基于创新实践能力培养的理论实验相结合教学模式探究

文章基于自己讲授不同物理理论课程和实验课程的经验,分析了当前大学课程安排上相关物理课程所存在的理论与实验教学环节相分离的教学模式现状以及所产生的教学影响。针对所产生的教学影响,结合当下对创新型人才培养的必要性和紧迫性,倡导将以往传统的教学模式中理论课程和实验课程相分离的教学模式进一步改革,采用多种教学方法相混合,将理论和实验课程结合起来,以达到培养大学生创新实践能力的目的。     

光栅衍射的微课视频设计与制作

信息技术的发展不断促进教育模式的变革,基于互联网的微课教学可谓是近年的热门教学模式。大学物理实验是物理学专业学生的一门重要课程,但其传统授课方式存在不足。将微课与大学物理实验教学结合起来,不但能提升教学效果,还能提高学生的学习主动性。光栅衍射在光学课程中处于重要地位,学生在理论学习中只理解了光栅衍射的原理,对于其应用不太熟悉。本文从教学设计、课件制作、脚本设计、视频制作方面介绍了光栅衍射的微课视频设计与制作过程,对探索大学物理实验教学新模式有一定意义。     

Dielectric and ferroelectric properties of Sr_4CaSmTi_3Nb_7O_(30) with tetragonal tungsten bronze structure

Sr4CaSmTi3Nb7O30ceramics are synthesized and indexed as tetragonal tungsten bronze structure. The dielectric behavior and ferroelectric nature are investigated. Three dielectric anomalies are observed. The phase transition is a displacive phase transition with some diffusive characteristics, which indicates possible compositional variations within the materials on the microscopic scale. The weak distortion disappears in cooling process for differential scanning calorimetry measurement, and the large depression of Curie–Weiss temperature T0 indicates the difficulty in forming macroferroelectric domain. The ferroelectric nature in these filled tungsten bronze niobates originates from the off-center displacement of Bsite cations, but they are primarily dominated by A-site cation occupation. Both the radius and the valence of A1-site cations play an important role on ferroelectric properties of the filled tungsten bronze compounds. Existence of spontaneous polarization with a remanent polarization of 0.16 μC/cm2 a coercive field of Ec = 11.74 kV/cm confirms the room-temperature ferroelectric nature of Sr4CaSmTi3Nb7O30 ceramics.