中英两国科学教材的比较与思考--以"力和运动"一章为例

随着新世纪的到来，世界各国的基础教育改革的步伐日益加快，其中教材改革是先锋军．教材不仅是教学内容的载体，它的编写体系也体现着一个国家和地区的教育理念以及相应的教学方式．笔者试对中英两种科学教材进行比较，以期给我国教材编写工作者一点借鉴．     

基于“数形结合”多角度思维的思想方法培养

通过数形结合,优化解决物理学问题的途径,使得问题解决形象直观,简洁易行,同时培养了学生多角度思维的思想方法.     

On the Foundation of the Principle of Relativity

The relation of the special and the general principle of relativity to the principle of covariance, the principle of equivalence and Mach's principle, is discussed. In particular, the connection between Lorentz covariance and the special principle of relativity is illustrated by giving Lorentz covariant formulations of laws that violate the special principle of relativity: Ohm's law and what we call Aristotle's first and second laws. An Aristotelian universe in which all motion is relative to absolute space is considered. The first law: a free particle is at rest. The second law: force is proportional to velocity. Ohm's law: the current density is proportional to the electrical field strength. Neither of these laws fulfills the principle of relativity. The examples illustrate, in the context of Lorentz covariance and special relativity, Kretschmann's critique of founding Einstein's general principle of relativity on the principle of general covariance. A modification of the principle of covariance is suggested, which may serve as a restricted criterium for a physical law to satisfy Einstein's general principle of relativity. Other objections that have been raised to the validity of Einstein's general principle of relativity are based upon the preferred state of inertial frames in the general, as well as in the special theory, the existence of tidal effects in true gravitational fields, doubts as to the validity of Mach's principle, whether electromagnetic phenomena obey the principle, and, finally, the anisotropy of the cosmic background radiation. These objections are reviewed and discussed.     

新课程背景下改进物理实验教学的实践与思考

物理新课程标准要求物理实验贴近学生生活,加强课程与学生生活和现实社会的联系.实验是培养学生动手能力的最佳途径,因此要尽可能地创造条件和不断改进,让学生亲自动手实验.笔者结合自己的实践与思考通过几个实例谈些关于新课程实验改进的做法.     

物理教学"导学诱思模式"初探

我校多年来一直倡导教学改革，广大教师都立足课堂教学，进行了大胆探索，总结了丰富的经验．近年来学校组织学习了《诱思探究学科教学论》，我们以该理论为指导，借鉴了外地名校的教改先进经验，在物理课堂中对“导学诱思模式”进行了大胆尝试，收到了很好的效果．下面谈谈具体认识和做法．     

江苏南北高中物理新课程实施的比较研究

采用问卷法和访谈调研江苏南北高中物理新课程实施现状,分析了物理新课程实施取得的成效和存在的问题,对物理新课程的实施提出了建设性的建议,为地区间的教育均衡发展提供了参考意见.     

Affect-Logic,Embodiment, Synergetics,and the Free Energy Principle: New Approaches to the Understanding and Treatment of Schizophrenia

This theoretical paper explores the affect-logic approach to schizophrenia in light of the general complexity theories of cognition: embodied cognition, Haken’s synergetics, and Friston’s free energy principle. According to affect-logic, the mental apparatus is an embodied system open to its environment, driven by bioenergetic inputs of emotions. Emotions are rooted in goal-directed embodied states selected by evolutionary pressure for coping with specific situations such as fight, flight, attachment, and others. According to synergetics, nonlinear bifurcations and the emergence of new global patterns occur in open systems when control parameters reach a critical level. Applied to the emergence of psychotic states, synergetics and the proposed energetic understanding of emotions lead to the hypothesis that critical levels of emotional tension may be responsible for the transition from normal to psychotic modes of functioning in vulnerable individuals. In addition, the free energy principle through learning suggests that psychotic symptoms correspond to alternative modes of minimizing free energy, which then entails distorted perceptions of the body, self, and reality. This synthetic formulation has implications for novel therapeutic and preventive strategies in the treatment of psychoses, among these are milieu-therapeutic approaches of the Soteria type that focus on a sustained reduction of emotional tension and phenomenologically oriented methods for improving the perception of body, self, and reality.     

学习“加速度减小的加速运动”的思维障碍及其对策

在高中的物理学习中,我们经常会遇到加速度减小而速度增大的运动,从高空有一小球自由下落,与直立的轻质弹簧发生碰撞,在小球到达平衡位置的过程中,由于小球所受的向下的重力不变,而向上的弹力逐渐增大,但小于重力,所以小球所受的合力方向向下,大小逐渐减小,因此,加速度减小,但运动速度逐渐增大,但许多学生错误地认为加速度减小,速度一定是减小的,在简谐运动中,弹簧振子回到平衡位置的运动过程,弹簧振子做的也是加速度减小的加速运动,再比如,汽车以恒定的功率起动过程中,所做的运动也是加速度减小的加速运动,这类运动相对于匀变速直线运动要复杂,学生学习这部分知识普遍感到困难,如果不能正确的理解和掌握加速度减小的加速运动,将直接影响对运动物体全过程的正确分析,也就无法处理和解决这一类问题,所以把加速度减小的加速运动作为一个专题进行全面而系统的学习,为解决这类问题打下基础是很有必要的.     

电气原理草图语义理解系统开发

在当前已有的手绘草图识别系统及算法的基础上,设计了一个简单的手绘电气元件识别系统.通过在线采集获取手绘图每个笔画的始终点坐标以及每个笔画上所有的采样点的坐标,然后通过平滑处理以及去重处理来降低因输入时候的抖动噪音之类的因素对识别的影响.实现了基于图元以及图元数量的单个电气元件的识别方法.系统使用MATLAB做为软件开发平台,通过仿真验证算法的可行性,所达到的识别效果能够实现预期的设计要求.     

对实验课教学过程的思考

职业技术教育的特点是以培养学生动手能力为中心,以培养学生技能为目标,因此职业学校必须重视实验教学。通过实践,使学生认识、理解、验证基本概念和定律;训练学生基本操作技术;通过课程设计,生产经营实践,培养学生的职业能力。实验课的教学包括选题与准备、讲授与示范、操作与指导、评议与总结四个阶段。本文就这四个阶段的教学谈谈自己的一点思考心得。     

也谈“说课”设计

"说课"是促进教师成长、提升教师素质的必备环节.所谓说课,就是依据教学法、教育学和心理学的原理,说出"教什么"、"怎样教"、"为什么这样教"的整个教学过程.说课既要"说得准确"、"说出特色"、又要"说出共性与个性".