggest that recent important empirical results, such as the detection of the Higgs particle and gravitational waves, and the failure to detect supersymmetry where many expected to find it, question the validity of certain philosophical assumptions common among theoretical physicists, inviting us to engage in a clearer philosophical reflection on scientific method. 相似文献
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Peter J. Bussey 《Contemporary Physics》2013,54(4):221-223
There are three ways in which an expected symmetry may not hold exactly: first, if the basic laws do not respect the symmetry exactly; second, if the initial or boundary conditions do not obey the symmetry; and third, by a spontaneous breakdown, which can happen in two ways, here called SBS1 and SBS2, which will be defined and illustrated. Similar to them is the symmetry-breaking approximation, in which a symmetric system is approximated by an asymmetric formalism to make it easier to handle certain correlations. 相似文献
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M. J. Crowe 《Physics in Perspective (PIP)》1999,1(1):54-64
The distinguished physicist and historian and philosopher of science Pierre Duhem (1861 - 1916) not only taught physics, but also worked out in his Aim and Structure of Physical Theory a philosophical analysis of physics. Duhem's analysis offers important suggestions about how physics progresses and also how physics should be taught. This essay suggests what advice Duhem would give persons involved in physics teaching about how physics should be presented. In particular, it discusses Duhem's insightful critique of what he called the Newtonian method. 相似文献
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Hans J. Pirner 《Few-Body Systems》2012,53(1-2):3-9
I work out the difference between vagueness in philosophy and Unbestimmtheit (indefiniteness) in physics. Vague predicates do not allow a decision whether the predicate is true or false. Unbestimmtheit includes uncertainty and indeterminacy. I will describe the phenomenology of both concepts and discuss practical ways how to handle these cases. 相似文献
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Claudio Garola 《International Journal of Theoretical Physics》1999,38(12):3241-3252
The epistemological position underlying thestandard interpretation of quantum physics (QP) can beclassified as a form of verificationism: to be precise,empirical verificationism (nontestable physical statements have no meaning). This position canbe criticized and maintained to be the deep root of manyquantum paradoxes. Semantic Realism proposes analternative viewpoint, according to which evennontestable statements made up of individually testablestatements have a meaning, but quantum laws are notnecessarily true in physical contexts that QP itselfclassifies as nonaccessible. This viewpoint produces a new interpretation of QP which preserves itsformal structure and observational interpretation, butinvalidates those theorems that aim to prove suchpuzzling features of this theory as nonlocality and contextuality (Bell and Bell-Kochen-Speckertheorems). 相似文献
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当前,对物理学与哲学关系的探讨多在现代物理学和宏观层面上,从微观层面,梳理经典物理学认识论、方法论的来源,并结合学习理论,试图有助于物理教师在认知结构中生成认识论、方法论组块. 相似文献
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2002年理综考试共30题,物理试题有10题,其中客观题6题,主观题4题,共120分.内容很贴近课本,没有出现前两年较为热门的"信息题",考试更加注重对学生的学习基础、学习能力的考查.试题灵活而不落俗套,新颖而不离基础,强调能力而不偏离教材,考查素质而不脱离实际. 相似文献