试论在力学教学中思维能力的培养

心理学认为，思维是人脑对客观事物的一般特性和规律概括地、间接地反映过程．在物理教学中，对学生思维能力的培养，需要做许多方面的工作；本文以力学教学为例，谈谈笔者的肤浅认识和体会．     

在物理教学中加强学生创造性思维的训练

现代教学中培养学生的思维能力是教学的核心。而加强创造性思维的训练是培养创新能力的重要环节，它可使学生获得思维的流畅性、变通性和独创性．在物理教学中，经常组织一题多解、一题多变的练习和做设计性实验是培养学生创造性思维的有效方法。     

物理教学对发散思维能力的培养

发散思维，又称求异思维或扩散思维．它是不依常规，寻求变异，从多方面寻求答案的思维方式．实践证明：发散思维是创造性思维的核心．它的特点在于思维的流畅性、变通性和独特性．物理教学中，在研究问题、分析、解决问题时，对学生进行“一题多解、一题多问、一题多思、一题多变和一题多联”等方面的训练，可以帮助学生学会从多角度、多方面、多层次去认识事物，养成发散思维的习惯．     

在“弹性碰撞”教学中培养学生的思维能力

思维能力是一切能力的核心,学生的思维能力发展得越好,认识事物的能力就越强,学习的能力就越高,各种技能和能力提高就越快,教学效果也会越好．因此,教师应充分利用课堂教学,遵循思维发展的规律,培养学生思维能力,调动学生积极思维,使学生通过自己的思维活动去理解、掌握知识,从而实现传授知识和培养能力的目的．下面是本人在“弹性碰撞”教学中培养学生思维能力的具体做法：１引起兴趣　诱发学生乐于思维 教师开门见山,阐明主题,提出本堂课要研究物理学史上的一个著名实验,即１６６６年在英国皇家学会上表演的碰撞实验．实验…     

浅谈高中物理教学中培养学生物理思维能力的探讨

高中物理学科是一门较难学习的课程.不仅要求教师拥有较高的教学水平和教学方法,更要老师不断培养学生物理学习思维方式和思维能力.在教学中,教师要针对学生的特点进行启发式教学,引导学生拓展思维空间,养成良好的物理学习方法.本文围绕着物理教学中教师引导学生拓展思维空间,运用新型的教学方法进行分析和探讨.     

中学生解决物理问题发散思维能力测验

在具体物理问题情境中设计发散思维测试题，通过取样、测试，制定初步的评分标淮，并根据所得测试分数，应用软件SPSS5．0对学生发散思维进行统计分析，得出发散思维和学生物理考试成绩的相关程度不高(r＝0．414)，t检验表明男女生发散思维没有显著差异(P＞0．05)。     

培养学生科学思维能力

科学思维活动是一项非常复杂的活动，它有自身的发展规律．学生能否掌握正确的科学思维方法，能否灵活运用科学思维方法，是学好物理学的关键。要培养学生的科学思维能力，笔者认为就得从认识的基本过程中逐步培养科学思维方法。     

浅谈在启发中培养良好的思维品质

思维发展心理学指出，思维能力是智力的核心，而思维品质是指学生个体思维活动中智力特征的表现．良好的思维品质结构主要包括思维的广阔性和深刻性、思维的独立性与批判性、思维的逻辑性、思维的灵活性和敏捷性、思维的创造性五个方面．     

物理直觉思维的培养与训练

直觉思维，是指人们面临新问题、新事物、新情境时，能迅速理解并作出判断或作出某种猜测，它在发明创造中起着动力和加速的作用．因此，加强物理直觉思维能力的培养与训练，有助于提高学生的物理创新能力．     

依纲悟本培养能力

近几年全国高考物理试题，“源于课本，又高于课本”的题所占的比例不少，“饮水思源”，若我们在物理教学中从实际出发，注意挖掘教材，在教学中对每个例题、习题所涉及的知识点的基本方法和物理思想进行认真地分析并通过练习使学生掌握，激活学生的思维，必能起到“举一反三、事半功倍”之效。     

关于"太阳在银河系中所受引力与到银心距离r的关系"的讨论

讨论了银道面内的引力场强分布和太阳在银河系中所受引力与到银心距离r的关系，指出引力场强g并不是与r的平方成反比，这是由于银河系的大小和形状不能忽略造成的．强调了万有引力定律的适用条件．     

On the predictability of the positions of the convergence zones in the ocean

The disagreement between the experimental and calculated positions of the first convergence zone are known from many publications. The most probable cause for such a disagreement, namely, the incorrect specification of the input data for the calculations, is considered. The lack of simultaneity between the hydrological surveys of the region and the acoustic experiments is emphasized. The experimental data obtained by the author in five ocean regions are presented. These data characterize the diurnal variability of the distance from the source to the nearest boundary of the convergence zone. The relations proposed by different researchers for calculating the sound speed from the temperature, salinity, and hydrostatic pressure are analyzed. It is shown that these relations lead to a substantial difference in the estimated depth dependence of the hydrostatic gradient of the sound speed. The position of the first convergence zone is calculated for the propagation conditions determined by vertical temperature and salinity profiles with the subsequent recalculation of these profiles into sound speed profiles by using eight different formulas known from the literature. It is shown that different formulas lead to different values of the distance to the first zone; this difference is substantially greater than that between the calculations and experiment. The necessity of improving the recalculation relations in view of the experimental data on sound propagation in natural oceanic waveguides, including the data on the actual positions of the convergence zones, is emphasized.     

On the calculation of the bremsstrahlung in the region of the plasma frequency

On the basis of the classical theory of radiation produced in incomplete Coulomb interaction, a formula is derived for the coefficient of the bremsstrahlung of fully ionized plasma. In the region of rectilinear approximation a comparison is made with the results of the quantum formula derived from the Born approximation. Furthermore, the influence of dispersion upon the emission coefficient is taken into account; some relations for the region of dispersion are given.     

Dependence of the Intensity of the Spectral Lines and the Composition of the Sample and the Plasma Parameters of the Unipolar Arc

The investigation was made of the dependence of the intensity of Tl, Ga, Mo, Mg, Mn, Sn, Bi, Ni, Zn, Pt and Au spectral lines and the plasma parameters (temperature T, electron concentration n_e, degree of 6 ionnization α) from concentration of lithium additive.     

Extracting the wavefunction of the LSP at the LHC

We consider associated production of squarks and gluinos with the lightest supersymmetric particle (LSP), or states nearly degenerate in mass with it. Though sub-dominant to pair production of color SU(3)-charged superpartners, these processes are directly sensitive to the wavefunction composition of the lightest neutralinos. Exploiting event-shape variables - including some introduced here for the first time - we are able to identify the composition of the LSP by selecting events involving a single high-pT jet recoiling against missing transverse energy. We illustrate the proposed technique on a set of benchmark cases and propose methods for applying these results in more realistic experimental environments.     

Set the controls for the heart of the Sun

In this paper we describe experiments conducted with high-power lasers that are attempting to replicate, for a very short time and in miniature, conditions found in the Sun. Experiments to date have reached conditions in the outer part of the Sun. To reach the Sun's centre requires compression of material to very much greater than solid density and heating to over ten million degrees. To achieve this, a new class of experiments and a new generation of high-power lasers are required.     

On the Question of the Source of the Apokamp

Technical Physics - The object of this work is the apokamp—a new type of plasma jet, which is formed from a bright offshoot emerging at the bending point of a channel of a high-voltage...