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991.
分析学生物理问题解决过程中的错误类型及成因有助于改进物理问题解决教学、提高学生物理问题解决能力.学生在解决物理问题时主要的错误类型可分为理解性错误、思维性错误和数学性错误3类,运用自制《学生物理错题错因反思单》展开的实证研究表明,学生的主要错因依次为"不理解概念、规律""运算错误""不理解题意""缺乏解题方法"等,且不同分数段的学生错因分布特点不同.因此,教学中要及时了解学情,科学进行学法指导;重视过程,扎实搞好物理概念、规律教学;深度研讨,切实进行审题方法训练;数理结合,灵活培养数理逻辑思维能力. 相似文献
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采用比对教学法,针对与高分子相关的互有联系而又有差异的几组有趣而又易混淆有机物(氨/铵/胺;酰胺/酰亚胺;氰/腈;酯/脂;蜡/石蜡/石蜡油),分别进行分析、区别、鉴赏、归纳,以促进初学者对其辨析异同、把握特征、掌握知识。 相似文献
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Gert Nolze 《Crystal Research and Technology》2013,48(7):476-489
A concept based on the application of a cube as a general polyhedron is presented for the visualization of point group symmetry. The cube is used to represent both the highest and lowest crystal symmetries, with differences observable as patterns characteristic to each point group. Patterns are generated using direction‐specific color keys, which enable the recognition of point group‐specific distribution of vectors in an external reference frame. For the visualization of the incoherent hexagonal crystal classes, two twinned cubes are applied in order to generate symmetry operators that would otherwise be missing. The resulting hexagonal dipyramid is described in the frame of a cube, reducing the number of used symmetry operators from 72 to 60. The complete set of 32 polyhedra are suitable, for example, as a visual aid for understanding the crystal symmetry and/or sub‐ and supergroup relationships. 相似文献
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Ragnhild Johanne Rensaa 《International Journal of Mathematical Education in Science & Technology》2013,44(6):729-738
At their final exam in linear algebra students at the author's university were given the possibility to choose between two types of proofs to be done. They could either prove two short statements by themselves or they could explain four steps in a given proof. This paper reports on investigations of students’ responses to the choice option compared to the final grade of their exam: the relation between choice and grade, students’ thoughts about why they preferred one proof to the other, and their opinions on having to choose. The analysis is based on the students’ solutions and answers in questionnaires distributed immediately after the exam. The paper concludes that the students’ opinions do not imply that there is a ‘best way’ of giving a proof, but a choice option is preferred by almost all students regardless of final grade. It is thus asserted that the choice-option-project should continue. 相似文献
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Florence S. Gordon Sheldon P. Gordon 《International Journal of Mathematical Education in Science & Technology》2013,44(6):883-890
This paper describes the use of interactive computer graphics software to explore the notion of the approximation of one statistical distribution by another. In particular, the authors illustrate how such programs can be used to investigate the normal approximation to the binomial distribution, the Poisson approximation to the binomial distribution, the convergence of t‐distributions to the normal distribution, and the limiting behaviour of the chi‐squared distribution. The discussions include possible methods using such programs, either in a classroom setting on a demonstration basis or on an individual student basis for independent study in a computer laboratory setting. 相似文献